World Language: English Language Development Standards
World Language: English Language DevelopmentStandards of Quality and Effectiveness forSubject Matter ProgramsA Handbook forTeacher EducatorsandProgram ReviewersStandards Adopted by theCalifornia Commission on Teacher CredentialingState of California1900 Capitol AvenueSacramento, California 958112012
This handbook, like other publications of the Commission on Teacher Credentialing, is not copyright. Itmay be reproduced in the public interest, but proper attribution is requested.Commission on Teacher Credentialing1900 Capitol AvenueSacramento, California 95811(888) 921-2682 (toll free)This handbook is available at:http://www.ctc.ca.gov/i
California Commission on Teacher Credentialing(Members reflect those at the time of adoption of these standards)Jerry Brown, GovernorState of California2012Commission MembersCharles Gahagan, ChairLind Darling-Hammond, Vice ChairConstance BlackburnErick CasallasC. Michael CooneyEddie CuevasMarlou EvansKathleen HarrisNancy RamirrezLouise StymeistAlicia WilliamsonRichard Zeiger/Michelle Zumot, DesigneeCarolyn McInerneyTeacher RepresentativeFaculty MemberTeacher RepresentativeTeacher RepresentativePublic RepresentativeTeacher RepresentativePublic RepresentativeTeacher RepresentativePublic RepresentativeNon-Administrative Services CredentialRepresentativeTeacher RepresentativeSuperintendent of Public ServicesSchool Board MemberEx-Officio RepresentativesShane MartinAssociation of Independent CaliforniaColleges and UniversitiesUniversity of CaliforniaCalifornia State UniversityTine SloanBeverly Youngii
English Learner Authorizations Advisory PanelCalifornia Commission on Teacher Credentialing2011Panel MemberMarianna VinsonMagaly LavadenzMaggie BeddowPansy CeballosMyron BerkmanJose MorenoZulmara ClineBlanca AndersonCheryl ForbesCarol Anderson-WooGeorge BunchShirley DayPatty Dineen-WehnJanet EyringElizabeth FralicksBarbara HernandezSharon Lazo-NakamotoGrace LeeEdwin LimAnthony J. MartinezDevra MillerNicole NaditzMagdalena Ruz GonzalezDuarte M. SilvaLinda Ventriglia-NavarretteAffiliationAssociation of California School Administrators – San Jacinto Unified SchoolDistrictAssociation of Independent California Colleges and Universities – LoyolaMarymount UniversityCalifornia Teachers of English to Speakers of Other Languages – CSUSacramentoCalifornia County Superintendents Educational Services Association – TulareCounty Office of EducationCalifornia Federation of Teachers – Berkeley High SchoolCalifornia School Boards Association – Anaheim City School DistrictCalifornia State University – CSU Chancellor’s OfficeCalifornia Teachers Association – Red Bluff Union Elementary School DistrictUniversity of California – UC San DiegoTracy Joint Unified School DistrictUC Santa CruzPoway Unified School DistrictSonoma County Office of EducationCSU FullertonFresno Unified School DistrictOrange Unified School DistrictLong Beach Unified School DistrictChino Valley Unified School DistrictBonita Vista HS/Sweetwater Unified School DistrictAntelope Valley UHSDSan Mateo Union High School DistrictSan Juan Unified School DistrictLos Angeles County Office of EducationStanford UniversityNational UniversityLiaisons to the PanelIrene Oropeza-EnriquezDianna GutierrezCommission Staff to the PanelLourdes AguirrePaula JacobsPhyllis JacobsonClaudia LockwoodRoxanne PurdueAffiliationCA Commission on Teacher CredentialingCA Department of EducationDivisionCertification, Assignments, and WaiversProfessional ServicesProfessional ServicesProfessional ServicesCertification, Assignments, and Waiversiii
World Language: English Language DevelopmentStandards of Quality and Effectiveness for Subject Matter ProgramsTable of ContentsForeword: Standards for the Preparation of Teachers of World Language: EnglishLanguage Development .1Standards of Program Quality and Effectiveness .2Standards for Professional Teacher Preparation Programs .3Subject Matter programs for Prospective Teachers .4The English Learner Authorizations Used by the English Learner Authorization AdvisoryPanel .4Field Review Survey .5The World Language: English Language Development Teaching Credential . 5Alignment of Program Standards and Performance Assessments .5Subject Matter Assessments .6Overview of the World Language: English Language Development Standards Handbook .7Contributions of the English Learner Authorizations Advisory Panel .7Feedback Invited from Handbook Users .7World Language: English Language Development (ELD) and Teacher Preparation: AnIntroduction by the English Learner Authorizations Advisory Panel .8Subject Matter Program Standards in World Language: English Language DevelopmentApplicable State Law .10Definitions of Key Terms .10Preconditions for the Approval of Subject Matter Programs in World Language: EnglishLanguage Development .11Category I: Standards Common to All Single Subject Matter programs .12Standard 1Program Design .12Standard 2Program Resources and Support .12Category dStandardProgram Standards .133 Program Philosophy and Purpose .134 Knowledge of English Learners in California and the United States .135 Applied Linguistics, including English Language Linguistics .146 Cultural Foundations .147 Foundations of English Learner Education in Californiaand the United States .158 Foundations of Assessment for English Learners .159 Foundations of Literacy Instruction and English Language Developmentfor English Learners .15ivWorld Language: ELD Handbook
