2. Challenges of SB2042 & New Standards Based Educational Credentials January 8, 2002 CSU, San Bernardino By John Attinasi CSU, Long Beach College of Education

3. Paradigm Shift  From Professors Teaching Content ---to  Helping Candidates Reach Standards, specifically the California Standards for the Teaching Profession AND  From 5 th -year Teacher Education ---to  A 3-tier Learning to Teach Professional Continuum

4. Objectives: by the end of this meeting you will… 1. Understand how 2042 standards connect to the TPEs in the TPA to reach the CSTPs. (not facetious) 2. Align the three phases of the teaching profession: Subject Matter, Pre-service Preparation, and Teacher Induction. 3. Explore similarities and differing responsibilities in Multiple and Single Subject programs.

5. Objectives, continued 4. To explore implications of the new paradigm for teachers in “non-specialized settings” as they affect specialized teachers and other educators. 5. To aid in the framing of ideas for the “early adoption” of teacher preparation for Spring 2002 submission.

6. CLAD & Diverse Student Issues 1. The new system emphasizes that teaching English Language Learners is a part of every teacher’s responsibility. 2. Recognizes the presence of special needs students in nearly every classroom. 3. Makes explicit Equity issues, Anti-bias, and Anti-racist education. 4. Eliminates the CLAD language requirement

7. Where to find the new 2042 Commission Standards?  http://www.ctc.ca.gov/ http://www.ctc.ca.gov/ SB2042/SB2042_info.html  http://www.ctc.ca.gov/SB2042/AdoptedMs Standards.pdf http://www.ctc.ca.gov/SB2042/AdoptedMs Standards.pdf

8. Motivation: why should I learn about this new “learning to teach architecture”?  Public perception is that teacher preparation is the main work of University Colleges of Education  All Educators need to know about coming innovations in teacher education  All levels of faculty and staff need to cooperate to implement 2042  Associated programs may need to change

9. SB 2042 Program Changes “The Present System” 1994-2001 Vs. “2042 Era of Title II” 2002

10. Level of Authorization Teacher Preparation Standards (preliminary & clear) Teacher Preparation (TP) and Teacher Induction (TI)

11. Approach Separate development in each IHE department and credential (multiple, single subject) Single plan for all levels at each institution

12. English Learner Standards Separately addressed in Multiple/Single Subject programs Integrated into Teacher Preparation & Induction for teaching all students, both Multiple and Single Subject Credentials

13. Authorization & Emphasis Authorization Related to Special Settings For all teachers and classrooms Emphasis CLAD/ BCLAD New 1059 Authorization is intermediate between ‘Regular’ Credentials and CLAD

14. CLAD/BCLAD to Change Content Domains  1-6 (Linguistics, Acquisition, L2 Methodology, Diversity, Primary Language & Culture)  Develop ELL Authorization Plan, then “2042+” & Reformulate BCLAD Language Study  6 college semester units (or equivalent) of a language other than English  Language Requirement is Eliminated

15. Why Restructure from CLAD/BCLAD to 2042?  Only 1/3 of Single Subject Credentials are CLAD (a majority of Multiple Subjects are)  CLAD predated Prop.227 with one year of Sheltered English Immersion;  CLAD/BCLAD assumed bilingual education programs, which are now rare

16. Why Restructure?, continued  Many more general classrooms have early English Learners, students needing reading development and with special needs  CLAD/BCLAD predated RICA  Predated CSTP  Predated mature research on effects of Beginning Teacher Support and Assessment

17. Hallmarks of the “New Architecture of the Learning to Teach Continuum” 1. Multiple routes 2. Integration and alignment of standards and assessment 3. Program design based on California Standards for the Teaching Profession, K- 12 Content Standards, and Teacher Performance Expectations (TPE’s).

18. Hallmarks, & key acronyms 4. One year of Professional Teacher Preparation (TP) leads to Preliminary Credential. 5. Teacher Performance Assessment (TPA) required for credential recommendation. 6. Two years of Teacher Induction (TI) leads to the Professional Credential

19. Hallmarks, & significant changes 7. “Clear” no longer applies; rather, technology, inclusion, health and other aspects are folded into both TP & TI. 8. Authorization for English Learners mandatory in all routes, all levels, both multiple and single subject.

