A CALIFORNIA PERSPECTIVE
Credentialing for worldlanguage teachers
Thanks to Sally Mearns,
Helene Chan
Phyllis Jacobson, California Commission on Teacher Credentialing
Essential Questions
What should a WorldLanguage Teacher know?
What should a WorldLangauge Teacher be ableto do
What should a World Language Teacher know?
CONTENT KNOWLEDGE:
General Linguistic
Linguistic of the Target Language
Literary and Cultural Texts and Traditions
Cultural Analysis and Comparison
Language Skills: Listening, Speaking, Reading, Writing
Content Knowledge for All World LanguageTeachers
TWO NCLB-Compliant Routes to show SUBJECTMATTER COMPETENCE in California:
1. College or University Coursework
2. Examination
Assessing the Content Knowledge of WorldLanguage Teachers
Complete college/university coursework that coversall of the domains
Assessing the Content Knowledge ofWorld CSET
CSET= California’s standardized Exams forWorld Languages Language Teachers
Pass a subject-matter examination that covers all of the domains
CSET
Based on the five content domains
Combination of multiple choice items andconstructed response items (including listening,speaking, reading, and writing)
Passing Score Standard based on ACTFLProficiency levels (Advanced-Low for Westernlanguages and Intermediate-High for non-Western languages)
Available now for twenty languages
Three Major Subtests:
General Linguistics and Linguistics of theTarget Language
Literary and Cultural Texts and Traditions,Cultural Analysis and Comparisons
Language and Communication (Listening,Speaking, Reading, Writing)
What Should World LanguageTeachers Be Able to Do?
TPEs: Teaching Performance Expectations
Making subject matter comprehensible tostudents
Assessing student learning
Engaging and supporting students in learning
Planning instruction and designing learningexperiences for students
Creating and maintaining effectiveenvironments for student learning
Developing as a professional educator
TPA: Assessing the Classroom Performanceof World Language Teacher Candidates
California requires ALL beginning elementaryand secondary teachers to demonstrate byactual classroom performance with K-12students that they have mastered theintegrated set of knowledge, skills, andabilities required by the Teaching PerformanceExpectations
PACT: Performance Assessment forCalifornia Teachers
Overview
Developed by Stanford in Consortia withRepresentatives from Several UC and CSU TeacherPreparation Programs.
Key Features
Authentic performance assessment of candidates’developing instructional practices
Focuses on Candidates’ Planning, Teaching, Assessingand Reflecting on the Teaching Event
It is a state requirement for licensure
INDUCTION
Induction” refers to the support and assessmentprovided to teachers in their first two years ofpractice with a Preliminary Credential inCalifornia.
BTSA (Beginning Teacher Support and Assessment)provides job-embedded formative assessment systemof support and professional growth.
Requirements to Enter an InductionProgram
Bachelor’s Degree
CBEST—Basic Skills Test
Completion of a Preliminary Credential in a teacherpreparation program
Teaching Performance Assessment (TPA) scoresand/or summary information from a teacherpreparation program (as available)