Standard10Principles of Receptive (Aural/Oral) English Language Instruction andAssessment for English Learners .16Standard 11 Principles of Productive (Reading/Writing) English Language Instructionand Assessment for English Learners .16Standard 12 Principles of Language Support for Academic Content Instruction andAssessment Across the Curriculum .16World Language: English Language Development Subject Matter Alignment Matrix .17Subject Matter Requirements for Prospective Teachers of World Language: EnglishLanguage Development .18Domain 1Knowledge of English Learners in California and the United States .18Domain 2Applied Linguistics .20Domain 3Cultural Foundations .23Domain 4Foundations of English Learner Education in California and in theUnited States .25Domain 5Principles of English Language Development (ELD) Instructionand Assessment to Promote Receptive and Productive LanguageProficiency .28Submitting Program Proposals for a Subject Matter Preparation Program in WorldLanguage: English Language Development .31Information on Program Submissions .31Review and Approval of Subject Matter Programs for World Language: ELD.32Review of Preconditions .33Selection. Composition and Training of Program Review Teams .33Review of Standards Common to All Subject Matter Programs and of Program Standards .33Appendix A Essential Documents .35Appendix B Alignment Matrix .39vWorld Language: ELD Handbook
Foreword: Standards for the Preparation ofTeachers of World Language: English Language DevelopmentOne of the purposes of education is to enable students to learn the important subjects of theschool curriculum to further their professional goals and to function effectively in work, societyand family life. Each year in California, thousands of English Learner students enroll in EnglishLanguage Development classes with teachers who are certified by the Commission on TeacherCredentialing to teach those classes in public schools. The extent to which English Learnerstudents improve their English Language knowledge, skills, and abilities depends substantiallyon the preparation of their teachers in English Language Development and the quality andeffectiveness of teaching of English Language Development in the public schools.The Commission is the agency of California government that licenses teachers and otherprofessionals who serve in the public schools. As the policy-making body that establishes andmaintains standards for the education profession in the state, the Commission is concerned withthe quality and effectiveness of the preparation of teachers and other school practitioners. Onbehalf of the education profession and the general public, one of the Commission’s mostimportant responsibilities is to establish and implement strong, effective standards of quality forthe preparation and assessment of credential candidates.California teacher candidates are required to demonstrate competence in the subject matter theywill be authorized to teach. Candidates for the Single Subject Teaching Credential have twooptions available for satisfying this requirement. They can either complete a Commissionapproved subject matter program or they can pass the appropriate Commission-adopted subjectmatter examination(s) (Education Code Sections 44280 and 44310). Because they satisfy thesame requirement, these two options are to be as aligned and congruent as possible.The substance and relevance of the single subject matter program standards and the validity ofexamination specifications (subject matter requirements) is not permanent, however. Theperiodic reconsideration of subject matter program standards and the need for periodic validitystudies are related directly to one of the Commission’s fundamental missions to provide a strongassurance that teaching credentials issued by the Commission are awarded to individuals whohave the knowledge, skills, and abilities that are needed in order to succeed in public schoolteaching positions in California. Best professional practice related to the program standards andthe legal defensibility of the examination specifications require that the standards andspecifications be periodically reviewed and rewritten, as job requirements and expectationschange over time (Ed Code 44225i,j, 44257, 44288).In the early 1990s, CTC developed and adopted (a) standards for a variety of single subjectmatter programs and, at the same time, (b) specifications for the related single subject matterexaminations. This work was based on the advice of subject matter advisory panels and datafrom validity studies and resulted in program standards and examination specifications (definingthe subject matter competence requirement) that were valid and closely aligned with each other.They are now being supplemented by the addition of recently adopted (2012) subject matterrequirements and single subject matter program standards for World Language: EnglishLanguage Development.1World Language: ELD Handbook
Establishing high standards for teachers is based, in part, on three major pieces of legislation. In1988, 1992 and 1998 the Legislature and the governor enacted legislation sponsored by theCommission that strengthened the professional role of the Commission and enhanced itsauthority to establish rigorous standards for the preparation and assessment of prospectiveteachers. These reform laws were Senate Bills 148 (1988), 1422 (1992) Bergeson, and 2042(Alpert/Mazzoni, Chapter 548, Statutes of 1998). As a result, the Commission took on newresponsibilities for establishing high and acceptable levels of quality in teacher preparation andof competence among beginning teachers. To implement these three statutes, CTC developednew standards, subject matter requirements and other policies collaboratively withrepresentatives of postsecondary institutions, teachers and administrators in public schools, andstatewide leaders involved in public education.The State Board of Education adopted academic content standards and/or frameworks forCalifornia K-12 students. These