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Candidate-Proficiencies

VIEWS: 2 PAGES: 17

									 Precondition #4.4: Candidate Proficiencies Aligned with the Expectations in
               Professional, State, and Institutional Standards

                               Chart of Competencies
                 Standards Aligned with the Four Guiding Principles


Each credential program in the College of Education and Organizational Leadership derives its
candidate proficiencies directly from the California Commission on Teacher Credentialing
standards for credential programs. CCTC does not require programs to seek national recognition
from SPAs. However, CCTC is committed to aligning state standards with national standards.




                                               1
UNIVERSITY OF LA VERNE
UNIT PROFICIENCIES
INITIAL PROGRAMS
The State of California Commission on Teacher Credentialing requires initial teacher preparation programs to address the California Teacher Performance
Expectations (TPE’s). The University of La Verne has adopted the CalTPE’s as it’s candidate proficiencies for initial teacher preparation programs. In addition,
the State of California requires that all initial regular teacher education programs assess TPE’s using the California Teacher Performance Assessments
(CalTPA’s). The unit has also established key assessment in five areas including knowledge, planning, assessment, diversity, and technology. The University of
La Verne has adopted CalTPA’s to measure these key assessments in teacher education. The chart below demonstrates the alignment among the state
standards, key assessments, and candidate proficiencies.
                                                                                        Teacher Education                        Special Education I
                          Outcomes/Proficiencies                                                            State                                    State
                                                                                   Key Assessments                         Key Assessments
                                                                                                         Standards*                               Standards*
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction             Teacher Performance        1, 7, 8, 14,   SPED 408 - Case Study:    9, 13, 14,
   TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject          Assessments (TPA) 1:       15, 16, 17,    Understanding             18, 19, 20,
    Teaching Assignments                                                      Subject Specific           18, 19         Academic and Behavior     21, 23
   TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching   Pedagogy                                  Needs of
    Assignments                                                               2: Designing Instruction                  Mild/Moderate
                                                                              4: Culminating Teaching                   Learners
                                                                              Experience                                SPED 407 - Caseload
                                                                                                                        Management
                                                                                                                        Practitioner's
                                                                                                                        Notebook
                                                                                                                        SPED 405P - Mini-
                                                                                                                        Conference and Self-
                                                                                                                        evaluation
TPE 2: Monitoring Student Learning During Instruction                         Teacher Performance        1, 4, 5, 6,    SPED 409 - Technology     9, 11, 13,
Candidates for a Teaching Credential use progress monitoring at key           Assessments (TPA) 4:       10, 14, 15,    Portfolio Section         14, 15, 16,
points during instruction to determine whether students are progressing       Culminating Teaching       16, 17, 18,                              17, 18, 19,
adequately toward achieving the frameworks and state-adopted                  Experience                 19                                       20, 21, 22,
academic content standards for students. They pace instruction and re-                                                                            23, 24, 25
teach content based on evidence gathered using assessment strategies
                                                                               2
                                                                                        Teacher Education                        Special Education I
                         Outcomes/Proficiencies                                                            State                                     State
                                                                                   Key Assessments                          Key Assessments
                                                                                                        Standards*                                Standards*
such as questioning students and examining student work and products.
Candidates anticipate, check for, and address common student
misconceptions and misunderstandings.
TPE 3: Interpretation and Use of Assessments                                  Teacher Performance       1, 3, 4, 5, 6,   SPED 408 - Case Study:   9, 10, 11,
Candidates for a Teaching Credential understand and use a variety of          Assessments (TPA) 1:      14, 15, 16,      Understanding            12, 13, 14,
informal and formal, as well as formative and summative assessments, to       Subject Specific          17, 18, 19       Academic and Behavior    17, 18, 21,
determine students’ progress and plan instruction. They know about and        Pedagogy                                   Needs of                 22
can appropriately implement the state-adopted student assessment                                                         Mild/Moderate
                                                                              3: Assessing Learning
program. Candidates understand the purposes and uses of different types
                                                                              4: Culminating Teaching                    Learners
of diagnostic instruments, including entry level, progress-monitoring and
summative assessments. They use multiple measures, including                  Experience                                 SPED 406 - Case Study
information from families, to assess student knowledge, skills, and                                                      Project
behaviors. They know when and how to use specialized assessments                                                         SPED 405P - Mini-
based on students’ needs. Candidates know about and can appropriately                                                    Conference and Self-
use informal classroom assessments and analyze student work. They
                                                                                                                         evaluation
teach students how to use self-assessment strategies. Candidates provide
guidance and time for students to practice these strategies.                                                             SPED 409 - Technology
Candidates understand how to familiarize students with the format of                                                     Portfolio Section
standardized tests. They know how to appropriately administer
standardized tests, including when to make accommodations for students
with special needs. They know how to accurately interpret assessment
results of individuals and groups in order to develop and modify
instruction.
Candidates interpret assessment data to identify the level of proficiency
of English language learners in English as well as in the students’ primary
language. They give students specific, timely feedback on their learning,
and maintain accurate records summarizing student achievement. They
are able to explain, to students and to their families, student academic
and behavioral strengths, areas for academic growth, promotion and
retention policies, and how a grade or progress report is derived.
Candidates can clearly explain to families how to help students achieve

