Challenges of SB2042 & New Standards Based

Educational Credentials

January 8, 2002

CSU, San Bernardino By

John Attinasi CSU, Long Beach College of Education

Paradigm Shift

From Professors Teaching Content ---to Helping Candidates Reach Standards,

specifically the California Standards for the Teaching Profession

AND From 5th-year Teacher Education ---to A 3-tier Learning to Teach Professional

Continuum

Objectives: by the end of this meeting you will…

1. Understand how 2042 standards connect to the TPEs in the TPA to reach the CSTPs. (not facetious)

2. Align the three phases of the teaching profession: Subject Matter, Pre-service Preparation, and Teacher Induction.

3. Explore similarities and differing responsibilities in Multiple and Single Subject programs.

Objectives, continued

4. To explore implications of the new paradigm for teachers in “non-specialized settings” as they affect specialized teachers and other educators.

5. To aid in the framing of ideas for the “early adoption” of teacher preparation for Spring 2002 submission.

CLAD & Diverse Student Issues

1. The new system emphasizes that teaching English Language Learners is a part of every teacher’s responsibility.

2. Recognizes the presence of special needs students in nearly every classroom.

3. Makes explicit Equity issues, Anti-bias, and Anti-racist education.

4. Eliminates the CLAD language requirement

Where to find the new 2042 Commission Standards?

http://www.ctc.ca.gov/

SB2042/SB2042_info.html http://www.ctc.ca.gov/SB2042/

AdoptedMsStandards.pdf

Motivation:why should I learn about this new “learning to teach architecture”?

Public perception is that teacher preparation is the main work of University Colleges of Education

All Educators need to know about coming innovations in teacher education

All levels of faculty and staff need to cooperate to implement 2042

Associated programs may need to change

SB 2042 Program Changes “The Present System”

1994-2001

Vs.

“2042 Era of Title II”

2002

Level of Authorization

• Teacher Preparation Standards (preliminary & clear)

• Teacher Preparation (TP) and Teacher Induction (TI)

Approach

Separate development in each IHE department and credential (multiple, single subject)

• Single plan for all levels at each institution

English Learner Standards

• Separately addressed in Multiple/Single Subject programs

• Integrated into Teacher Preparation & Induction for teaching all students, both Multiple and Single Subject Credentials

Authorization & Emphasis

Authorization

• Related to Special Settings

• For all teachers and classrooms

Emphasis

• CLAD/ BCLAD

• New 1059 Authorization is intermediate between ‘Regular’ Credentials and CLAD

CLAD/BCLAD to Change

Content Domains

1-6 (Linguistics, Acquisition, L2 Methodology, Diversity, Primary Language & Culture)

Develop ELL Authorization Plan, then “2042+” & Reformulate BCLAD

Language Study

6 college semester units (or equivalent) of a language other than English

Language Requirement is Eliminated

Why Restructure from CLAD/BCLAD to 2042?

Only 1/3 of Single Subject Credentials are CLAD (a majority of Multiple Subjects are)

CLAD predated Prop.227 with one year of Sheltered English Immersion;

CLAD/BCLAD assumed bilingual education programs, which are now rare

Why Restructure?, continued

Many more general classrooms have early English Learners, students needing reading development and with special needs

CLAD/BCLAD predated RICA Predated CSTP Predated mature research on effects of

Beginning Teacher Support and Assessment

Hallmarks of the “New Architecture of the Learning to Teach Continuum”

1. Multiple routes

2. Integration and alignment of standards and assessment

3. Program design based on California Standards for the Teaching Profession, K-12 Content Standards, and Teacher Performance Expectations (TPE’s).

Hallmarks, & key acronyms

4. One year of Professional Teacher Preparation (TP) leads to Preliminary Credential.

5. Teacher Performance Assessment (TPA) required for credential recommendation.

6. Two years of Teacher Induction (TI) leads to the Professional Credential

Hallmarks, & significant changes

7. “Clear” no longer applies; rather, technology, inclusion, health and other aspects are folded into both TP & TI.

