Mentor Teacher HANDBOOK

San Diego County Office of Education Designated Subjects Credential Program Mentor Teacher HANDBOOK San Diego County Office of Education 6401 Linda Vista Road, Room 408 San Diego, CA 92111-7399 Last revised: October 2011

TABLE OF CONTENTS Overview... 1 Consortium Members... 2 Instructional Staff Faculty... 3 Procedures Mentor Teacher Logistics... 4 California Standards for the Teaching Profession... 5 Teacher Performance Expectations... 6 Observations & Candidate Feedback... 8 How to Help Struggling Students... 9 Program Flow Chart... 10 Program Coursework Information... 11 Policy Non-Discrimination & Sexual Harassment... 14 Policy Use of Technology... 15 Procedures Coursework... 17 Procedures Grievances... 18 Information for Candidates How to Apply for a Credential... 19 Information for Candidates How to Enroll in a Course... 20 Frequently Asked Questions... 21 Glossary of Acronyms... 23 Appendices Program Mentor Application... Appendix A Program Mentor Recommendation & Verification of Successful Teaching Form... Appendix B District Mentor Experience Evaluation... Appendix C Mentor Teacher Observation of CTE Candidate... Appendix D Mentor Teacher Feedback Log... Appendix E Mentor Tool Box... Appendix F Complete Program Course Outlines... Appendix G 0 i

OVERVIEW The San Diego County Office of Education (SDCOE) is approved by the California Commission on Teacher Credentialing (CCTC) to recommend individuals for Designated Subjects teaching credentials. Designated Subjects Credentials include: - Adult Education - Career Technical Education (New) - Career Technical Education (Converts from already held Vocational documents) - Vocational Education (Clear and Extension ONLY) - Special Subjects, and - Supervision & Coordination The Designated Subjects Credential program is located within the SDCOE, Regional Occupational Program (ROP). We provide credentialing services to teachers of local school districts, charter schools, the California Department of Corrections, local Trade Union Apprenticeship programs, and some private employers like the San Diego Job Corps. The Designated Subjects Credential Program consists of the following staff members: Steve Pinning, Senior Director Susie Johnson, Coordinator Lillian Harvey, Credentials Technician Our website can be found at: www.sdcoe.net/ssp/dsc Our hours of operation are: 7:30 am 5:00 pm Monday through Friday We can be reached at 858-292-3825 If you have any questions regarding the program, please contact: Lillian Harvey 858-292-3825 lharvey@sdcoe.net 1

CONSORTIUM MEMBERS Partner Universities San Diego County Office of Education, Designated Subjects Credential Program partners with the following Universities for program coursework: California State University, San Marcos Contact Name: Eric Bullard Telephone: 760-750-8703 Website: University of California, San Diego Contact Name: Morgan Appel Telephone: (858) 964-1064 Website: http://extension.ucsd.edu Partnering School Districts and Employers These employers have Memorandums of Understanding in place, and are approved to recommend individuals to be Program Mentors. Listed below are the names and contact numbers for the staff member in each district who is responsible for overseeing the mentoring activities with that district/employer. Alcanes Union High Kevin French 925-280-3900 Central Union High Phil Villamor 760-482-2605 Guajome Park Academy Carla Skaggs 760-631-8500 Oceanside Unified Bess Bronson 760-966-7822 San Pasqual Unified Phil Villamor 760-482-2605 Borrego Springs Unified Doug Ferber 760-767-5335 Brawley Union High Phil Villamor 760-482-2605 Butte County ROP Paul Watters 530-879-7457 Calexico Community Action Council Enrique Alvarado 760-357-2995 Calexico Unified Phil Villamor 760-482-2605 Calipatria Unified Phil Villamor 760-482-2605 Capistrano-Laguna Beach ROP Dave Giertych 949-496-3118 Carmel Unified Barbara Beck 831-624-1546 Carpinteria Unified Tony Bauer 805-937-8427 Chico Unified Robert Feaster 530-891-3000x142 Coastline ROP Darlene Le Fort 714-979-1955 Contra Costa COE Bill Clark 925-942-3310 Coronado Unified Karl Mueller 619-522-8982 El Dorado COE Jeremy Meyers 530-295-2271 Escondido Charter High Kathleen Low 760-737-3154 Escondido Union High Dom Gagliardi 760-739-3907 Fontana Unified Tracie Zerpoli 909-357-5000 Grossmont Union High Adena Boxer 619-590-3923 Imperial County ROP Phil Villamor 760-482-2605 Imperial Unified Phil Villamor 760-482-2605 Inland Empire Job Corps Linda Stull 909-887-7147 Lake Tahoe Unified Jim Watson 530-541-2850 Lompoc Unified Tony Bauer 805-937-8427 Mammoth Unified Kathy Emerick 760-934-6802x521 Monterey Peninsula Unified Sharon Albert 831-373-4671 Mountain Empire Unified Ken Edwards 619-473-8601 North Orange County ROP Howard Burkett 714-502-5809 Opportunities for Learning Charter Schools Verj Boghokian 818-952-1790 Orland Unified Armand Brett 530-865-1200 Oroville Union High Corey Willenberg 530-538-2300 Placer COE (49er ROP) Ward Andrus 530-889-5940 Poway Unified Kathleen Porter 858-668-4016 Riverside COE Tracey Vackar 951-826-6796 Sacramento Job Corps LaShawnda McClellan 916-394-0770x4302 San Diego JCCS Ed Rulenz 619-233-2814 San Marcos Unified Nancy Peterson 760-752-1272 Santa Barbara ROP Tony Bauer 805-937-8427 Santa Maria Joint Union Tony Bauer 805-937-8427 Santa Ynez Valley Union Tony Bauer 805-937-8427 Shasta Builders Exchange Cindy Weaselbear 530-222-1917 Shasta-Trinity ROP Charlie Hoffman 530-246-3302 Siskiyou Union High Mike Matheson 530-926-3006 Southern California ROC Laurie St. Gean 310-224-4222 Sweetwater Union High Gerardo Chavez 619-498-8800 Vista Unified Richard Crane 760-758-7122 2

INSTRUCTIONAL STAFF - FACULTY San Diego County Office of Education, Designated Subjects Credential Program s Program Faculty are part of the credentialing team available to provide candidates with services needed to apply for and clear their Designated Subjects credential in Career Technical Education and Adult Education. Our Program Faculty include: Amy Castro...amycastro@att.net Peggy Miller...starmill@roadrunner.com Additionally, each District hosts a non-evaluative Program Support Provider (District Mentor) to assist candidates in their credentialing coursework and on-the-job practice. All district mentors are: Certificated and experienced in teaching Trained in providing coaching and support to beginning teachers Competent in providing complete, accurate and timely feedback to candidates, including information about progress toward competence Provide program improvement suggestions at annual Credential Advisory meetings Assessed by new teachers for their services Become the new teacher s lifeline for a successful career in teaching District mentors serve as coaches and will observe candidates in their on-site teaching assignments. They will conduct observations and provide prompt feedback with tips and skills needed for successful teaching. It is important to note that District mentors are not there to formally evaluate candidates. They are there to support and guide new teachers and meet the parameters set forth by the Commission on Teacher Credentialing for new teacher support and advisement. County office Program Staff is also available to provide support and guidance for candidates. Program Staff is available during regular business hours and may be contacted by telephone, email or in person, 5 days a week, at no charge. Program Staff Contacts: Lillian Harvey Credentials Technician Telephone: 858-292-3825 Fax: 858-268-9726 Email: lharvey@sdcoe.net Susie Johnson Program Supervisor Telephone: 858-292-3759 Fax: 858-268-9726 Email: sujohnson@sdcoe.net Valerie Hesson Mentor Coordinator Telephone: 858-571-7243 Fax: 858-268-9726 Email: vhesson@sdcoe.net 3

I IMPORTANT PROCEDURES Mentor Teacher Logistics Program Mentor Application The Program Mentor Application (See Appendix A for form) are to be completed by all persons interested in becoming District mentors. Directions how to apply to be a program mentor are included on page 3. Mail completed applications to: Lillian Harvey San Diego County Office of Education 6401 Linda Vista Road., Rm. 408 San Diego, CA 92111-7399 Upon receiving a completed packet, a letter from the Credential Program Supervisor will be mailed to the applicant stating whether or not he or she has successfully met the requirements for becoming a mentor. Program Mentor Recommendation & Verification of Teaching Experience Mentors will forward the Program Mentor Recommendation and Verification of Teaching Experience form to their District Administrator/Supervisor (See Appendix B for form). The Administrator will complete the form and return it to the mentor, who will in turn, include it in the application packet. District Mentor Experience Evaluation This form is for CTE candidates to complete by the end of their preliminary credential period. All completed forms will be mailed or emailed to the Mentor Coordinator. (See Appendix C for form) Valerie Hesson San Diego County Office of Education 6401 Linda Vista Rd., Rm. 408 San Diego, CA 92111-7399 vhesson@sdcoe.net 4

California Standards for the Teaching Profession (CSTP) 2009 Standard 1: ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching Standard 3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum Frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content Standard 2: CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning Standard 4: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student Learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students Standard 5: ASSESSING STUDENTS FOR LEARNING 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of Assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify Instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families Standard 6: DEVELOPING AS A PROFESSIONAL EDUCATOR 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all Students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