                                                                               3
                                                                                         Teacher Education                         Special Education I
                         Outcomes/Proficiencies                                                              State                                     State
                                                                                    Key Assessments                           Key Assessments
                                                                                                          Standards*                                Standards*
the curriculum.
TPE 4: Making Content Accessible                                               Teacher Performance        1, 3, 4, 5, 6,   SPED 408 - Case Study:   9, 10, 11,
Candidates for a Teaching Credentials incorporate specific strategies,         Assessments (TPA): 1:      7, 8, 9, 10,     Understanding            12, 13, 14,
teaching/instructional activities, procedures and experiences that address     Subject Specific           11, 12, 13,      Academic and Behavior    15, 17, 18,
state-adopted academic content standards for students in order to              Pedagogy                   14, 15, 16,      Needs of                 19, 20, 21,
provide a balanced and comprehensive curriculum. They use instructional        2: Designing Instruction   17, 18, 19       Mild/Moderate            23, 24, 25
materials to reinforce state-adopted academic content standards for            4: Culminating Teaching                     Learners
students and they prioritize and sequence essential skills and strategies in   Experience                                  SPED 407 - Caseload
a logical, coherent manner relative to students’ current level of              Technology Skills Rubric                    Management
achievement. They vary instructional strategies according to purpose and                                                   Practitioner's
lesson content. To meet student academic learning needs, candidates                                                        Notebook
explain content clearly and reinforce content in multiple ways, such as the                                                SPED 406 - Case Study
use of written and oral presentation, manipulatives, physical models,                                                      Project
visual and performing arts, diagrams, non-verbal communication, and                                                        SPED 405P - Mini-
computer technology. They provide opportunities and adequate time for                                                      Conference and Self-
students to practice and apply what they have learned. They distinguish                                                    evaluation
between conversational and academic language, and develop student                                                          SPED 409 - Technology
skills in using and understanding academic language. They teach students                                                   Portfolio Section
strategies to read and comprehend a variety of texts and a variety of
information sources, in the subject(s) taught. They model active listening
in the classroom. Candidates encourage student creativity and
imagination. They motivate students and encourage student effort. When
students do not understand content, they take additional steps to foster
access and comprehension for all learners. Candidates balance instruction
by adjusting lesson designs relative to students’ current level of
achievement.
TPE 5: Student Engagement                                                      Teacher Performance        2, 4, 5, 6, 9,   SPED 408 - Case Study:   10, 11, 12,
Candidates for a Teaching Credential clearly communicate instructional         Assessments (TPA): 4:      10, 11, 12,      Understanding            13, 14, 15,
objectives to students. They ensure the active and equitable participation     Culminating Teaching       13, 14, 15,      Academic and Behavior    16, 17, 18,

