1. Credentialing for world language teachers
A California perspective
Thanks to Sally Mearns,
Helene Chan
Phyllis Jacobson, California Commission on Teacher Credentialing

2. What should a World Language Teacher know?
Essential Questions
What should a World Language Teacher know?
What should a World Langauge Teacher be able to do

3. 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

4. Content Knowledge for All World Language Teachers
TWO NCLB-Compliant Routes to show SUBJECT MATTER COMPETENCE in California:
1. College or University Coursework
2. Examination

5. Assessing the Content Knowledge of World Language Teachers
Complete college/university coursework that covers all of the domains

6. Assessing the Content Knowledge of World CSET
CSET= California’s standardized Exams for World Languages Language Teachers
 Pass a subject-matter examination that covers all of the domains

7. CSET 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

8. 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)

9. What Should World Language Teachers Be Able to Do?

10. TPEs: Teaching Performance Expectations
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

11. TPA: Assessing the Classroom Performance of World Language Teacher Candidates
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

12. PACT: Performance Assessment for California Teachers
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

13. INDUCTION
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.

14. Requirements to Enter an Induction Program
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)