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

2. 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)