                                                                                4
                                                                                        Teacher Education                         Special Education I
                         Outcomes/Proficiencies                                                             State                                     State
                                                                                   Key Assessments                           Key Assessments
                                                                                                         Standards*                                Standards*
of all students. They ensure that students understand what they are to do     Experience                 16, 17, 18,      Needs of                 21, 22, 24,
during instruction and monitor student progress toward academic goals.        Technology Skills Rubric   19               Mild/Moderate            25
If students are struggling and off-task, candidates examine why and use                                                   Learners
strategies to re-engage them. Candidates encourage students to share                                                      SPED 407 - Caseload
and examine points of view during lessons. They use community                                                             Management
resources, student experiences and applied learning activities to make                                                    Practitioner's
instruction relevant. They extend the intellectual quality of student                                                     Notebook
thinking by asking stimulating questions and challenging student ideas.                                                   SPED 405P - Mini-
Candidates teach students to respond to and frame meaningful questions.                                                   Conference and Self-
                                                                                                                          evaluation
                                                                                                                          SPED 409 - Technology
                                                                                                                          Portfolio Section
TPE 6: Developmentally Appropriate Teaching Practices                         Teacher Performance        1, 3, 4, 5, 6,   SPED 408 - Case Study:   9, 10, 11,
Background information: TPEs describe knowledge, skills, and abilities for    Assessments (TPA) 1:       7, 8, 9, 11,     Understanding            12, 13, 14,
all credential candidates, and they underscore the importance of              Subject Specific           12, 13, 14,      Academic and Behavior    15, 16, 17,
generically-effective strategies for teaching a broad range of students.      Pedagogy                   15, 16, 17,      Needs of                 18, 19, 20,
The purpose of TPE 6 is to establish additional expectations that are of                                 18, 19           Mild/Moderate            21, 22, 23,
                                                                              2: Designing Instruction
greatest importance in teaching students at distinct stages of child and
                                                                              3: Assessing Learning                       Learners                 24, 25
adolescent development. It is not the intent of TPE 6 to describe practices
that are appropriate or effective only at one developmental level. This       4: Culminating Teaching                     SPED 407 - Caseload
TPE describes professional practices that are most commonly used and          Experience                                  Management
needed for students in each major phase of schooling, grades K-3, 4-8,        Technology Skills Rubric                    Practitioner's
and 9-12.                                                                                                                 Notebook
TPE 6A: Developmentally Appropriate Practices in Grades K-3                                                               SPED 406 - Case Study
TPE 6B: Developmentally Appropriate Practices in Grades 4-8                                                               Project
TPE 6C: Developmentally Appropriate Practices in Grades 9-12                                                              SPED 405P - Mini-
                                                                                                                          Conference and Self-
                                                                                                                          evaluation
                                                                                                                          SPED 409 - Technology
                                                                                                                          Portfolio Section
                                                                               5
                                                                                           Teacher Education                          Special Education I
                          Outcomes/Proficiencies                                                               State                                      State
                                                                                      Key Assessments                           Key Assessments
                                                                                                            Standards*                                 Standards*
TPE 7: Teaching English Learners                                                 Teacher Performance        1, 3, 4, 5, 6,   SPED 408 - Case Study:   9, 10, 11,
Candidates for a Single Subject Teaching Credential know and can apply           Assessments (TPA) 1:       9, 10, 12,       Understanding            12, 13, 14,
pedagogical theories, principles and instructional practices for                 Subject Specific           13, 14, 15,      Academic and Behavior    15, 16, 17,
comprehensive instruction of English Learners. They know and can apply           Pedagogy                   16, 17, 18,      Needs of                 18, 21, 22,
theories, principles and instructional practices for English Language            2: Designing Instruction   19               Mild/Moderate            24, 25
Development leading to comprehensive literacy in English. They are               3: Assessing Learning                       Learners
familiar with the philosophy, design, goals and characteristics of programs      4: Culminating Teaching                     SPED 407 - Caseload
for English language development, including structured English                   Experience                                  Management
immersion. They implement an instructional program that facilitates                                                          Practitioner's
English language development, including reading, writing, listening and                                                      Notebook
speaking skills, that logically progresses to the grade level                                                                SPED 406 - Case Study
reading/language arts program for English speakers. They draw upon                                                           Project
information about students’ backgrounds and prior learning, including                                                        SPED 405P - Mini-
students’ assessed levels of literacy in English and their first language, as                                                Conference and Self-
well as their proficiency in English, to provide instruction differentiated to                                               evaluation
students’ language abilities. They understand how and when to                                                                SPED 409 - Technology
collaborate with specialists and para-educators to support English                                                           Portfolio Section
language development. Based on appropriate assessment information,
candidates select instructional materials and strategies, including
activities in the area of visual and performing arts, to develop students’
abilities to comprehend and produce English. They use English that
extends students’ current level of development yet is still
comprehensible. They know how to analyze student errors in oral and
written language in order to understand how to plan differentiated
instruction.
Candidates for a Teaching Credential know and apply pedagogical
theories, principles and practices for the development of academic
language, comprehension and knowledge in the subjects of the core
curriculum. They use systematic instructional strategies, including