OBSERVATIONS AND CANDIDATE FEEDBACK Mentor Teacher Observation of CTE Candidate Advanced scheduling for observations must be made by mentors. Mentors need to check with teachers and districts/employers for appropriate dates and times to visit. Observations should not take place when testing days are scheduled. Mentors need to check with school sites for master scheduling. Mentors need to allow sufficient time to complete observations properly and to provide feedback and coaching with CTE candidates. Mentors will visit candidates in the classroom and conduct a formal observation once per semester during the preliminary credential period to provide beginning teacher support and advisement (Program Standard 5, page 3). Additional visits may be requested by either the mentor or the CTE candidate. Informal communication will take place monthly via telephone calls, emails, and visits. Documentation of these contacts is required. The Mentor Teacher Observation form is two-pages. Mentors will use these forms when observing CTE candidates in the classroom. Mentors will complete all the CTE candidate information and observation information. Mentors will ensure that all sections of the form are completed, including the candidate comments. Both the mentor and candidate will sign the form at the bottom of the page. The reverse side of this form (or page two) is used only by the mentor. While conducting the observation, the mentor will mark the box that identifies the standards and performance expectations outlined on the Classroom Teaching Observation form. Completed copies of the observation will be given to the CTE candidate for inclusion in his or her portfolio. Mentors are required to keep all original copies of observations in their personal Mentor handbook. At the end of a CTE candidate s preliminary credential period, mentors will turn in their original copies of observations to the Program Supervisor. These documents will be scanned and archived at the County LEA. (See Appendix D for form) Mentor Teacher Feedback Log This form is used by the Mentor to record when visits occurred, the type of contact made with the candidate and a brief description including recommendations and assignments suggested. A separate form will be needed for each candidate receiving services. Feedback logs must be turned into the Credential Supervisor (via email) the last calendar day of September, March, and June. The Credential Supervisor will review feedback logs and store them for accreditations evidence purposes. Information gained from the feedback logs will be gathered and used for program improvement strategies at Curriculum Review meetings and annual Credential Advisory meetings. Mentor Coordinator contact information: Valerie Hesson (vhesson@sdcoe.net ) (See Appendix E for form) 8

HOW TO HELP STRUGGLING CANDIDATES Become the lifeline and support liaison to help candidates feel confident as new teachers. Recognize candidates who are struggling and coach and guide them accordingly. Look for the following signs for candidates who may need assistance: Uneasy transitions while teaching Unorganized or incomplete lesson plans Little or no SDAIE strategies Confusion regarding assessments and checks for understanding No accommodation for students that are English Learners or Special Needs Students not on task Series of missed or rescheduled meetings Unethical behavior Use the following resources to help struggling candidates: Review of Early Orientation units located on the Program credentialing website Review of appropriate Program Standard and accompanying program prompts Review of California Standards for the Teaching Profession (CSTPs)and Teacher Performance Expectations (TPEs) Contact the candidate s Program faculty and provide him/her with a copy of your confidential observation and comments Contact the Program staff for additional resources 9

San Diego Designated Subjects Credential Consortium Program Coursework Flow Chart Simultaneous Application for Program and Preliminary Credential Advise & Support Candidate Sent Planned Course of Study Program Orientation Credit/No Credit Foundations Course 30 hours/3 qtr units Holders of Clear SS or MS credentials TBD Adult Emphasis Course 90 hours/9 qtr units Speciality Courses CTE Emphasis Course 90 hours/9 qtr units English Learner & Mainstreaming infused throughout curriculum; including but not limited to: Classroom management Learning & Instruction Curriculum Strategies Diversity Technology Assessment CTE Foundation Pathway Advanced Training Course Only needed for candidates without 2 years of Portfolio Course 20 hours/2 qtr units Candidates Referred for Health Education, CPR, & U.S. Constitution CTE Core for CLEAR SS & MS Credential Holders 45 hours/4.5 qtr units Apply for Clear Credential Rev. 10/2011

PROGRAM COURSEWORK INFORMATION (Full course descriptions can be found in Appendix G) To be recommended for a Clear credential, candidates must complete the following courses: Early Orientation The Designated Subjects Early Orientation is designed to meet the needs of beginning teachers so they are prepared to successfully teach in a Career Technical Education (CTE) classroom. Early Orientation includes foundational knowledge and skills needed for beginning teachers. Early Orientation introduces new teachers to classroom management, critical elements of course structure, learning theories and learning styles, and teaching methods and strategies. Candidates will be provided a New Teacher Resource Guide. Topics Include: 1. CTE/ROP Overview 2. Classroom ethics and legal responsibilities 3. Student attendance recording 4. Advisory committees 5. Lesson planning a. Academic and CTE standards based curriculum b. Differentiated instruction c. SDAIE strategies d. Pacing instruction e. Special needs accommodations f. Evaluations and assessments 6. Student populations in today s classroom 7. District/County policies & emergency procedures 8. Classroom management and Safety 9. Safety 10. Equipment maintenance and replacement Program Orientation Workshop The Designated Subjects Program Orientation provides individuals interested in the Designated Subjects Credential Program with a clear understanding of the entire program, including its scope and goals, requirements, standards, the procedures that affect competencies, and field experience(s). This orientation is mandatory for applicants entering the San Diego County Credential Consortium Program. Foundations Course The Foundations Course is mandatory for all candidates new to teaching introducing candidates to fundamental precepts and practices of education. The course provides an overview for teachers of learning concepts and developmental skills as they relate to CTE and Adult Education. Instruction fulfills the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards 6, 9, 13, and 14 (see website for full listing: http://www.ctc.ca.gov/educator-prep/standards/cte-handbook.pdf.) 11

Topics include but not limited to: 1. Foundational Theories (Developmental & Educational) (Standard 13) 2. History and Philosophy of American Education (Standard 13) 3. Scope and function of education in California (Standard 13) 4. Professional, legal and ethical responsibilities (Standard 14) 5. CA Standards for the Teaching Profession (CSTP) (Standard 6, 9) 6. Teacher Performance Expectations (TPE s) (Standard 6, 9) 7. Current Topics in American Education (Standard 13) CTE Emphasis Course This course provides the foundation for teachers of Career Technical Education (CTE) by exploring learning concepts and developmental skills as they relate to CTE. This course meets the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards 8-16. (See website for full listing: http://www.ctc.ca.gov/educator-prep/standards/cte-handbook.pdf.) Topics include but not limited to: 1. Curriculum Development (Standard 8) 2. Instructional Planning Skills (Standard 9) 3. Instructional Strategies (including SDAIE Strategies) (Standard 9) 4. Students with Special Needs (Standard 16) 5. Assessment and Student Achievement (Standard 10) 6. Diversity and Inclusion (Standard 15) 7. Technology (Standard 11) 8. Classroom and Laboratory Management (Standard 12) 9. CTE Foundations (Standard 13) Portfolio Course The Designated Subjects Portfolio Course is required for all candidates. Under the guidance of the Program faculty and District mentor, candidates will assemble a culminating portfolio. Candidates are required to present their portfolio within the context of the course and to share challenges and best practices they have experienced during the Program. Coursework includes: Assemble and document evidence from each course in the Designated Subjects program demonstrating knowledge, skills, and abilities in each of the Program Standards Summarize the content of the portfolio and engage in discussions about experiences and practical applications of theory in the context of the program Present the contents of the portfolio in the final course in the Designated Subjects program Candidates unable to obtain two (2) years of successful teaching may complete the following course to satisfy the requirements to clear their credential: Advanced Training Course This course is required for candidates who have not completed two years of successful teaching. Candidates will study advanced teaching methodology and instructional technology as it is directly related to Career Technical Education. The Advanced Teaching Methods and Strategies course is also designed to support teachers attainment of the TPEs and CSTP s and address the Category II teacher outcomes. Teachers complete an e-portfolio consisting of multiple lesson, 12

unit, and course plans that reflect Secretary s Commission on Achieving Necessary Skills (SCANS), state adopted CTE and academic standards, as well as, CTE curriculum framework. Topics include: 1. Curriculum (Standard 8) 2. Learning and Instruction (Standard 9) 3. Assessing Student Learning (Standard 10) 4. Education Technology (Standard 11) 5. Classroom and Lab Management (Standard 12) 6. Foundations (Standard 13) 7. Professional, Legal, and Ethical Responsibility (Standard 14) 8. English Language Learner (Standard 15) 9. Special Needs (Standard 16) 13

IMPORTANT POLICIES Non-Discrimination & Sexual Harassment Non-Discrimination The County Board of Education and the County Superintendent of Schools believe in the inherent worth of every individual and the right of each student to receive equal opportunities in all educational programs and activities which are conducted by the San Diego County Office of Education. The County Board of Education and the County Superintendent of Schools shall not unlawfully discriminate against anyone on the basis of race, color, national origin, ancestry, religion, socioeconomic status, marital status, or membership in legally constituted organizations, gender (including sexual harassment), disability, or age in any of its policies, procedures or practices. This nondiscrimination policy covers admission, access to treatment, and employment of all applicants, employees and students in all programs and activities managed or operated by the County Superintendent of Schools. Inquiries regarding federal law and requirements concerning nondiscrimination in education or the County's compliance with those provisions may also be directed to the Office for Civil Rights, U.S. Department of Education, 50 United Nations Plaza, Rm. 239, San Francisco, CA 94102, Telephone (415) 556-7000 Sexual Harassment Sexual harassment of or by any employee shall not be tolerated. The County Board of Education and the County Superintendent...consider sexual harassment to be a major offense which will result in disciplinary action up to and including dismissal of the offending individual and may lead to personal legal and financial liability. And: Education Code 212.5: unwelcome sexual advances, requests for sexual favors and other verbal, visual or physical conduct of a sexual nature made by someone from or in the work or educational setting constitute sexual harassment when: 1. Submission to the conduct is made either an explicit or implicit condition of employment, status or promotion. 2. Submission to or rejection of the conduct is used as the basis for an employment or academic decision affecting the harassed individual. 3. The harassment substantially interferes with an individual's work or academic performance or creates an intimidating, hostile or offensive work or educational environment. 4. Submission to, or rejection of, the conduct is the basis for any decision affecting an individual regarding benefits and services, honors, programs or other available activities at or through the work of educational setting. Source: ROP Manager s Handbook 14