20. Innovation  The alignment of Subject Matter (what we teach) to  Teacher Credentialing (how we teach & what we expect) to  Teacher Performance Assessment (how we demonstrate)  Competence as Educators CSTP.

21. Necessities to Accomplish Restructuring Communication, collaboration and responsibility across & within institutions,  Undergraduate (Liberal Studies)  Teacher Education Programs  School District support and mentoring  Professional Development (in districts, graduate programs and county offices).

22. Challenge  All aspects of educator services need to  Contribute to and  Respond to  New systems of professional preparation

23. Case in Point:  The English Learner Authorization

24. Application  The Standards for Diverse Learners,  Teaching Literacy and Language Arts, and  Teaching English Learners  Connected to and  Apply to all teachers in “non-specialized” [mainstream] settings.  For all teachers, elementary and secondary [multiple and single subject].

25. Elements to address English Learners Program must coherently provide:  linguistics and literacy background,  foundations of teaching all learners and addressing multicultural diversity,  teaching English to speakers of all linguistic backgrounds.

26. English Language Learner Issues 1. Subject Matter Content Specifications in Reading, Language & Literature (App. A-3) 2. Single & Multiple subject issues are related in Teacher Preparation Std. 7 (a&b); ELL issues in TP Std.13; and Teacher Induction Std. 19. 3. Ability to teach English Learners (EL) assessed in Teacher Performance Expectation (TPE) 7

27. Connections among:  Undergraduate Majors  Teaching credentials: Multiple Subject, Single Subject  Master’s Degree and Induction Programs

28. Implications for: Credentials & Programs, e.g.,  Ed. Specialist  Administration,  Counseling, Pupil Personnel Services, School Psychology, Media, Resource, Librarian  …others…

29. Analysis: Effect of 2042 on Me & CSUSB  Strengths in general  Weaknesses in particular  Challenges for my teaching or programming  Opportunities for innovation, collaboration & growth

30. Activity: Search for implications of the New Architecture for:  Professionals who work with teachers,  Credential programs that will be next in the reform;  Aspects of teacher activity that educators who are non-teachers can influence.  Aspects that teachers utilize in programs that are other than teacher preparation;

31. Worksheet:  What are the implications for your area of this new system? In content? In methods? In professional referral? Professional interaction? (e.g., IEP’s, Counseling techniques, family interventions).  Resources, Requirements, Responsibilities?  What should teachers know to help them interact professionally across the educational spectrum and where in the professional architecture should such knowledge and skill be placed?  Ideas for: Subject Matter, Pre-service or Induction

32. Follow Up Questions Programming:  Changes to Subject Matter  Strictures on Pre-Reqs  Limitation on Units in Professional Prep  Field components and the TPEs  Structure of the TPA Advising:  How to phase in the new system?  What happens to BCLAD?  Can Universities and Districts coordinate Tier1 & 2?

33. Teacher Education at CSULB: a shared experience  Early Adopters proposal in September, ‘01.  Margaret Olebe visits in October  Single Subject begins dialog in November  Multiple Subject models suggested in November, voted upon in December  December 2001-January 2002 first draft  Discussion and refinement in Feb.-March  Everyone is struck by magnitude of task and depth of questions to be resolved

34. Multiple Subject Model Pre-2042 CLAD (40 units)  Schooling in a Democratic Society  Child & Language Development  Cultural & Linguistic Diversity  5 methods courses (LgArts, Rdg, Math, SocSci, NatSci)  Student Teaching (16)  (add 6 + language for BCLAD Proposed Model B for 2042  Schooling in a Democratic Society  Cultural & Linguistic Diversity  New Course on Development, Special Needs and Family issues  Language Arts  4 methods (12)  Student Teaching (16)  Continue BCLAD for now

35. Thanks for your attention. Comments are always welcome.  John Attinasi, Director of Bilingual Education, CSULB  Teacher Education & Linguistics Departments  562.985.4955  jattinas@csulb.edu  Webpage: http://www.csulb.edu/~jattinas/  College of Education http://ced.csulb.edu/