                                                                                  6
                                                                                        Teacher Education                          Special Education I
                         Outcomes/Proficiencies                                                             State                                      State
                                                                                   Key Assessments                           Key Assessments
                                                                                                         Standards*                                 Standards*
contextualizing key concepts, to make grade-appropriate or advanced
curriculum content comprehensible to English learners. They allow
students to express meaning in a variety of ways, including in their first
language, and, if available, manage first language support such as para-
educators, peers, and books.2 They use questioning strategies that model
or represent familiar English grammatical constructions. They make
learning strategies explicit.
Candidates understand how cognitive, pedagogical and individual factors
affect students’ language acquisition. They take these factors into account
in planning lessons for English language development and for academic
content.
TPE 8: Learning about Students                                                Teacher Performance        1, 2, 3, 4, 5,   SPED 408 - Case Study:   9, 10, 11,
Candidates for a Teaching Credential draw upon an understanding of            Assessments (TPA)          9, 10, 12,       Understanding            12, 13, 14,
patterns of child and adolescent development to understand their              2: Designing Instruction   13, 14, 15,      Academic and Behavior    15, 16, 17,
students. Using formal and informal methods, they assess students’ prior      3: Assessing Learning      16, 17, 18,      Needs of                 18, 19, 21,
mastery of academic language abilities, content knowledge, and skills,        4: Culminating Teaching    19               Mild/Moderate            22, 24, 25
and maximize learning opportunities for all students. Through                 Experience                                  Learners
interpersonal interactions, they learn about students’ abilities, ideas,                                                  SPED 407 - Caseload
interests and aspirations. They encourage parents to become involved                                                      Management
and support their efforts to improve student learning. They understand                                                    Practitioner's
how multiple factors, including gender and health, can influence students’                                                Notebook
behavior, and understand the connections between students’ health and                                                     SPED 406 - Case Study
their ability to learn. Based on assessment data, classroom observation,                                                  Project
reflection and consultation, they identify students needing specialized                                                   SPED 405P - Mini-
instruction, including students whose physical disabilities, learning                                                     Conference and Self-
disabilities, or health status require instructional adaptations, and                                                     evaluation
students who are gifted.                                                                                                  SPED 409 - Technology
                                                                                                                          Portfolio Section
TPE 9: Instructional Planning                                                 Teacher Performance        1, 2, 3, 4, 5,   SPED 408 - Case Study:   9, 10, 11,
                                                                               7
                                                                                         Teacher Education                         Special Education I
                         Outcomes/Proficiencies                                                              State                                     State
                                                                                    Key Assessments                           Key Assessments
                                                                                                          Standards*                                Standards*
Candidates for a Teaching Credential plan instruction that is                  Assessments (TPA) 1:       6, 7, 8, 9,      Understanding            12, 13, 14,
comprehensive in relation to the subject matter to be taught and in            Subject Specific           11, 12, 13,      Academic and Behavior    15, 16, 17,
accordance with state-adopted academic content standards for students.         Pedagogy                   14, 15, 16,      Needs of                 18, 19, 20,
They establish clear long-term and short-term goals for student learning,      2: Designing Instruction   17, 18, 19       Mild/Moderate            21, 22, 23,
based on state and local standards for student achievement as well as on       3: Assessing Learning                       Learners                 24, 25
students’ current levels of achievement. They use explicit teaching            4: Culminating Teaching                     SPED 407 - Caseload
methods such as direct instruction and inquiry to help students meet or        Experience                                  Management
exceed grade level expectations. They plan how to explain content clearly      Technology Skills Rubric                    Practitioner's
and make abstract concepts concrete and meaningful. They understand                                                        Notebook
the purposes, strengths and limitations of a variety of instructional                                                      SPED 406 - Case Study
strategies, including examining student work, and they improve their                                                       Project
successive uses of the strategies based on experience and reflection. They                                                 SPED 405P - Mini-
sequence instruction so the content to be taught connects to preceding                                                     Conference and Self-
and subsequent content. In planning lessons, they select or adapt                                                          evaluation
instructional strategies, grouping strategies, and instructional material to                                               SPED 409 - Technology
meet student learning goals and needs. Candidates connect the content                                                      Portfolio Section
to be learned with students’ linguistic and cultural backgrounds,
experiences, interests, and developmental learning needs to ensure that
instruction is comprehensible and meaningful. To accommodate varied
student needs, they plan differentiated instruction. When support
personnel, such as aides and volunteers are available, they plan how to
use them to help students reach instructional goals.
TPE 10: Instructional Time                                                     Teacher Performance        2, 4, 5, 6, 7,   SPED 408 - Case Study:   11, 12, 13,
Candidates for a Teaching Credential allocate instructional time to            Assessments (TPA) 4:       8, 14, 15,       Understanding            14, 15, 16,
maximize student achievement in relation to state-adopted academic             Culminating Teaching       16, 17, 18,      Academic and Behavior    17, 18, 19,
content standards for students, instructional goals and scheduled              Experience                 19               Needs of                 20, 21, 22,
academic tasks. They establish procedures for routine tasks and manage                                                     Mild/Moderate            23, 24, 25
transitions to maximize instructional time. Based on reflection and                                                        Learners
consultation, they adjust the use of instructional time to optimize the                                                    SPED 407 - Caseload