IMPORTANT POLICIES Use of Technology The County Superintendent of Schools encourages employees use of technological resources. This administrative regulation presents the obligations and responsibilities of employees and other authorized adults in the use of San Diego County Office of Education technological resources. This regulation implements the Internet safety requirements of the Children s Internet Protection Act (CIPA) to ensure eligibility for Universal Service (E-rate) discounts on Internet access and internal connection services. The employee or authorized user of San Diego County Office of Education technological resources (user) is responsible for their proper use at all times. Users are expected to use technological resources to more effectively perform the duties and responsibilities of the operations and programs of the San Diego County Office of Education. Users should be aware that computer files and communications over electronic networks, including e- mail and voice mail, are not private. Information maintained on technological resources may be required to be disclosed under the California Public Records Act. Technology systems are not routinely inspected, monitored, or disclosed; however, the County Superintendent of Schools or his/her designee may monitor technological resources, including e-mail and voice mail systems, at any time without advance notice or consent. If system passwords are used, they must be made known to the County Superintendent of Schools or his/her designee so that he/she may have backup access in exceptional cases, when required to meet time-dependent, critical operational needs. In compliance with Federal Communications Commission rules for CIPA, the executive director, Technology Research and Network Services, or designee, shall ensure that the Internet access of all San Diego County Office of Education computers is regulated by a technology protection measure and that the operation of such measure is maintained. The technology protection measure shall continuously filter or block access to visual depictions that are obscene, child pornography, or harmful to minors. The executive director, Technology Research and Network Services, or designee, may disable the technology protection measure during use of a computer by an adult to enable access for bona fide research or other lawful purpose. No employee may permit minors to use computers with Internet access where the technology protection measure is not enabled. Use of San Diego County Office of Education computers by minors is governed by Administrative Regulation No. 6163, Student Use of Technology. Employees are authorized to use the technological resources of the San Diego County Office of Education in accordance with the user obligations and responsibilities specified below. 1. Users shall keep personal account addresses, home addresses, telephone numbers, Social Security numbers, and other individually identifiable information private. They shall use the system only under their own user account. 15

2. Users shall not use technological resources to transmit records or confidential information about students, employees, or privileged matters of the San Diego County Office of Education to anyone not legally entitled to receive it. 3. Users shall not use technological resources for commercial or political purposes, to encourage the use of drugs, alcohol, or tobacco, or to promote unethical practices or conduct any activity prohibited by law, Board policy, or administrative regulations. 4. Users shall not access, post, publish, transmit, or display harmful or inappropriate material, including visual depictions, in electronic form that is threatening, obscene, disruptive, sexually explicit, or child pornography, or that could be construed as harassment or disparaging of others based on race, color, ancestry, national origin, sex, sexual orientation, age, marital status, physical disability, mental disability, medical condition, religious creed, or political beliefs. 5. Users may only place copyrighted material, including multimedia, on the system with appropriate permission or user license. Users may download copyrighted material for their own use only in accordance with copyright laws. 6. Except as required in the course and scope of their job responsibilities, users shall not read other users mail or files; they shall not attempt to interfere with other users ability to send or receive electronic messages, nor shall they attempt to read, delete, copy, modify, forge, or fraudulently use other users mail. 7. Users shall not use San Diego County Office of Education technology resources to commit acts of vandalism. Security problems, vandalism, or misuse of the network shall be reported to the network administrator. Vandalism includes, but is not limited to, hacking, intentionally uploading, downloading, transferring, or creating computer viruses and/or any malicious use of San Diego County Office of Education technology equipment. Also included are any actions that attempt to harm or destroy equipment or materials, whether paper, microform, or electronically based, or data in any form of any other user. Public offenses related to computer crime are further defined in Penal Code section 502. User privileges may be canceled and/or the user may be subject to disciplinary or legal action in the event of violation of any conditions of applicable law, Board policy, or administrative regulation. 16

I IMPORTANT PROCEDURES Coursework Incomplete Coursework and Grading Candidates will be issued a grade of incomplete if any of the coursework assignments in each course are not met. The following norms are expected: 1. Candidates will complete all coursework at a minimum level of proficiency. 2. Regular attendance is expected (see course syllabi). 3. Culmination of completed assignments will be inserted into the e-portfolio. 4. Candidates will work with Program Faculty, District mentors and District Supervisors to ensure all Commission on Teacher Credentialing Program Standards are met. 5. Candidates who are struggling in a course or with any course assignment are expected to take the initiative and contact their instructor and/or mentor immediately for support and guidance. Candidates not completing the above requirements will be notified by their instructor of an incomplete grade status. Candidates failing to meet the course requirements are required to request to repeat the course and pay the regular tuition fee(s). Missed assignments will be allowed to be made up; full tuition fees will be charged. All tuition payments are made directly to the University. *All candidates are required to complete the Early Orientation within the first 30 days of employment. Failure to do so will result in notification to the employer. Request to Repeat a Course One of the goals of the program is to support candidate success. If you were unsuccessful in completing a course you attempted we want to make every reasonable support available to you. If you wish to repeat a Course that you were unsuccessful in completing, you will need to make a request in writing. The Request to Repeat Course form can be found our website or by contacting the office at 858-292- 3825. This form is simply a way for us to start the conversation with you about what went wrong on your first attempt and what will be necessary for you to be successful this time. Course fees are your responsibility. In order to register for a repeated course, you will need to pay the current course fee for that class. 17

IMPORTANT PROCEDURES Grievances A grievance is a complaint by a candidate against the SDCOE Designated Subjects Credential Program, program instructors, representatives, or staff. The grievance procedure is as follows: Step 1: Informal Resolution Before filing a written grievance, candidates are encouraged to resolve the issue with the program staff member by discussing the situation directly with the individual directly. If this discussion does not result is a satisfactory resolution, candidates may proceed to the formal resolution outlined in step 2. Step 2: Formal Resolution The candidate is responsible for filing a written grievance to the attention of the Program Supervisor. The written statement must contain the following information: - Your name and Social Security Number (for identification purposes) - Your current contact information (address, phone, and email) - A clear, concise, and accurate explanation of the circumstances of the situation - Your understanding of the outcome of the discussion mentioned in step 1 of the process - A listing of the specific remedy being sought - The statement should also be signed under penalty of perjury (an original signature is required). The statement should be mailed to: San Diego County Office of Education Attn: Susie Johnson, Program Supervisor 6401 Linda Vista Road, Room 408 San Diego, CA 92111 The candidate will be sent via US Mail a written response regarding their grievance from the Program within ten (10) working days. 18

INFORMATION FOR CANIDATES How to Apply for a Credential Preliminary Credentials San Diego is an extremely decentralized county. All employment decisions (including: but not limited to, hiring, the employment process, and salary schedules) are made locally by individual school districts. To inquire about teaching in an Adult Education program, please contact the administrator in the school district(s) for which you wish to teach. A link to a list of these administrators can be found below. Once you are offered either a substitute position or your own ROP education class, the ROP district administrator will refer you to a Credential Technician in their Human Resources department. That technician will assist you with your employment paperwork and your credential paperwork at the same time. If you wish to apply for a credential without the benefit of securing a position first, you will apply directly with our office. Review the credential requirements and when you are ready to apply for your credential, please click the link below for Application Materials. That page contains all the application materials necessary to apply. If you are working with an ROP program in San Diego County, you will turn in your packet directly to their Human Resources Department. If you are working for a different type agency, then you will send your application directly to our office for processing. Clear Credentials You may apply for your clear credential after you have completed all the requirements to clear your preliminary credential you will work with the Credential Technician within your employing school district to complete the application materials to apply for the Clear credential. If you are not employed at one of the school districts that partner with our program, you will contact Lillian Harvey at 858-292- 3825 for assistance in the application process. 19

H INFORMATION FOR CANDIDATES How to Enroll in a Course Candidates can enroll in a course by contacting the University that is offering the course. Our Partnering Universities include: California State University, San Marcos Contact Name: Eric Bullard Telephone: 760-750-8703 Website: University of California, San Diego Contact Name: Morgan Appel Telephone: (858) 964-1064 Website: http://extension.ucsd.edu 20

FREQUENTLY ASKED QUESTIONS Why do candidates need mentors? The new Standards of Quality and Effectiveness for Career and Technical Education Teachers (October 2008) requires that throughout the period of the preliminary credential, all CTE teachers performance is guided, assisted, and evaluated in relation to each standard in Category II. What are the qualifications one needs to be a mentor? Valid Teaching credential (3) three years of successful teaching experience Verification of recent work experience in an educational setting What responsibilities will I have? Conduct observations Coach candidates as they complete their CTE credential coursework. Provide immediate feedback to promote successful completion of all CCTC Program standards Become the lifeline and support liaison to help candidates feel confident as teachers Recognize candidates who are struggling; guide and coach accordingly Provide confidential and formative feedback Use the California Standards for the Teaching Profession (CSTP) and the Teacher Performance Expectations (TPEs) to measure growth toward competency completion Complete and turn in feedback logs Attend annual Credential Advisory meetings Attend biannual Curriculum Review meetings What role does my District Supervisor have? District supervisors are experienced in teaching, trained in supervision and support of new teachers. Since you report to them, they will serve as your go-to person for questions and guidance. The Credential Program staff is also available to help you whenever you need assistance. How does one qualify to be a mentor? Mentors will complete the mentor application packet and return it to the LEA. The LEA staff will review the application and let the applicant and district know if he or she has been approved and met the requirements. How do I schedule appointments with candidates? When you are assigned candidate(s) call them and schedule a mutually agreed upon time to meet. At your first meeting, schedule your monthly appointments. Remember, you will need to see them actually teaching and working with students in order to provide effective coaching. 21

Do the candidates evaluate me as a mentor? Yes. You will be evaluated via a survey once per year. Do I have to attend an orientation of sorts? Yes. It is mandatory by the Program that you attend a Mentor training workshop. They are offered several times a year and must be completed prior to you beginning to mentor candidates. 22