standards have direct implications for the subject mattercompetence requirement of prospective teachers. Senate Bill 2042 (Alpert/Mazzoni, Chapter548, Statutes of 1998) addresses the need to require the Commission to ensure that subject matterprogram standards and examinations are aligned with the K-12 student academic content adoptedby the State Board of Education.The Commission appointed the English Learner Authorizations Advisory Panel in 2010 to beginthe work on a new set of subject matter requirements and program standards for the content areaof World Language: English Language Development. This panel spent considerable time toensure that the new subject matter standards were grounded in, and aligned with, the academiccontent standards for California K-12 students. The World Language: English LanguageDevelopment subject matter requirements and program standards represent the subject matterbasis for a new Single Subject credential in the area of World Language: English LanguageDevelopment to provide improved preparation for teachers of English Learner students inCalifornia public schools.Standards of Program Quality and EffectivenessOver the past 15 years CTC has thoroughly redesigned its policies regarding the preparation ofeducation professionals and the review of preparation programs in colleges and universities. Ininitiating these reforms, the Commission adopted the following principles regarding thegovernance of educator preparation programs. The Commission asks all Single Subject Panels toapply these general principles to the development of standards for single subject matterprograms.1) The status of teacher preparation programs in colleges and universities should bedetermined on the basis of standards that relate to significant aspects of the quality ofthose programs.2) There are many ways in which a teacher preparation program could be excellent.3) The curriculum of teacher education plays a central role in a program's quality.4) Teacher education programs should prepare candidates to teach the public schoolcurriculum effectively.2World Language: ELD Handbook
5) In California's public schools, the student population is so diverse that the preparation ofeducators to teach culturally diverse students cannot be the exclusive responsibility ofprofessional preparation programs in schools of education.6) The curriculum of a teacher education program should be based on an explicit statementof purpose and philosophy. An excellent program also includes student services andpolicies such as advisement services and admission policies.7) The assessment of each student's attainments in a teacher education program is asignificant responsibility of the institution that offers the program.8) The Commission’s standards of program quality allow quality to assume different formsin different environments.9) The Commission's standards of program quality are roughly equivalent in breadth andimportance.10) Whether a particular program fulfills the Commission's standards is a judgment that ismade by professionals who have been trained in interpreting the standards.The Commission fulfills one of its responsibilities to the public and the profession by adoptingand implementing standards of program quality and effectiveness. While assuring the public thateducator preparation meets acceptable standards, the Commission respects the consideredjudgments of educational institutions and professional educators and holds educators accountablefor meeting state adopted standards. The premises and principles outlined above reflect theCommission's approach to fulfilling its responsibilities under the law.Standards for Professional Teacher Preparation ProgramsThe effectiveness of the English Language Development curriculum in California schools doesnot depend entirely on the content knowledge of teachers of World Language: English LanguageDevelopment. Another critical factor is the teachers' ability to teach English LanguageDevelopment. To address the pedagogical knowledge and effectiveness of teachers of all contentareas, the Commission in September 1998 launched an extensive standards and assessmentreform that led to the development of new teacher preparation standards. In January 2004, CTCauthorized an extensive field review of the draft standards for a variety of single subject contentareas, including World Language. During spring 2004, these standards were amended, based onfield review findings and direction from the Commission, and adopted by the Commission inMay 2004. All credential program standards are updated approximately every 10 years.The advisory panel that developed the standards was charged with developing the followingthree policy documents for review and consideration by the Commission: New standards of quality and effectiveness for professional teacher preparation programs.Teaching Performance Expectations that would serve as the basis for evaluating thecompetence of teacher candidates on teaching performance assessments embedded inpreparation programs.New standards of quality and effectiveness for professional teacher induction programs.3World Language: ELD Handbook
These standards implement the structural changes in the teacher credentialing system that werecalled for in Senate Bill 2042 (Alpert/Mazzoni, Chapter 548, Statutes of 1998). Three significantchanges enacted in this reform legislation are: align
Roxanne Purdue Certification, Assignments, and Waivers iii . World Language: English Language Development . Standards for Professional Teacher Preparation Programs 3 . Review of Standards Common to All Subject Matter Programs and of Program Standards 33 Appendix A Essential Documents 35 Appendix
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