                                                                                8
                                                                                      Teacher Education                        Special Education I
                         Outcomes/Proficiencies                                                         State                                      State
                                                                                 Key Assessments                         Key Assessments
                                                                                                     Standards*                                 Standards*
learning opportunities and outcomes for all students.                                                                 Management
                                                                                                                      Practitioner's
                                                                                                                      Notebook
                                                                                                                      SPED 406 - Case Study
                                                                                                                      Project
                                                                                                                      SPED 405P - Mini-
                                                                                                                      Conference and Self-
                                                                                                                      evaluation
                                                                                                                      SPED 409 - Technology
                                                                                                                      Portfolio Section
TPE 11: Social Environment                                                  Teacher Performance      2, 4, 5, 6, 9,   SPED 408 - Case Study:   11, 12, 13,
Candidates for a Teaching Credential develop and maintain clear             Assessments (TPA) 4:     10, 12, 13,      Understanding            14, 15, 16,
expectations for academic and social behavior. The candidates promote       Culminating Teaching     14, 15, 16,      Academic and Behavior    17, 18, , 21,
student effort and engagement and create a positive climate for learning.   Experience               17, 18, 19       Needs of                 24, 25
They know how to write and implement a student discipline plan. They                                                  Mild/Moderate
know how to establish rapport with all students and their families for                                                Learners
supporting academic and personal success through caring, respect, and                                                 SPED 406 - Case Study
fairness. Candidates respond appropriately to sensitive issues and                                                    Project
classroom discussions. They help students learn to work responsibly with                                              SPED 405P - Mini-
others and independently. Based on observations of students and                                                       Conference and Self-
consultation with other teachers, the candidate recognizes how well the                                               evaluation
social environment maximizes academic achievement for all students and                                                SPED 409 - Technology
makes necessary changes.                                                                                              Portfolio Section
TPE 12: Professional, Legal, and Ethical Obligations                                                 2, 3, 4, 9,      SPED 408 - Case Study:   10, 11, 12,
Candidates for a Teaching Credential take responsibility for student                                 10, 12, 13,      Understanding            13, 14, 15,
academic learning outcomes. They are aware of their own personal values                              14, 15, 16,      Academic and Behavior    16, 17, 18,
and biases and recognize ways in which these values and biases affect the                            17, 18, 19       Needs of                 21, 22, 24,
teaching and learning of students. They resist racism and acts of                                                     Mild/Moderate            25
intolerance. Candidates appropriately manage their professional time                                                  Learners
                                                                             9
                                                                                          Teacher Education                         Special Education I
                          Outcomes/Proficiencies                                                              State                                     State
                                                                                     Key Assessments                           Key Assessments
                                                                                                           Standards*                                Standards*
spent in teaching responsibilities to ensure that academic goals are met.                                                   SPED 407 - Caseload
They understand important elements of California and federal laws and                                                       Management
procedures pertaining to the education of English learners, gifted                                                          Practitioner's
students, and individuals with disabilities, including implications for their                                               Notebook
placement in classrooms. Candidates can identify suspected cases of child
abuse, neglect, or sexual harassment. They maintain a non-hostile
classroom environment. They carry out laws and district guidelines for
reporting such cases. They understand and implement school and district
policies and state and federal law in responding to inappropriate or
violent student behavior.
TPE 13: Professional Growth                                                     Teacher Performance                  SPED 408 - Case Study: 9, 10, 11,
                                                                                                           1, 2, 3, 4, 5,
Candidates for a Teaching Credential evaluate their own teaching                Assessments (TPA)                    Understanding
                                                                                                           6, 7, 8, 9,                       12, 13, 14,
practices and subject matter knowledge in light of information about the        2: Designing Instruction             Academic and Behavior 15, 16, 17,
                                                                                                           10, 11, 12,
state-adopted academic content standards for students and student               3: Assessing Learning                Needs of
                                                                                                           13, 14, 15,                       18, 19, 20,
learning. They improve their teaching practices by soliciting feedback and      4: Culminating Teaching              Mild/Moderate
                                                                                                           16, 17, 18,                       21, 22, 23,
engaging in cycles of planning, teaching, reflecting, discerning problems,      Experience                 19        Learners                24, 25
and applying new strategies.                                                    Technology Skills Rubric             SPED 407 - Caseload
Candidates use reflection and feedback to formulate and prioritize goals                                             Management
for increasing their subject matter knowledge and teaching effectiveness.                                            Practitioner's
They develop appropriate plans for professional growth in subject matter                                             Notebook
knowledge and pedagogy. Candidates access resources such as feedback                                                 SPED 406 - Case Study
from professionals, professional organizations, and research describing                                              Project
teaching, learning, and public education.                                                                            SPED 405P - Mini-
                                                                                                                     Conference and Self-
                                                                                                                     evaluation
                                                                                                                     SPED 409 - Technology
                                                                                                                     Portfolio Section
*California Commission on Teacher Credentialing Standards are available at the following link: (http://www.ctc.ca.gov/educator-prep/program-
standards.html)

                                                                                10
ADVANCED PROGRAMS
The University of La Verne has five advanced programs leading to State Licensure and has established key assessment in five areas including knowledge,
planning, assessment, diversity, and technology. The chart below demonstrates the alignment among the state standards, key assessments, and candidate
proficiencies.