P GLOSSARY OF ACRONYMS AB2448 ACTE ADA CAHSEE CAROCP CCCCO CDE CELDT CSTP CCTC CST CTE Assembly Bill for Regional Occupational Centers and Programs Accountability and Reform Act Association for Career and Technical Education Average Daily Attendance California High School Exit Exam California Regional Occupation Centers and Programs California Community Colleges Chancellor s Office California Department of Education California English Language Development Test California Standards for the Teaching Profession California Commission on Teacher Credentialing California Standards Test Career Technical Education CTEOnline Career Technical Education Online CACTE CITEC EL ELD EO ESL ESLRs California Association for Career and Technical Education California Industrial and Technology Education Consortium English Learners English Language Development Early Orientation English as a Second Language Expected Student Learning Results FAQs FLSA IEP IDEA JPA JSPAC LEA LDI MOU NCLB ROCP ROP SCANS SDAIE SELPA SDCOE TPEs VTEA WASC WRITE 23 Frequently Asked Questions Fair Labor Standards Act Individualized Education Program Individuals with Disabilities Education Act Joint Powers Agreement Joint Special Populations Advisory Committee Local Education Agency Leadership Development Institute (California Department of Education) Memorandum of Understanding No Child Left Behind Regional Occupational Centers and Programs Regional Occupational Programs Secretary s Commission on Achieving Necessary Skills Specially Designed Academic Instruction in English Special Education Local Plan Area San Diego County Office of Education Teacher Performance Expectations Vocational and Technical Education Act Western Association of Schools and Colleges Writing Reform Institute for Teaching Excellence

Appendix A

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Program Mentor Application Personal Information Name of Mentor: Last Name First Name Middle Name Address: Street Address City ST Zip Phone : ( ) ( ) ( ) Home Work Message/Alternate Social Security Number: Date of Birth: Employment Information Check the agency, or district, requesting you to apply for mentor approval. Obtain recommendation from employer. SAN DIEGO SCHOOL DISTRICTS Borrego Springs Unified Carlsbad Unified Coronado Unified Escondido Union Fallbrook Union Grossmont Union Julian Union Mountain Empire Unified Oceanside Unified Poway Unified Ramona Unified San Diego Unified San Dieguito Union San Marcos Unified Sweetwater Union Valley Center-Pauma Unified Vista Unified Warner Unified OTHER AGENCIES/DISTRICTS California Department of Corrections, Institution: California Youth Authority San Diego County Office of Education San Diego Job Corps. Other: None LEA USE ONLY: ~ RECEIVED STAMP ~ Requirement Information: Mentor Teacher Application Page 1 of 3 08/16/10

TEACHING EXPERIENCE ~ Please provide verification of at least 3 years of successful teaching. Employer Dates of Employment CREDENTIALS HELD ~ Please all credentials you currently hold. Credential Expiration Date RECENT EXPERIENCE ~ Please describe your recent educational experience. OTHER INFORMATION ~ Use the area below to tell us anything else pertinent to this application. Mentor Teacher Application Page 2 of 3 08/16/10

HOW TO APPLY TO BE A PROGRAM MENTOR FOR THE SAN DIEGO COUNTY DESIGNATED SUBJECTS CREDENTIAL CONSORTIUM Obtain a recommendation from a partnering school district representative to be a Designated Subjects Program Mentor. Collect application materials to be submitted. Use the following guide as a checklist for your application packet. Applications & Materials Program Mentor Application (this form) Recommendation from a partnering school district Verification of three (3) years of successful teaching Current Resume of Curriculum Vitae Copies of all current credentials Any other supporting documentation relevant to this application Submit entire packet to the San Diego County Designated Subjects Credential Consortium at: San Diego County Office of Education Room 408, Attn: Lillian Harvey San Diego, CA 92111 If you have any questions, please contact the San Diego County Office of Education, Designated Subjects Credentials Technician (858-292-3825) for an appointment. Mentor Teacher Application Page 3 of 3 08/16/10

Appendix B

San Diego County Designated Subjects Credential Consortium Program Mentor Recommendation & Verification of Teaching Experience Program Mentor Recommendation (To be completed by Approved District Recommending Administrator) I,, as an approved representative of (Print Name of Recommending Administrator) (District of Employment) hereby recommends the following individual to be a Program Mentor for the San Diego County Designated Subjects Credential Consortium. Last Name: First Name: SSN: Subject Area(s): Signature of Recommending Administrator District Title Date Verification of Successful Teaching (To be completed by District Human Resources Office) I,, verify that the above named individual has successfully taught for (Print Name) (District of Employment) as indicated below. School Year Number of terms taught EXAMPLE EXAMPLE EXAMPLE EXAMPLE 1) 2009-10 2 2) 3) 4) 5) 6) Signature of Recommending Administrator District Title Date 2/10

Appendix C

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 District Mentor Experience Evaluation Your feedback is important to us and will be included in our future program accreditation activities. Please take a moment to help us improve our program by completing all sections of this evaluation. Today s Date: Last Name: First Name: (optional) Employment Information: (optional) District of Employment: Subject Area Taught: Mentor Information: I had one (1) mentor assigned to me throughout the program. (Circle one) Yes No If you experienced more than one mentor, please complete a separate evaluation for each mentor. My mentor and I taught in the same industry. (Circle one) Yes No I prepared thoroughly for each meeting with my mentor. (Circle one) Yes No Your Experience Mark only one response for each statement. Agree Neutral Disagree The mentor was knowledgeable about teaching The mentor modeled professional behavior The mentor modeled effective teaching skills The mentor was prepared for each meeting and class observation The mentor made me feel free to ask questions The mentor never intimidated or embarrassed me The mentor was available when I needed assistance The mentor was able to answer my questions and assist my growth as a teacher The mentor was able to refer me to appropriate resources The mentor provided me with observation feedback in a timely manner The mentor provided me with clear expectations Overall, this experience was what I expected I would recommend this mentor to a friend Please provide any additional information for program improvement: If we may contact you if we have any questions, please list your phone number:

Appendix D

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Mentor Observation Tips Meeting is scheduled prior to the observation Candidate provides detailed lesson plan that includes standards & objectives to be addressed, learning goals, strategies to be use, & assessment procedures. Candidate is observed in their on-site teaching assignment Mentor provides prompt feedback with tips and skills needed for successful teaching. Mentor offers guidance and support

CTE Candidate Information: San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Mentor Teacher Observation of CTE Candidate Name Last Four (4) Last: First: Digits of SSN: Observation Information: Date of Observation: Course Title: District: Print Name of Observer: Classroom Teaching Observation Matrix is found on the reverse of this page. Both sides need to be completed and reviewed with candidate. Observation Formative Information: Areas of Strength: Areas for Improvement: CANDIDATE COMMENTS: Signatures below indicate that the observer and candidate have discussed this observation report during a meeting scheduled on (fill in date). Observer Signature: Candidate Signature: Original: Candidate Copy: Mentor Teacher File Rev. 10/11

Classroom Teaching Observation: Mentor: Please mark appropriately using the California Commission on Teaching Credentialing Program Standards (CCTC PS), Teaching Performance Expectations (TPEs), and the California Standards for the Teaching Profession (CSTP) as a guide. CONTENT/CURRICULUM CCTC PS OBSERVED TPE OBSERVED CSTP OBSERVED Main ideas are clear and specific 8 A1 3.3 Sufficient variety in strategies, activities, and materials to meet the needs of all students 8 D9 4.5 Higher order thinking skills C5 1.5, 2.4 Instructor related ideas to prior knowledge 10 1.2 Definitions were given for vocabulary 9 C4 Assesses student progress 10 B3 5.6 ORGANIZATION CCTC PS OBSERVED TPE OBSERVED CSTP OBSERVED 9,15,16 B2,C7 1.4,3.6 4.1,4.5 SDAIE/EL/Special Needs strategies used Effective transitions 8 C4 4.5 Clear organizational plan 8,9 E10 3.3 Reviewed by connecting to previous lessons 8,10 1.2 8, 12, 2.3 Infusion of safety skills for CTE industry 14 Use of formative/summative assessments 8,9 B2,B3 1.5,5.6 INTERACTION CCTC PS OBSERVED TPE OBSERVED CSTP OBSERVED Periodic checks for understanding 8, 10 B2 1.6 Instructor feedback 10 F13 5.7 Good rapport with students 12 E11 2.2, 2.5 Monitor student progress 10 C5 5.5 Ensuring active and equitable participation 15 C5 1.1 COMMUNICATION CCTC PS OBSERVED TPE OBSERVED CSTP OBSERVED Rate of delivery was appropriate 14 E10 1.6, 2.7 Effective environments for student learning 12 E11 2.1,2.2, 2.3 Provide all students access to CTE curriculum 15, 16 C5 4.4 USE OF MEDIA CCTC PS OBSERVED TPE OBSERVED CSTP OBSERVED Overheads/chalkboard/whiteboard content 11 C4 1.4, 2.2 clear to facilitate student learning Technology aids appropriately used 11 C4 3.5 Reference: The Center for Effective Teaching and Learning University of Texas at El Paso Observing Classes http://sunconference.utep.edu/cetal/resources/portfolios/observe.htm Original: Candidate Copy: Mentor Teacher File Rev. 10/11

Appendix E

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Mentor Information: Name: Mentor Teacher Feedback Log Due dates: Last day of March, June, and September District: Candidate Information: Name Last Four (4) Last: First: Digits of SSN: Contact Information: Type of Contact Date (circle one) Rev. 05/11 Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Description (including any recommendations or assignments) Page of

Date Type of Contact (circle one) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Observation Scheduled Meeting Impromptu Meeting Email Phone Dialog Other (describe) Candidate Last Name: Description (including any recommendations or assignments) Rev. 05/11 Page of

Appendix F Characteristics of an Effective Teacher Helpful Hundred of Suggested Behavioral Terms Seating Chart

The effective teacher San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Characteristics of an Effective Teacher 1. is well organized and thus prevents problems from occurring. a. daily schedules b. plans for storage/retrieval of material and texts 2. gives students more time on academic tasks because classroom routines are handled efficiently. a. attendance procedures b. dismissal procedures c. pencil sharpening d. SSR procedures and expectations e. hall pass procedures f. detention notification procedures g. transition between activities 3. encourages positive behavior and controls negative behavior. a. reward system for positive behaviors b. back-up system-sequence for negative behaviors c. classroom rules (posted) 4. emphasizes academic achievement and expects that all students will achieve. a. homework expectations b. in-class work requirements 5. selects and directs a variety of classroom activities a. thoughtful and appropriate lesson plans b. creative and varied teaching strategies and techniques c. Student centered learning activities 6. involves students in learning activities whenever possible. 7. assigns task for which students have a high likelihood of success. 8. has a good grasp of the subject matter. 9. has excellent presentation skills a. can explain clearly b. demonstrates, models desired learning c. can lead a good discussion 10. monitors student progress by asking questions and circulating around the room. 11. gives adequate feedback so students know what they have learned and what still need to be learned. 12. finds ways to get students to cooperate with each other and take responsibility for their work. 13. directs questions to specific students rather than those who volunteer. 14. uses cues and probing questions when students don t know answers. 15. tends to teach the class as a whole or in large groups, giving less independent seat work. 16. does not socialize or allow student to socialize during class. 17. does not permit negative behaviors or interruptions of class activities. 18. continually scans to generate an awareness of the entire class.