8. Authorization for English Learners mandatory in all routes, all levels, both multiple and single subject.

Innovation

The alignment of Subject Matter (what we teach) to

Teacher Credentialing (how we teach & what we expect) to

Teacher Performance Assessment (how we demonstrate)

Competence as Educators CSTP.

Necessities to Accomplish Restructuring

Communication, collaboration and responsibility across & within institutions,

Undergraduate (Liberal Studies) Teacher Education Programs School District support and mentoring Professional Development (in districts,

graduate programs and county offices).

Challenge

All aspects of educator services need to Contribute to and Respond to New systems of professional preparation

Case in Point:

The English Learner Authorization

Application

The Standards for Diverse Learners, Teaching Literacy and Language Arts, and Teaching English Learners Connected to and Apply to all teachers in “non-specialized”

[mainstream] settings. For all teachers, elementary and secondary

[multiple and single subject].

Elements to address English Learners

Program must coherently provide: linguistics and literacy background, foundations of teaching all learners and

addressing multicultural diversity, teaching English to speakers of all linguistic

backgrounds.

English Language Learner Issues

1. Subject Matter Content Specifications in Reading, Language & Literature (App. A-3)

2. Single & Multiple subject issues are related in Teacher Preparation Std. 7 (a&b); ELL issues in TP Std.13; and Teacher Induction Std. 19.

3. Ability to teach English Learners (EL) assessed in Teacher Performance Expectation (TPE) 7

Connections among:

Undergraduate Majors Teaching credentials:

Multiple Subject, Single Subject Master’s Degree and Induction

Programs

Implications for:

Credentials & Programs, e.g., Ed. Specialist Administration, Counseling, Pupil Personnel Services,

School Psychology, Media, Resource, Librarian

…others…

Analysis: Effect of 2042 on Me & CSUSB

Strengths in general Weaknesses in

particular Challenges for my

teaching or programming

Opportunities for innovation, collaboration & growth

Activity: Search for implications of the New Architecture for:

Professionals who work with teachers, Credential programs that will be next in the

reform; Aspects of teacher activity that educators

who are non-teachers can influence. Aspects that teachers utilize in programs

that are other than teacher preparation;

Worksheet: What are the implications for your area of this

new system? In content? In methods? In professional referral? Professional interaction? (e.g., IEP’s, Counseling techniques, family interventions).

Resources, Requirements, Responsibilities? What should teachers know to help them interact

professionally across the educational spectrum and where in the professional architecture should such knowledge and skill be placed?

Ideas for: Subject Matter, Pre-service or Induction

Follow Up Questions

Programming: Changes to Subject

Matter Strictures on Pre-Reqs Limitation on Units in

Professional Prep Field components and

the TPEs Structure of the TPA

Advising: How to phase in the

new system? What happens to

BCLAD? Can Universities and

Districts coordinate Tier1 & 2?

Teacher Education at CSULB: a shared experience Early Adopters proposal in September, ‘01. Margaret Olebe visits in October Single Subject begins dialog in November Multiple Subject models suggested in November,

voted upon in December December 2001-January 2002 first draft Discussion and refinement in Feb.-March Everyone is struck by magnitude of task and depth

of questions to be resolved

Multiple Subject ModelPre-2042 CLAD (40 units) Schooling in a Democratic

Society Child & Language

Development Cultural & Linguistic

Diversity 5 methods courses (LgArts,

Rdg, Math, SocSci, NatSci) Student Teaching (16) (add 6 + language for

BCLAD

Proposed Model B for 2042 Schooling in a Democratic

Society Cultural & Linguistic

Diversity New Course on

Development, Special Needs and Family issues

Language Arts 4 methods (12) Student Teaching (16) Continue BCLAD for now

Thanks for your attention. Comments are always welcome. John Attinasi, Director of

Bilingual Education, CSULB Teacher Education &

Linguistics Departments 562.985.4955 jattinas@csulb.edu Webpage:

http://www.csulb.edu/~jattinas/ College of Education

http://ced.csulb.edu/