                                    Educational Counseling                       School Psychology                       Administrative Services I
         Unit
                                                         State                                       State                                        State
 Outcomes/Proficiencies         Key Assessments                            Key Assessments                             Key Assessments
                                                      Standards*                                  Standards*                                  Standards*
Knowledge. Candidates       Knowledge: Evidence of    2, 3, 4, 5, 6,   Knowledge: National        2, 3, 4, 5, 6,   Knowledge: Foundations of   1, 2, 3, 4, 5,
demonstrate the subject     Meeting Learning          11, 13, 16,      Praxis Exam                11, 13, 16       Leadership Examination      6, 7, 8, 9,
knowledge relevant to       Outcomes (EMLO) &         17, 18, 19,      Planning: Student                           Planning: School Program    12, 13, 14,
their field of study.       Fieldwork Evaluations     20, 21, 22,      Portfolio Rubric                            Plan and Budget             15
                            Planning:                 24, 25, 26,      Use of Assessments:                         Use of Assessments:
                            Comprehensive School      29, 31, 32       Mock IEP & Competency                       Student Performance
                            Counseling Program                         Assessment Report                           Improvement Plan
                            Evaluation                                 Diversity: Multicultural                    Diversity: “Windows on
                            Use of Assessments:                        Learning Outcomes                           Diversity” Research Paper
                            Test Review Summary                        Document                                    Technology: Technology
                            Diversity: Counseling                      Technology:                                 Skills Assessment
                            Diverse Populations                        Technological Data
                            Assessment of Learning                     Presentations
                            Objectives
                            Technology: Electronic
                            Video Presentation
Vision of Learning.         Knowledge: Evidence of    2, 5, 11, 13,    Knowledge: National        2, 5, 11, 13,    Knowledge: Foundations of   1, 2, 3, 4, 5,
Candidates understand       Meeting Learning          16, 17, 19,      Praxis Exam                16               Leadership Examination      6, 7, 8, 9,
how students learn and      Outcomes (EMLO) &         20, 21, 23,      Planning: Student                           Planning: School Program    10, 11, 12,
can provide meaningful      Fieldwork Evaluations     24, 25, 26,      Portfolio Rubric                            Plan and Budget             13, 14, 15
opportunities for           Planning:                 29, 31, 32       Use of Assessments:                         Use of Assessments:
intellectual, social and    Comprehensive School                       Mock IEP & Competency                       Student Performance
personal development.       Counseling Program                         Assessment Report                           Improvement Plan

                                                                            11
                                    Educational Counseling                      School Psychology                     Administrative Services I
         Unit
                                                         State                                     State                                       State
 Outcomes/Proficiencies         Key Assessments                          Key Assessments                            Key Assessments
                                                      Standards*                                Standards*                                 Standards*
                             Evaluation                              Diversity: Multicultural                  Diversity: “Windows on
                             Use of Assessments:                     Learning Outcomes                         Diversity” Research Paper
                             Test Review Summary                     Document                                  Technology: Technology
                             Diversity: Counseling                   Technology:                               Skills Assessment
                             Diverse Populations                     Technological Data
                             Assessment of Learning                  Presentations
                             Objectives
                             Technology: Electronic
                             Video Presentation
Collaboration. Candidates    Planning:                3, 7, 8, 10,   Planning: Student          3, 7, 8, 10,   Planning: School Program    1, 2, 3, 4, 5,
understand that              Comprehensive School     12, 13, 14,    Portfolio Rubric           12, 13, 14     Plan and Budget             6, 7, 8, 10,
collaboration and            Counseling Program       23, 27, 31,    Diversity: Multicultural                  Diversity: “Windows on      13, 15
inclusion with colleagues,   Evaluation               32             Learning Outcomes                         Diversity” Research Paper
family and communities       Diversity: Counseling                   Document
benefits the learning        Diverse Populations
environment.                 Assessment of Learning
                             Objectives

Leadership. Candidates       Planning:                12, 13, 14,    Planning: Student          12, 13, 14,    Knowledge: Foundations of   1, 2, 3, 4, 5,
know the qualities,          Comprehensive School     16, 22, 23,    Portfolio Rubric           16,            Leadership Examination      6, 7, 8, 9,
principles and styles of     Counseling Program       27, 28, 31,    Use of Assessments:                       Planning: School Program    10, 11, 12,
effective leadership and     Evaluation               32             Mock IEP & Competency                     Plan and Budget             13, 14, 15
desire to make a positive    Use of Assessments:                     Assessment Report                         Use of Assessments:
impact on the learning       Test Review Summary                     Diversity: Multicultural                  Student Performance
environment.                 Diversity: Counseling                   Learning Outcomes                         Improvement Plan
                             Diverse Populations                     Document                                  Diversity: “Windows on
                             Assessment of Learning                  Technology:                               Diversity” Research Paper
                             Objectives                              Technological Data                        Technology: Technology
                                                                     Presentations                             Skills Assessment