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 The Helpful Hundred Suggested Behavioral Terms Use these words when describing what students will know and be able to do at the end of your lesson. Add Defend Kick Reduce Alphabetize Define Label Remove Analyze Demonstrate Locate Revise Apply Derive Make Select Arrange Describe Manipulate Sketch Assemble Design Match Ski Attend Designated Measure Solve Bisect Diagram Modify Sort Build Distinguish Multiply Specify Carve Drill Name Square Categorize Choose Classify Color Compare Complete Compose Compute Conduct Contrast Convert Construct Correct Cut Deduce Estimate Evaluate Explain Extrapolate Fit Generate Graph Grasp (hold) Grind Hit Hole Identify Illustrate Indicate Install Operate Order Organize Outline Pack Paint Plot Position Predict Prepare Present Produce Pronounce Read Reconstruct State Subtract Suggest Swing Tabulate Throw Time Translate Type Underline Verbalize Verify Weave Weigh Write

San Diego County Designated Subjects Credential Consortium 6401 Linda Vista Road, Room 408, San Diego, CA 92111-7399 Suggested Abbreviations for Seating Chart TD = Talking During directions, not curriculum related OT = On Task CPO = Cell Phone Out TDC = Texting During Class SL = SLeeping during class HU = Hand Up answering questions RUM = Reading Unrelated Materials CRC = Class Related Collaboration SSP = Sitting & Staring into SPace IPD = Student with IPoD EAT = EATing in class OSI = Out of Seat during Instruction WN = Writing Notes, not curriculum related MS = Making Spitballs TP = Throwing Pens at classmates PS = Pestering other Students SWO Student Walked Out of class

Seating Chart LCD/Computer Desk Teacher Desk

Appendix G Program Orientation

Title: Program Orientation (2 hours) Instructor Contact Information: Description: The Designated Subjects Program Orientation provides individuals interested in the Designated Subjects Credential Program with a clear understanding of the entire program, including its scope and goals, requirements, standards, the procedures that affect competencies, and field experience(s). This orientation is mandatory for applicants entering the San Diego County Credential Consortium Program. Topics include: 1. Understand the steps to earn a clear credential 2. Value and importance of Career Technical Education credential 3. Early Orientation Agreement 4. Overview of portfolio requirements 5. Contact information for credentialing questions/concerns 6. Overview of coursework 7. Frequently asked questions answers 8. Course Enrollment Information 9. Review of important policies and procedures 10. Check for understanding Pre-requisites: None University specific requirements: Language for Students with Disabilities Academic Honesty University/College Mission Statement(s) Attendance Policy Writing Requirement Materials and textbooks Grading Standards Assignment Descriptions Course Calendar Program Orientation Page 1 of 1

Appendix G Foundations Course

Course Title: Designated Subjects Foundations Course (30 hours) Program coursework with specific key assignments and assessments will be developed by partnering university faculty after the Program is approved. Program consortium partners including university administrators and program faculty agree to include all CTC standards and practices required to meet the Commission on Accreditation minimum requirements for teaching English learners and students with special needs. Instructor Contact Information: Course Description: The Foundations Course (FC) is mandatory for all candidates new to teaching introducing candidates to fundamental precepts and practices of education. The course provides an overview for teachers of learning concepts and developmental skills (including SDAIE and special needs) as they relate to CTE and Adult Education. Instruction fulfills the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards 6, 9, 13, and 14 (see website for full listing: http://www.ctc.ca.gov/educator-prep/standards/cte-handbook.pdf.) Topics include but not limited to: 1. Foundational Theories (Developmental & Educational) (Standard 13) 2. History and Philosophy of American Education (Standard 13) 3. Scope and function of education in California (Standard 13) 4. Professional, legal and ethical responsibilities (Standard 14) 5. CA Standards for the Teaching Profession (CSTP) (Standard 6, 9) 6. Teacher Performance Expectations (TPE s) (Standard 6, 9) 7. Current Topics in American Education (Standard 13) 8. Requirements for specially designed academic instruction in English (SDAIE) (Standard 15) 9. Accommodations for students with special needs (Standard 16) Instructional Note: Instructional methodology will include SDAIE strategies and special needs inclusion techniques. Course Purpose: The primary objective of the course is to provide new teachers an introduction to the field of education. Instructional methodology, strategies, pedagogy and andragogy include an emphasis on teaching English Learners and students with special needs. Pre-requisites: Designated Subjects Program Orientation Course Goals and Learning Outcomes: This course focuses on the CCTC Program Standards to partially meet the requirements to clear a Preliminary CTE teaching credential. By the end of this course, the student will be able to: Identify the foundations, history, philosophy, and scope of education Designated Subjects Foundations Course Page 1 of 10

Understand the impacts of demographic and socio-economic changes on education and education policy Understand the historical, legal, social, political, ethical, and economic perspectives of education and society including SDAIE and special needs students Understand why CTE teachers must apply specially designed academic instruction in English (SDAIE) to make curriculum content comprehensible to English Learners. Comprehend the importance and necessity of adapting curriculum to meet the needs of students with special needs. Study key researchers and thinkers in education and related contributions to practice (including but not limited to: Skinner, Piaget, Vygotsky, Maslow, Gardner, Bloom, Dewey) Understand professional standards and model ethical behaviors Identify and understand the CSTPs and how they relate to effective teaching Identify and understand the TPEs and how they relate to effective teaching Artifacts: Student work will be collected by and ultimately presented by student in the form of a culminating portfolio (see attached portfolio directions). Some examples of student work include, but are not limited to: Research paper Thematically summarized discussion board postings Mentor Observation Form Standards-based lesson plans Standards-based assessments University specific requirements: Language for Students with Disabilities Academic Honesty University/College Mission Statement(s) Attendance Policy Writing Requirement Materials and textbooks Grading Standards Assignment Descriptions Course Calendar Throughout the Foundations and Emphasis courses, candidates will utilize information from the following textbooks, online links and supplemental materials. Program coursework with specific key assignments and assessments will be developed by partnering university faculty after the Program is approved. Program consortium partners including university administrators and program faculty agree to include all CTC standards and practices to meet the Commission on Accreditation minimum requirements for teaching English Learners and students with special needs. Textbooks: Designated Subjects Foundations Course Page 2 of 10

Association for Supervision and Curriculum Development (Producers). (2002). student work. [Video Series]. Alexandria: ASCD. Examining A visit to a differentiated classroom. [Video] (2001). Alexandria: ASCD. Blaz, D. (2008). Differentiated assessment for middle and high school Classrooms. Larchmont, NY: Eye On Education. Brimijoin, K., Marquissee, E. & Tomlinson, C.A. (2003). Using data to differentiate instruction. Educational Leadership, 60(5), 70-73. Chapman, C. & King, R. (2006). Differentiated assessment strategies One Tool Doesn t Fit All. Thousand Oaks, CA: Corwin Press, Inc. Differentiated instruction. [DVD series].(2001) Alexandria, VA: ASCD. Educational Leadership. (December 2007/January 2008). Informative Assessment, 65(4). Gregory, G. & Chapman, C. (2002). Differentiated instructional strategies One size doesn t fit all. Thousand Oaks, CA: Corwin Press, Inc. Hamm, M. & Adams, D. (2008). Differentiated instruction for K-8 math and science. Larchmont, NY: Eye On Education. Hernandez-Gantes, V, & Blank, W. Teaching English language learners in career and technical education programs. Florida: University of Florida. Lessow-Hurley, J. (2009). The foundations of dual language instruction. Boston: Addison Wesley Longman McKeachie, W, & Svinicki, M. (2006). Mckeachie's teaching tips. Belmont: Wadsworth. Quiocho, Alice L. and Ulanoff, Sharon H. (2009). Differentiated Literacy Instruction for English Language Learners. United States of America: Pearson. Tomlinson, C.A. (2008). The differentiated school. Alexandria, VA: Association for Supervision and Curriculum Development. Wong, H. (2005). The effective teacher. [DVD Series] Mountain View, CA: Harry K. Wong Publications, Inc. Wormeli, R. (2006). Differentiating for tweens. Educational Leadership, 63(7), 14-19. Academic and CTE Standards Alignment: Designated Subjects Foundations Course Page 3 of 10

California Department of Education. (1999). The California Reading/Language Arts Content Standards. Sacramento: California Department of Education California Department of Education (1999). English Language Development Standards. Sacramento: Standards and Assessment Division. California State Board of Education. (2010). Content Standards. http://www.cde.ca.gov/be/st/ss/ CTE Online. www.cteonline.org Primers for graphic organizers: www.graphic.org; www.peterussel.com/mindmaps/mindmap.html Online resources provided by San Diego County Office of Education: English Learner and Support Services Unit: Home Page: http://www.sdcoe.net/lret2/?loc=english_learner_services_unit&m=1 Bilingual Teacher Training Program: http://www.sdcoe.net/lret2/els/welcome.asp?loc=bttp California English Language Development Test (CELDT) information: http://www.sdcoe.net/lret2/els/welcome.asp?loc=celdt Current Research: http://www.sdcoe.net/lret2/els/welcome.asp?loc=research Dual Language Network: http://www.sdcoe.net/lret2/els/welcome.asp?loc=dln&m=5 Self Assessments: http://www.sdcoe.net/lret2/els/welcome.asp?loc=self&m=2 Resources and additional links: http://www.sdcoe.net/lret2/els/welcome.asp?loc=resources Internet Reading Material and Resources: A Basic Guide to the Internet: www.internettutorials.net/ Addressing Student Diversity: www.mhhe.com/socscience/education/diverse.mhtml Classroom Management: www.disciplinehelp.com/ Lifelong learning: www.infed.org/lifelonglearning/b-life.htm World Lecture Hall: http://web.austin.utexas.edu/wlh Learning Disability Basics: www.ala.org/ala/olos/outreachresource/roadstolearning/learningdisability/htm Library of Congress Lesson Plans: http://lcweb2.loc.gov/ammem/ndlpedu/ Designated Subjects Foundations Course Page 4 of 10

