A California Perspective Sally Mearns, with thanks to: Phyllis Jacobson, California Commission on Teacher Credentialing Helene Chan, PACT Guru

 What should a World Language Teacher know?  What should a World Language Teacher be able to do?

 General Linguistics  Linguistics of the Target Language  Literary and Cultural Texts and Traditions  Cultural Analysis and Comparisons  Language Skills: Listening, Speaking, Reading, Writing

 Two NCLB-Compliant Routes to Demonstrating Subject Matter Competence in California:  College/University Coursework  Examination

 Complete college/university coursework that covers all of the domains

 Pass a subject-matter examination that covers all of the domains

 Based on the five content domains  Combination of multiple choice items and constructed response items (including listening, speaking, reading, and writing)  Passing Score Standard based on ACTFL Proficiency levels (Advanced-Low for Western languages and Intermediate-High for non- Western languages)  Available now for twenty languages

 Three Major Subtests:  General Linguistics and Linguistics of the Target Language  Literary and Cultural Texts and Traditions, Cultural Analysis and Comparisons  Language and Communication (Listening, Speaking, Reading, Writing)

 The integrated set of knowledge, skills, and abilities California expects each beginning teacher, including new World Language teachers, to have  Based on California’s Standards for the Teaching Profession as adapted for beginning rather than veteran practice

 Making subject matter comprehensible to students  Assessing student learning  Engaging and supporting students in learning  Planning instruction and designing learning experiences for students  Creating and maintaining effective environments for student learning  Developing as a professional educator

 Allow for common definition and common understanding of our expectations for teachers, including world language teachers  Provide a legally defensible basis for evaluation of the performance of teacher candidates  Can be used across, and have the same meaning in, all teacher preparation programs in the state

 California requires ALL beginning elementary and secondary teachers to demonstrate by actual classroom performance with K-12 students that they have mastered the integrated set of knowledge, skills, and abilities required by the Teaching Performance Expectations

 An assessment that requires candidates to demonstrate with their performance with K- 12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).

 Based on the Teaching Performance Expectations (TPEs)  Require candidates to perform specified tasks/activities with K-12 students  Require candidate orientation and practice in the TPA tasks/activities  Embed tasks within the teacher preparation program sequence  Provide assessor training, calibration and recalibration

 Learn about their students  Plan standards-based world language lessons for the whole class based on what they know about the students and their progress  Indicate lesson adaptations for English learner students and for special education students

 Develop student assessments, including adaptations, to determine student learning based on the lessons  Teach the lesson  Give the assessment(s)  Reflect on the lesson and the assessment results  Integrate Academic Language

 Overview  Developed by Stanford in Consortia with Representatives from Several UC and CSU Teacher Preparation Programs.  Key Features  Authentic performance assessment of candidates’ developing instructional practices  Focuses on Candidates’ Planning, Teaching, Assessing and Reflecting on the Teaching Event  It is a state requirement for licensure

TaskWhat to doWhat to submit 1. Context for Learning Provide relevant information about your instructional context  Context form  Context commentary 2. Planning, Instruction, and Assessment Select a learning segment… Create lesson plans… Write commentary… Record daily reflections…  Lesson Plans  Instructional materials  Planning commentary

TaskWhat to doWhat to submit 3. Instructing Students and Developing Communicative Proficiency Review your plans… Videotape the lesson(s)… Select 2 video clips… Write commentary….  Video clips  Lesson plan  Instruction commentary 4. Assessing Student Learning Analyze whole-class performance… Select student samples… Write commentary…  Student work samples  Evaluation criteria or rubric  Assessment commentary

TaskWhat to doWhat to submit 5. Reflecting on Teaching and Learning Write daily reflections… Write overall commentary…  Daily reflections  Reflective commentary

Each task has a specific scoring rubric describing the characteristics of a candidate’s performance relative to that task and the TPEs Each rubric has four score levels, ranging from a low of 1 to a high of 4 Scorers (assessors) are trained and calibrated to apply each rubric to candidate performance

 “Induction” refers to the support and assessment provided to teachers in their first two years of practice with a Preliminary Credential in California.  BTSA (Beginning Teacher Support and Assessment) provides job-embedded formative assessment system of support and professional growth.

 Bachelor’s Degree  CBEST—Basic Skills Test  Completion of a Preliminary Credential in a teacher preparation program  Teaching Performance Assessment (TPA) scores and/or summary information from a teacher preparation program (as available)

 Learning to Teach is a continuum of practice with defined sets of competencies at each level of practice  An initial credential is only the beginning of the licensing and teacher development processes  Induction into the profession comes next

 Join your colleagues from your home state.  Fill out as much as you can on the worksheet Credentialing for World Language Teachers  If you do not know or are unsure of an answer, you may search online. Go first to our Wikispace for state-specific reference material: Credentialing+Requirements Credentialing+Requirements  Prepare to share