                                                                           12
                                   Educational Counseling                      School Psychology                     Administrative Services I
         Unit
                                                        State                                      State                                      State
 Outcomes/Proficiencies        Key Assessments                           Key Assessments                           Key Assessments
                                                     Standards*                                 Standards*                                Standards*
Assessment. Candidates      Planning:                4, 5, 19, 30,   Knowledge: National        4, 5          Knowledge: Foundations of   1, 3, 7, 8, 9,
know and utilize current    Comprehensive School     31, 32          Praxis Exam                              Leadership Examination      10, 11, 15
theories and methods of     Counseling Program                       Planning: Student                        Use of Assessments:
using assessment data to    Evaluation                               Portfolio Rubric                         Student Performance
support data-based          Use of Assessments:                      Use of Assessments:                      Improvement Plan
decision making to          Test Review Summary                      Mock IEP & Competency                    Diversity: “Windows on
promote a positive          Diversity: Counseling                    Assessment Report                        Diversity” Research Paper
educational environment.    Diverse Populations                      Diversity: Multicultural
                            Assessment of Learning                   Learning Outcomes
                            Objectives                               Document
Technology. Candidates      Technology: Electronic   15, 28, 30      Technology:                15, 30        Technology: Technology      1, 3, 7, 8,
understand and              Video Presentation                       Technological Data                       Skills Assessment           12
demonstrate skills in                                                Presentations
current technology to
facilitate a positive
educational environment.
Ethics. Candidates          Planning:                6, 9, 18, 31,   Knowledge: National        6, 9          Knowledge: Foundations of   4, 5, 7, 8, 9,
understand and practice     Comprehensive School     32              Praxis Exam                              Leadership Examination      14, 15
professional codes of       Counseling Program                                                                Planning: School Program
ethical conduct             Evaluation                                                                        Plan and Budget
appropriate in the
educational environment.
Agent of Change/            Planning:                3, 5, 8, 9,     Planning: Student          3, 5, 8, 9,   Planning: School Program    2, 4, 6, 7, 8,
Advocate. Candidates        Comprehensive School     12, 13, 14,     Portfolio Rubric           12, 13, 14    Plan and Budget             9, 10, 11,
demonstrate motivation,     Counseling Program       22, 23, 27,     Use of Assessments:                      Use of Assessments:         13, 15
skills and attitudes        Evaluation               29, 31, 32      Mock IEP & Competency                    Student Performance
necessary to be advocates   Use of Assessments:                      Assessment Report                        Improvement Plan
for the academic success    Test Review Summary                      Diversity: Multicultural                 Diversity: “Windows on
of all pupils.              Diversity: Counseling                    Learning Outcomes                        Diversity” Research Paper

                                                                          13
                                    Educational Counseling                        School Psychology                     Administrative Services I
         Unit
                                                         State                                        State                                      State
 Outcomes/Proficiencies         Key Assessments                            Key Assessments                            Key Assessments
                                                      Standards*                                   Standards*                                Standards*
                             Diverse Populations                       Document
                             Assessment of Learning
                             Objectives
Diversity. Candidates        Diversity: Counseling    1, 3, 5, 14,    Diversity: Multicultural       1, 3, 5, 14, Diversity: “Windows on     1, 4, 5, 7, 8,
develop the ability to       Diverse Populations      31, 32          Learning Outcomes              25, 26, 27   Diversity” Research Paper  10, 13, 15
recognize and eliminate      Assessment of Learning                   Document
bias in order to create an   Objectives
equitable classroom
community that
contributes to the
physical, social, emotional,
and intellectual safety of
all students.
Candidates have the
opportunity to
systematically examine
his/her stated and implied
beliefs, attitudes and
expectations about
diverse students, families,
schools, and communities,
and to apply pedagogical
practices that foster high
expectations for academic
performance from all
participants in all contexts.
*California Commission on Teacher Credentialing Standards are available at the following link: (http://www.ctc.ca.gov/educator-prep/program-
standards.html)