Office of Educational Technology/U.S. Dept. of Education: www.ed.gov/about/offices/list/os/technology/index.html National Center for Learning Disabilities: http://www.ncld.org/ National Technology Education Plan, U.S. Dept. of Education: www.ed.gov/about/offices/list/os/technology/plan/2004/index.html Texas Center for Educational Technology/Web Library: www.tcet.unt.edu/weblibrary2/ Vocational Education Center/Lesson Plans: www.khake.com/index.html Universal Design for Learning: www.cast.org/teachingeverystudent/ Designated Subjects Foundations Course Page 5 of 10

San Diego County Designated Subjects Credential Consortium Portfolio Content and Submission Directions A portfolio is required of all candidates being recommended by the San Diego County Designated Subjects Credential Consortium for a Clear Designated Subjects Career Technical Education teaching credential. This portfolio must be evaluated and approved by Program Faculty as satisfying all requirements. After approval, it must be submitted electronically to Program Staff before any application to clear a Preliminary credential is considered complete. No recommendations for Clear credentials are issued without a complete application on file. Portfolio Contents Candidates for the teaching credential must provide evidence that they have met the California Commission on Teacher Credentialing Standards for the Designated Subjects CTE teaching credential effective June 17, 2009. For each Standard (8-16) please submit two (2) artifacts that demonstrate proficiency in the standard addressed. Also, provide a reflection that explains how each artifact demonstrates the Standard. See subsequent pages for a detailed listing of Standards 8-16. Reflection Requirement Your reflection (including your thoughts of how this item relates to the specific standard, how it addresses the needs of English Learners, and how students with special needs are addressed) is required for each item submitted. Program completion is dependent upon portfolio completion with comprehensive reflections. Reflections shall be formatted as follows: Reflection: Standard 8 Item Description: Standards Based Lesson Plan 1 How item relates to Standard: Your thoughts How item addresses the needs of English Learners: Your thoughts How item addresses students with special needs: Your thoughts Designated Subjects Foundations Course Page 6 of 10

Submission Guidelines Submit all portfolios on one (1) CD. The CD needs to be labeled with the following information: Candidate Name: (Last Name, First Name) Last four digits of SSN: (for identification purposes only) Date Submitted to Program Faculty: (mo/day/year) Program Faculty Name: University: (where you are completing the Portfolio Course) The Portfolio Identification Sheet, completed Standards Checklist and SIGNED Portfolio Competence Evaluation Form should be on the CD as individual documents and not located in any folder. All material for each Standard should be in its own folder and all files need to be clearly labeled as to describe its contents. For example: Standard 8 Differentiated Instruction Lesson Plan 1 Differentiated Instruction Lesson Plan 1 Reflection Standards Based Lesson Plan 1 Standards Based Lesson Plan 1 Reflection Evaluation Method The following rubric will be used to evaluate each artifact submitted. Does not meet Value: 1 Approaching Value: 2 Meets Value: 3 Considerable additional work needed. Additional mentoring is needed. The candidate understands the standard but the response requires additional details, clarity and/or polishing. The standard has been met and addressed English Learner and special needs students. Exceeds Value: 4 The teacher candidate exceeds the standard and shows depth of understanding beyond the expectations of a novice teacher. Designated Subjects Foundations Course Page 7 of 10

Detailed Listing of Standards and Appropriate Artifacts 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 the CTE content standards that include outcomes-based goals and objectives, instructional strategies that engage students in learning, safety considerations, industry-standard materials and equipment, and appropriate student assessment techniques. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (pre-assessments, rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* Proof of observations Interviews transcripts Presentation software (PowerPoint) Graphic organizing software (Inspiration) Standard 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Designated Subjects Foundations Course Page 8 of 10

Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Presentation software (PowerPoint) Graphic organizing software (Inspiration) Copyright and internet safety (cyber bullying, identity issues, piracy & plagiarism) Web-based tools (blog, wiki) CTEonline.org lesson plan Standard 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 learning environment. Possible Artifacts: Classroom guidelines & procedures Site emergency/evacuation procedures Classroom School Journal Reflection Addressing sensitive issues and classroom interactions How to encourage responsible and independent work habits in students Procedure for equipment maintenance or replacement Standard 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 develop a professional perspective by examining contemporary education policies and teaching practices in relation to fundamental issues, theories and research in education. Possible Artifacts: District/Site sexual harassment policy District zero tolerance policy and faculty procedures in reporting Technology use agreements Education code that relates to CTE Identification of twenty (20) local CTE related community organizations Identification of ten (10) student leadership organizations Designated Subjects Foundations Course Page 9 of 10

Standard 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. Possible Artifacts: California Teachers Association code of ethics Student Competencies and attendance record keeping Procedures for reporting suspected child abuse and neglect District or county guideline/board policies for reporting discrimination 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 about relevant state and federal laws: current research findings and practices; cognitive, pedagogical, and individual factors that affect language acquisition; historical and cultural traditions relevant to learning English; and student access to and achievement in the curriculum. The program emphasizes the key role of content standards and standards-based assessment in planning instruction for English learners. Candidates practice a variety of systematic instructional strategies to make content comprehensible to English learners. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching Standard 16 Teaching Students with Special Needs Candidates develop basic knowledge, skills, and strategies for teaching special populations in CTE classrooms, including students with exceptional needs, students on behavior plans, and gifted and talented students. Candidates understand the role of the CTE teacher in the special education process. Candidates use differentiated instructional strategies that provide all students with access to CTE curriculum. Candidates promote a positive, inclusive climate of instruction for all special populations in the CTE classroom. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching * Differentiated instruction must provide students different avenues to acquire learning process CTE objectives, make connections to coursework and teaching materials so all students may learn effectively, regardless of ability. Designated Subjects Foundations Course Page 10 of 10

Appendix G CTE Emphasis Course

Course Title: CTE Emphasis Course (90 hours) Program coursework with specific key assignments and assessments will be developed by partnering university faculty after the Program is approved. Program consortium partners including university administrators and program faculty agree to include all CTC standards and practices required to meet the Commission on Accreditation minimum requirements for teaching English learners and students with special needs. Instructor Contact Information: Course Description: The CTE Emphasis course (EC) provides the foundation for teachers of Career Technical Education (CTE) by exploring learning concepts and developmental skills (including SDAIE and special needs) as they relate to CTE. This course meets the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards 8-16. (See website for full listing: http://www.ctc.ca.gov/educator-prep/standards/cte-handbook.pdf.) Topics include but not limited to: 1. Curriculum Development (Standard 8) 2. Instructional Planning Skills (Standard 9) 3. Instructional Strategies (including SDAIE Strategies) (Standard 9) 4. Instructional planning and accommodations for Students with Special Needs (Standard 16) 5. Assessment and Student Achievement (Standard 10) 6. Lesson planning and strategies for specially designed academic instruction in English (SDAIE) (Standard 15) 7. Technology (Standard 11) 8. Classroom and Laboratory Management (Standard 12) 9. CTE Foundations (Standard 13) Instructional Note: Instructional methodology will include SDAIE strategies and special needs inclusion techniques. Course Purpose: The primary objective of the course is to provide new CTE teachers with the teaching strategies and skills to be successful instructional leaders.. Instructional methodology, strategies, pedagogy and andragogy include an emphasis on teaching English Learners and students with special needs. Pre-requisites: Designated Subjects Program Orientation and Designated Subjects Foundations Course Course Goals and Learning Outcomes: This course focuses on the CCTC Program Standards to partially meet the requirements to clear a Preliminary CTE teaching credential. By the end of this course, the student will be able to: Develop standards and frameworks based curriculum and demonstrate learning & instructional strategies in a classroom setting CTE Emphasis Course Page 1 of 10

Discuss and demonstrate evaluation of instruction through summative and formative assessment practices in your classroom Discuss and develop tools to monitor student achievement Infuse differentiated instruction into all units and lesson plans Include English language development (SDAIE) strategies in all units and lesson plans Locate online resources to support SDAIE and special needs information (examples: data, legal requirements, sample forms such as IEP s, behavioral levels, appropriate learning environments) Identify and describe examples of major categories of disabilities Apply content standard and standards-based assessments in planning instruction for all learners Use knowledge of linguistic and cultural diversity in California to provide an equitable learning environment for all students Use knowledge of students with special needs to provide an inclusive learning environment for all students Recognize and incorporate the role of community, legislative and occupational relationships in the CTE classroom Understand counseling & guidance procedures and their role in working with all students Use and incorporate computer-based technology for appropriate teaching and learning strategies in the classroom Use technology to design, implement, and assess curriculum to improve student learning and engagement Advocate, model, and teach safe, legal, and ethical uses of digital information and educational technology in the CTE classroom Understand the theory, practice, and legal implications of safe CTE classroom and laboratory management Use classroom management strategies to provide an effective and safe learning environment Understand the themes, concepts and skills related to the fundamental issues, theories, and research in CTE and its role in public education Artifacts: Student work will be collected by and ultimately presented by student in the form of a culminating portfolio (see attached portfolio directions). Some examples of student work include, but are not limited to: Standards-based unit plan (EC) lesson plans including content for English Learners and students with special needs assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles (EC) Proof of observations (EC) Interviews transcripts (EC) Presentation software (PowerPoint) (EC) Graphic organizing software (Inspiration) (EC) Presentation software (PowerPoint) (EC) Graphic organizing software (Inspiration) (EC) Copyright and internet safety (cyber bullying, identity issues, piracy & plagiarism) (EC) CTE Emphasis Course Page 2 of 10

Web-based tools (blog, wiki) (EC) CTEonline.org lesson plan (EC) Classroom policies & procedures (EC) Lesson plans showing differentiated instruction, learning styles (EC) Philosophy of teaching (EC) University specific requirements (including, but not limited to) Language for Students with Disabilities Academic Honesty University/College Mission Statement(s) Technical Assistance Statement Attendance Policy Writing Requirement Materials and textbooks Grading Standards Assignment Descriptions (dependent upon delivery method) Course Calendar (dependent upon delivery method) Throughout the Foundations and Emphasis courses, candidates will utilize information from the following textbooks, online links and supplemental materials. Program coursework with specific key assignments and assessments will be developed by partnering university faculty after the Program is approved. Program consortium partners including university administrators and program faculty agree to include all CTC standards and practices to meet the Commission on Accreditation minimum requirements for teaching English Learners and students with special needs. Textbooks: Association for Supervision and Curriculum Development (Producers). (2002). student work. [Video Series]. Alexandria: ASCD. Examining A visit to a differentiated classroom. [Video] (2001). Alexandria: ASCD. Blaz, D. (2008). Differentiated assessment for middle and high school Classrooms. Larchmont, NY: Eye On Education. Brimijoin, K., Marquissee, E. & Tomlinson, C.A. (2003). Using data to differentiate instruction. Educational Leadership, 60(5), 70-73. Chapman, C. & King, R. (2006). Differentiated assessment strategies One Tool Doesn t Fit All. Thousand Oaks, CA: Corwin Press, Inc. Differentiated instruction. [DVD series].(2001) Alexandria, VA: ASCD. Educational Leadership. (December 2007/January 2008). Informative Assessment, 65(4). CTE Emphasis Course Page 3 of 10

Gregory, G. & Chapman, C. (2002). Differentiated instructional strategies One size doesn t fit all. Thousand Oaks, CA: Corwin Press, Inc. Hamm, M. & Adams, D. (2008). Differentiated instruction for K-8 math and science. Larchmont, NY: Eye On Education. Hernandez-Gantes, V, & Blank, W. Teaching English language learners in career and technical education programs. Florida: University of Florida. Lessow-Hurley, J. (2009). The foundations of dual language instruction. Boston: Addison Wesley Longman McKeachie, W, & Svinicki, M. (2006). Mckeachie's teaching tips. Belmont: Wadsworth. Quiocho, Alice L. and Ulanoff, Sharon H. (2009). Differentiated Literacy Instruction for English Language Learners. United States of America: Pearson. Tomlinson, C.A. (2008). The differentiated school. Alexandria, VA: Association for Supervision and Curriculum Development. Wong, H. (2005). The effective teacher. [DVD Series] Mountain View, CA: Harry K. Wong Publications, Inc. Wormeli, R. (2006). Differentiating for tweens. Educational Leadership, 63(7), 14-19. Academic and CTE Standards Alignment: California Department of Education. (1999). The California Reading/Language Arts Content Standards. Sacramento: California Department of Education California Department of Education (1999). English Language Development Standards. Sacramento: Standards and Assessment Division. California State Board of Education. (2010). Content Standards. http://www.cde.ca.gov/be/st/ss/ CTE Online. www.cteonline.org Primers for graphic organizers: www.graphic.org; www.peterussel.com/mindmaps/mindmap.html Online resources provided by San Diego County Office of Education: English Learner and Support Services Unit: Home Page: http://www.sdcoe.net/lret2/?loc=english_learner_services_unit&m=1 Bilingual Teacher Training Program: http://www.sdcoe.net/lret2/els/welcome.asp?loc=bttp CTE Emphasis Course Page 4 of 10

California English Language Development Test (CELDT) information: http://www.sdcoe.net/lret2/els/welcome.asp?loc=celdt Current Research: http://www.sdcoe.net/lret2/els/welcome.asp?loc=research Dual Language Network: http://www.sdcoe.net/lret2/els/welcome.asp?loc=dln&m=5 Self Assessments: http://www.sdcoe.net/lret2/els/welcome.asp?loc=self&m=2 Resources and additional links: http://www.sdcoe.net/lret2/els/welcome.asp?loc=resources Internet Reading Material and Resources: A Basic Guide to the Internet: www.internettutorials.net/ Addressing Student Diversity: www.mhhe.com/socscience/education/diverse.mhtml Classroom Management: www.disciplinehelp.com/ Lifelong learning: www.infed.org/lifelonglearning/b-life.htm World Lecture Hall: http://web.austin.utexas.edu/wlh Learning Disability Basics: www.ala.org/ala/olos/outreachresource/roadstolearning/learningdisability/htm Library of Congress Lesson Plans: http://lcweb2.loc.gov/ammem/ndlpedu/ Office of Educational Technology/U.S. Dept. of Education: www.ed.gov/about/offices/list/os/technology/index.html National Center for Learning Disabilities: http://www.ncld.org/ National Technology Education Plan, U.S. Dept. of Education: www.ed.gov/about/offices/list/os/technology/plan/2004/index.html Texas Center for Educational Technology/Web Library: www.tcet.unt.edu/weblibrary2/ Vocational Education Center/Lesson Plans: www.khake.com/index.html Universal Design for Learning: www.cast.org/teachingeverystudent/ CTE Emphasis Course Page 5 of 10

San Diego County Designated Subjects Credential Consortium Portfolio Content and Submission Directions A portfolio is required of all candidates being recommended by the San Diego County Designated Subjects Credential Consortium for a Clear Designated Subjects Career Technical Education teaching credential. This portfolio must be evaluated and approved by Program Faculty as satisfying all requirements. After approval, it must be submitted electronically to Program Staff before any application to clear a Preliminary credential is considered complete. No recommendations for Clear credentials are issued without a complete application on file. Portfolio Contents Candidates for the teaching credential must provide evidence that they have met the California Commission on Teacher Credentialing Standards for the Designated Subjects CTE teaching credential effective June 17, 2009. For each Standard (8-16) please submit two (2) artifacts that demonstrate proficiency in the standard addressed. Also, provide a reflection that explains how each artifact demonstrates the Standard. See subsequent pages for a detailed listing of Standards 8-16. Reflection Requirement Your reflection (including your thoughts of how this item relates to the specific standard, how it addresses the needs of English Learners, and how students with special needs are addressed) is required for each item submitted. Program completion is dependent upon portfolio completion with comprehensive reflections. Reflections shall be formatted as follows: Reflection: Standard 8 Item Description: Standards Based Lesson Plan 1 How item relates to Standard: Your thoughts How item addresses the needs of English Learners: Your thoughts How item addresses students with special needs: Your thoughts CTE Emphasis Course Page 6 of 10

Submission Guidelines Submit all portfolios on one (1) CD. The CD needs to be labeled with the following information: Candidate Name: (Last Name, First Name) Last four digits of SSN: (for identification purposes only) Date Submitted to Program Faculty: (mo/day/year) Program Faculty Name: University: (where you are completing the Portfolio Course) The Portfolio Identification Sheet, completed Standards Checklist and SIGNED Portfolio Competence Evaluation Form should be on the CD as individual documents and not located in any folder. All material for each Standard should be in its own folder and all files need to be clearly labeled as to describe its contents. For example: Standard 8 Differentiated Instruction Lesson Plan 1 Differentiated Instruction Lesson Plan 1 Reflection Standards Based Lesson Plan 1 Standards Based Lesson Plan 1 Reflection Evaluation Method The following rubric will be used to evaluate each artifact submitted. Does not meet Value: 1 Approaching Value: 2 Meets Value: 3 Considerable additional work needed. Additional mentoring is needed. The candidate understands the standard but the response requires additional details, clarity and/or polishing. The standard has been met and addressed English Learner and special needs students. Exceeds Value: 4 The teacher candidate exceeds the standard and shows depth of understanding beyond the expectations of a novice teacher. CTE Emphasis Course Page 7 of 10

Detailed Listing of Standards and Appropriate Artifacts 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 the CTE content standards that include outcomes-based goals and objectives, instructional strategies that engage students in learning, safety considerations, industry-standard materials and equipment, and appropriate student assessment techniques. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (pre-assessments, rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* Proof of observations Interviews transcripts Presentation software (PowerPoint) Graphic organizing software (Inspiration) Standard 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) CTE Emphasis Course Page 8 of 10

Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Presentation software (PowerPoint) Graphic organizing software (Inspiration) Copyright and internet safety (cyber bullying, identity issues, piracy & plagiarism) Web-based tools (blog, wiki) CTEonline.org lesson plan Standard 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 learning environment. Possible Artifacts: Classroom guidelines & procedures Site emergency/evacuation procedures Classroom School Journal Reflection Addressing sensitive issues and classroom interactions How to encourage responsible and independent work habits in students Procedure for equipment maintenance or replacement Standard 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 develop a professional perspective by examining contemporary education policies and teaching practices in relation to fundamental issues, theories and research in education. Possible Artifacts: District/Site sexual harassment policy District zero tolerance policy and faculty procedures in reporting Technology use agreements Education code that relates to CTE Identification of twenty (20) local CTE related community organizations Identification of ten (10) student leadership organizations CTE Emphasis Course Page 9 of 10