                                                                             14
ADVANCED PROGRAMS (CONTINUED)

                                                Reading                             Special Education II
Unit Outcomes/Proficiencies                                    State                                     State
                                    Key Assessments                           Key Assessments
                                                            Standards*                                Standards*
Knowledge. Candidates            Knowledge: Reading         1, 2, 3, 4,   Knowledge: Current          9, 10, 14,
demonstrate the subject          Specialist Competency      5, 6, 7, 8,   Issues, Policies and        12, 15, 17,
knowledge relevant to their      Exam                       9, 10, 11,    Practices Research          18, 19
field of study.                  Planning: Lesson Plan      12, 13, 14,   Project
                                 (Planning)                 15, 16, 17,   Planning: Theory and
                                 Use of Assessments:        18, 19, 20    Practice Behavior
                                 Lesson Plan                              Change Projects
                                 (Assessment)                             Use of Assessments:
                                 Diversity: Diversity in                  Assessment Report on a
                                 Reading Reflection Paper                 Case Study
                                 Technology: Persuasive                   Diversity: Inclusive
                                 Proposal Presentation                    Instruction Final Project
Vision of Learning.              Knowledge: Reading         1, 2, 3, 4,   Knowledge: Current          9, 14, 15,
Candidates understand how        Specialist Competency      5, 6, 7, 8,   Issues, Policies and        16, 17, 19,
students learn and can           Exam                       9, 10, 11,    Practices Research          20
provide meaningful               Planning: Lesson Plan      12, 13, 14,   Project
opportunities for                (Planning)                 15, 16, 17,   Planning: Theory and
intellectual, social and         Use of Assessments:        18, 19, 20    Practice Behavior
personal development.            Lesson Plan                              Change Projects
                                 (Assessment)                             Use of Assessments:
                                 Diversity: Diversity in                  Assessment Report on a
                                 Reading Reflection Paper                 Case Study
                                 Technology: Persuasive                   Diversity: Inclusive
                                 Proposal Presentation                    Instruction Final Project
Collaboration. Candidates        Planning: Lesson Plan      1, 7, 12,     Planning: Theory and        9, 10, 11,
understand that                  (Planning)                 16, 17, 19    Practice Behavior           14, 16, 20
collaboration and inclusion      Diversity: Diversity in                  Change Projects
with colleagues, family and      Reading Reflection Paper                 Diversity: Inclusive
communities benefits the         Technology: Persuasive                   Instruction Final Project
learning environment.            Proposal Presentation                    Technology: Technology
                                                                          Support Project
Leadership. Candidates           Planning: Lesson Plan      1, 4, 12,     Knowledge: Current          9, 10, 11,
know the qualities, principles   (Planning)                 16, 17, 18,   Issues, Policies and        12, 13, 19
and styles of effective          Use of Assessments:        19            Practices Research
leadership and desire to         Lesson Plan                              Project
make a positive impact on        (Assessment)                             Planning: Theory and
the learning environment.        Diversity: Diversity in                  Practice Behavior
                                 Reading Reflection Paper                 Change Projects
                                                                                                           15
                                              Reading                               Special Education II
Unit Outcomes/Proficiencies                                   State                                      State
                                   Key Assessments                            Key Assessments
                                                           Standards*                                 Standards*
                                Technology: Persuasive                    Use of Assessments:
                                Proposal Presentation                     Assessment Report on a
                                                                          Case Study
                                                                          Diversity: Inclusive
                                                                          Instruction Final Project
Assessment. Candidates          Knowledge: Reading         1, 4, 7, 11,   Knowledge: Current          9, 12, 13,
know and utilize current        Specialist Competency      16, 19, 20     Issues, Policies and        18
theories and methods of         Exam                                      Practices Research
using assessment data to        Use of Assessments:                       Project
support data-based decision     Lesson Plan                               Use of Assessments:
making to promote a             (Assessment)                              Assessment Report on a
positive educational            Diversity: Diversity in                   Case Study
environment.                    Reading Reflection Paper                  Diversity: Inclusive
                                                                          Instruction Final Project
Technology. Candidates          Technology: Persuasive     1, 9           Technology: Technology      19
understand and demonstrate      Proposal Presentation                     Support Project
skills in current technology
to facilitate a positive
educational environment.
Ethics. Candidates              Knowledge: Reading         12, 16, 19     Knowledge: Current          10, 14, 16,
understand and practice         Specialist Competency                     Issues, Policies and        19
professional codes of ethical   Exam                                      Practices Research
conduct appropriate in the                                                Project
educational environment.
Agent of Change/ Advocate.      Planning: Lesson Plan      1, 10, 12,     Knowledge: Current          11, 14, 15,
Candidates demonstrate          (Planning)                 17, 18, 19     Issues, Policies and        16, 20
motivation, skills and          Use of Assessments:                       Practices Research
attitudes necessary to be       Lesson Plan                               Project
advocates for the academic      (Assessment)                              Planning: Theory and
success of all pupils.          Diversity: Diversity in                   Practice Behavior
                                Reading Reflection Paper                  Change Projects
                                Technology: Persuasive                    Use of Assessments:
                                Proposal Presentation                     Assessment Report on a
                                                                          Case Study
                                                                          Diversity: Inclusive
                                                                          Instruction Final Project
Diversity. Candidates           Diversity: Diversity in    1, 5, 7, 8,    Diversity: Inclusive        1, 11, 12,
develop the ability to          Reading Reflection Paper   10, 15, 16,    Instruction Final Project   13, 14, 15,
recognize and eliminate bias                               19, 20                                     18, 21,
in order to create an
                                                                                                           16
                                               Reading                             Special Education II
Unit Outcomes/Proficiencies                                   State                                     State
                                   Key Assessments                           Key Assessments
                                                           Standards*                                Standards*
equitable classroom
community that contributes
to the physical, social,
emotional, and intellectual
safety of all students.
Candidates have the
opportunity to systematically
examine his/her stated and
implied beliefs, attitudes and
expectations about diverse
students, families, schools,
and communities, and to
apply pedagogical practices
that foster high expectations
for academic performance
from all participants in all
contexts.

*California Commission on Teacher Credentialing Standards are available at the following link:
(http://www.ctc.ca.gov/educator-prep/program-standards.html)




                                                                                                          17

								
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