Standard 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. Possible Artifacts: California Teachers Association code of ethics Student Competencies and attendance record keeping Procedures for reporting suspected child abuse and neglect District or county guideline/board policies for reporting discrimination 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 about relevant state and federal laws: current research findings and practices; cognitive, pedagogical, and individual factors that affect language acquisition; historical and cultural traditions relevant to learning English; and student access to and achievement in the curriculum. The program emphasizes the key role of content standards and standards-based assessment in planning instruction for English learners. Candidates practice a variety of systematic instructional strategies to make content comprehensible to English learners. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching Standard 16 Teaching Students with Special Needs Candidates develop basic knowledge, skills, and strategies for teaching special populations in CTE classrooms, including students with exceptional needs, students on behavior plans, and gifted and talented students. Candidates understand the role of the CTE teacher in the special education process. Candidates use differentiated instructional strategies that provide all students with access to CTE curriculum. Candidates promote a positive, inclusive climate of instruction for all special populations in the CTE classroom. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching * Differentiated instruction must provide students different avenues to acquire learning process CTE objectives, make connections to coursework and teaching materials so all students may learn effectively, regardless of ability. CTE Emphasis Course Page 10 of 10

Appendix G Portfolio Course

Course Title: Designated Subjects Portfolio Course (20 hours) Program coursework with specific key assignments and assessments will be developed by partnering university faculty after the Program is approved. Program consortium partners including university administrators and program faculty agree to include all CTC standards and practices required to meet the Commission on Accreditation minimum requirements for teaching English learners and students with special needs. Instructor Contact Information: Course Description: The Designated Subjects Portfolio Course (P)is required for all candidates. Under the guidance of the Program faculty and District mentor, candidates will assemble a culminating portfolio including SDAIE and special needs inclusion techniques. Candidates are required to present their portfolio within the context of the course and to share challenges and best practices they have experienced during the Program. Coursework includes: Assemble and document evidence from each course in the Designated Subjects program demonstrating knowledge, skills, and abilities in each of the Program Standards Summarize the content of the portfolio and engage in discussions about experiences and practical applications of theory in the context of the program Present the contents of the portfolio in the final course in the Designated Subjects program Instructional Note: Instructional methodology demonstrated and reflections of such, in the portfolio by the candidate will include SDAIE strategies and special needs inclusion techniques. Course Purpose: The Designated Subjects Portfolio Course purpose is to provide a cumulative assortment of artifacts and evidence indicating proficiency of knowledge, skills, and abilities gained throughout the Designated Subjects program. Examples (artifacts and evidence) of instructional methodology, strategies, pedagogy and andragogy that also includes an emphasis on teaching English Learners and students with special needs are included in the Portfolio requirements. Pre-requisites: Designated Subjects Program Orientation, Designated Subjects Foundations Course, and CTE Emphasis Course Course Goals and Learning Outcomes: As the culminating course in the Designated Subjects program the portfolio provides necessary evidence to partially meet the requirements to obtain a recommendation to clear a Preliminary CTE teaching credential. Artifacts: Designated Subjects Portfolio Course Page 1 of 8

Student work will be collected by and ultimately presented by student in the form of a culminating portfolio (see attached portfolio directions). A reflection (including your thoughts of how this item relates to the specific standard, how it addresses the needs of English Learners, and how students with special needs are addressed) is required for each item submitted. Items contained in the electronic portfolio may include, but is not limited to: Standard 8 Curriculum Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles Standard 9 Learning and Instruction Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles Proof of observations Interviews transcripts Presentation software (PowerPoint) Graphic organizing software (Inspiration) Standard 10 Assessing Student Learning Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles Standard 11 Using Education Technology in the Classroom Presentation software (PowerPoint) Graphic organizing software (Inspiration) Copyright and internet safety (cyber bullying, identity issues, piracy & plagiarism) Web-based tools (blog, wiki) CTEonline.org lesson plan Standard 12 Classroom and Laboratory Management Classroom guidelines & procedures Site emergency/evacuation procedures Classroom School Journal Reflection Addressing sensitive issues and classroom interactions How to encourage responsible and independent work habits in students Procedure for equipment maintenance or replacement Standard 13 Foundations District/Site sexual harassment policy Designated Subjects Portfolio Course Page 2 of 8

District zero tolerance policy and faculty procedures in reporting Technology use agreements Education code that relates to CTE Identification of twenty (20) local CTE related community organizations Identification of ten (10) student leadership organizations Standard 14 Professional, Legal, and Ethical Responsibility California Teachers Association code of ethics Student Competencies and attendance record keeping Procedures for reporting suspected child abuse and neglect District or county guideline/board policies for reporting discrimination Standard 15 Teaching English Learners Lesson plans showing differentiated instruction, learning styles Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching Standard 16 Teaching Students with Special Needs Lesson plans showing differentiated instruction, learning styles Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching University specific requirements: Language for Students with Disabilities Academic Honesty University/College Mission Statement(s) Attendance Policy Writing Requirement Materials and textbooks Grading Standards Assignment Descriptions Course Calendar Designated Subjects Portfolio Course Page 3 of 8

San Diego County Designated Subjects Credential Consortium Portfolio Content and Submission Directions A portfolio is required of all candidates being recommended by the San Diego County Designated Subjects Credential Consortium for a Clear Designated Subjects Career Technical Education teaching credential. This portfolio must be evaluated and approved by Program Faculty as satisfying all requirements. After approval, it must be submitted electronically to Program Staff before any application to clear a Preliminary credential is considered complete. No recommendations for Clear credentials are issued without a complete application on file. Portfolio Contents Candidates for the teaching credential must provide evidence that they have met the California Commission on Teacher Credentialing Standards for the Designated Subjects CTE teaching credential effective June 17, 2009. For each Standard (8-16) please submit two (2) artifacts that demonstrate proficiency in the standard addressed. Also, provide a reflection that explains how each artifact demonstrates the Standard. See subsequent pages for a detailed listing of Standards 8-16. Reflection Requirement Your reflection (including your thoughts of how this item relates to the specific standard, how it addresses the needs of English Learners, and how students with special needs are addressed) is required for each item submitted. Program completion is dependent upon portfolio completion with comprehensive reflections. Reflections shall be formatted as follows: Reflection: Standard 8 Item Description: Standards Based Lesson Plan 1 How item relates to Standard: Your thoughts How item addresses the needs of English Learners: Your thoughts How item addresses students with special needs: Your thoughts Designated Subjects Portfolio Course Page 4 of 8

Submission Guidelines Submit all portfolios on one (1) CD. The CD needs to be labeled with the following information: Candidate Name: (Last Name, First Name) Last four digits of SSN: (for identification purposes only) Date Submitted to Program Faculty: (mo/day/year) Program Faculty Name: University: (where you are completing the Portfolio Course) The Portfolio Identification Sheet, completed Standards Checklist and SIGNED Portfolio Competence Evaluation Form should be on the CD as individual documents and not located in any folder. All material for each Standard should be in its own folder and all files need to be clearly labeled as to describe its contents. For example: Standard 8 Differentiated Instruction Lesson Plan 1 Differentiated Instruction Lesson Plan 1 Reflection Standards Based Lesson Plan 1 Standards Based Lesson Plan 1 Reflection Evaluation Method The following rubric will be used to evaluate each artifact submitted. Does not meet Value: 1 Approaching Value: 2 Meets Value: 3 Considerable additional work needed. Additional mentoring is needed. The candidate understands the standard but the response requires additional details, clarity and/or polishing. The standard has been met and addressed English Learner and special needs students. Exceeds Value: 4 The teacher candidate exceeds the standard and shows depth of understanding beyond the expectations of a novice teacher. Designated Subjects Portfolio Course Page 5 of 8

Detailed Listing of Standards and Appropriate Artifacts 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 the CTE content standards that include outcomes-based goals and objectives, instructional strategies that engage students in learning, safety considerations, industry-standard materials and equipment, and appropriate student assessment techniques. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (pre-assessments, rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Lesson plans showing differentiated instruction, learning styles* Proof of observations Interviews transcripts Presentation software (PowerPoint) Graphic organizing software (Inspiration) Standard 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. Possible Artifacts: Standards-based unit plan lesson plans assessment strategies (rubric, test, checklist, self assessment) Journal/reflection (Observations, checks for understanding) Designated Subjects Portfolio Course Page 6 of 8

Lesson plans showing differentiated instruction, learning styles* 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. Possible Artifacts: Presentation software (PowerPoint) Graphic organizing software (Inspiration) Copyright and internet safety (cyber bullying, identity issues, piracy & plagiarism) Web-based tools (blog, wiki) CTEonline.org lesson plan Standard 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 learning environment. Possible Artifacts: Classroom guidelines & procedures Site emergency/evacuation procedures Classroom School Journal Reflection Addressing sensitive issues and classroom interactions How to encourage responsible and independent work habits in students Procedure for equipment maintenance or replacement Standard 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 develop a professional perspective by examining contemporary education policies and teaching practices in relation to fundamental issues, theories and research in education. Possible Artifacts: District/Site sexual harassment policy District zero tolerance policy and faculty procedures in reporting Technology use agreements Education code that relates to CTE Identification of twenty (20) local CTE related community organizations Identification of ten (10) student leadership organizations Designated Subjects Portfolio Course Page 7 of 8

Standard 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. Possible Artifacts: California Teachers Association code of ethics Student Competencies and attendance record keeping Procedures for reporting suspected child abuse and neglect District or county guideline/board policies for reporting discrimination 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 about relevant state and federal laws: current research findings and practices; cognitive, pedagogical, and individual factors that affect language acquisition; historical and cultural traditions relevant to learning English; and student access to and achievement in the curriculum. The program emphasizes the key role of content standards and standards-based assessment in planning instruction for English learners. Candidates practice a variety of systematic instructional strategies to make content comprehensible to English learners. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching Standard 16 Teaching Students with Special Needs Candidates develop basic knowledge, skills, and strategies for teaching special populations in CTE classrooms, including students with exceptional needs, students on behavior plans, and gifted and talented students. Candidates understand the role of the CTE teacher in the special education process. Candidates use differentiated instructional strategies that provide all students with access to CTE curriculum. Candidates promote a positive, inclusive climate of instruction for all special populations in the CTE classroom. Possible Artifacts: Lesson plans showing differentiated instruction, learning styles* Classroom policies & procedures Proof of observations Interviews transcripts Philosophy of teaching * Differentiated instruction must provide students different avenues to acquire learning process CTE objectives, make connections to coursework and teaching materials so all students may learn effectively, regardless of ability. Designated Subjects Portfolio Course Page 8 of 8