CTC Bilingual Authorization

Preconditions Statement

On September 13, 2019 Dr. Heather Herrera, Assistant Dean for Assessment for the School of Leadership and Education Sciences submitted the Revised and Resubmitted CTC Preconditions Report for the General Education Preconditions (Multiple and Single Subject, Internship Programs, the Education Specialist, and Pupil Personnel Services Credential. This section addresses the Preconditions for the Bilingual Authorization Program Proposal.  It addresses Bilingual Authorization Precondition (1), (2) and (3) as per the CTC Bilingual Authorization Preconditions Guidance Revised August 2019.

hherrera@sandiego.edu 

(619) 260-4270 

Reviewer Feedback Forms

• Initial Program Preconditions
  • Initial Program Preconditions Feedback
• Common Standards
  • Common Standards Feedback
• Program Standards
  • Program Standards Feedback

Initial Program Preconditions Evidence Guidance

• Demonstration of Need

   

  Initial Program Preconditions Evidence Guidance

  Preconditions Language	Narrative response	Links to supporting documentation/evidence
  (1) Demonstration of Need To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate the need for the type of program in the service area in which it will operate or a need for educators prepared through the specific program delivery model. Proposals must include data on the number of individuals currently serving on less than full credentials, where available, in the service area of the proposed program, projected need based on a needs analysis, and affirmations from employers with their anticipated hiring need for individuals with the planned credential.	According to CTC the need for bilingual teachers has increased at a high rate since the 2017-18 at a rate of over 31% for the past 3 years.  Spanish has also been the credentials most authorized with 819 in 2018-19 and 209 interns and 145 waivers.  Therefore, preparing effective bilingual/dual language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because we owe it to our school children (Quezada and Alexandrowicz, 2019). The 2010 U.S. census reported that English learners comprise 10 percent of the total K-12 student enrollment in U.S. schools. In California alone, the English learner enrollment for 2010 is more than 1.5 million, 24.7 percent of the total student enrollment for that state (CDE, 2010; USDOE, 2015). Researchers Wayne P. Thomas and Virginia P. Collier (2015, 2003) have conducted research for the past twenty-five years on the effectiveness of bilingual and dual language programs. They report that effective dual language programs can close the achievement gap for English learners and provide a superior education for native English speakers. Further, much of the research on dual language programs stems from program policy and models, best teaching practices, student achievement, language proficiency, and professional development (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, 2007). Research suggests that students with high levels of bilingual proficiency exhibit higher levels of academic and cognitive functioning than their monolingual counterparts, interact better with others and have more employment opportunities (Callahan & Gandara, 2014; Sotero, 2016). Therefore, Dual language education has emerged as a popular and effective model for bilingual programs that states have adopted in “an effort to equip students with multilingual skills that will make them more competitive in a global marketplace (USDOE-OLEA, 2015, p.8).  Dual language programs not only aim at teaching two languages but help expand students’ cross-cultural perspectives. There is an acute shortage of qualified dual language teachers to meet the demand of flourishing programs. These new dual language programs require educators to not only have high levels of language or native like proficiency in the partner language, but also to be able to collaborate with parents and administrators and adapt materials for language learners. To be competent, dual language teachers must also have a deep understanding of second language acquisition and strategies to differentiate instruction and help access core content according to students’ language proficiency and background knowledge (USDOE-OLEA, 2015). With this in mind the Department of Learning and Teaching at the University of San Diego proposes a new Bilingual Authorization Program Proposal to the California Commission on Teacher Credential for their consideration.	Note: The links below support both Initial Preconditions 1 and 2.  Bilingual Authorization Teacher Needs Survey USD and Chula Vista Needs Assessment and Internship Options Participation & Teacher Needs Meeting Agenda San Diego County Office of Education and Local English Learner District Program Design Participation Protocol Potential Advisement Committee Members

   

• Collaboration in Program Design and Implementation

   

  Initial Program Preconditions Evidence Guidance

  Preconditions Language	Narrative response	Links to supporting documentation/evidence
  (2) Collaboration in Program Design and Implementation To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate evidence of collaboration between institutions of higher education, employers of credentialed educators, and TK-12 practitioners in the design of the program. This evidence must include verification that the partners will share authority and responsibility for the implementation and continuous improvement of the proposed educator preparation program as negotiated in the partnership agreement.	In order to plan, develop the DLT Bilingual Authorization Program and present to the DLT, SOLES faculty, and USD Leadership a survey was sent to the San Diego County Office of Education ELL director as well as to San Diego County Human Resources and ELL district coordinators to assess the current status of the need for bilingual teachers. A stakeholders meeting was held in April 2019, and November 2019 with current DLT bilingual faculty, as well as with county, district, and school dual language administrators and teachers to collaborate with us and inform us on effective program design and practices in new bilingual education programs. Further we consulted with the San Diego County Office of Education (SDCOE) English Learner Office Director (Mr. Jorge Cuevas-Antillon) to send our survey to all of the  SDCOE ELL coordinators/Directors, which included the largest district in our service area, San Diego City Unified and Chula Vista School District and local Charter Schools as well as to all dual language school principals, to provide us with survey and anecdotal data of the current and future need to employ Bilingual Authorization teachers. In addition, the DL&T chair and Lead Faculty met with administrators and resource teachers to discuss the need for bilingual teachers in the Chula Vista Elementary School District and to explore possibilities for an internship program in the future The University of San Diego’s School of Leadership and Education Sciences and the Department of Learning and Teaching has an ongoing Advisory Committee but a new collaboration and advisement committee for the Bilingual Authorization Program is now also formed. New members will be selected from a list of principals who will also be asked to nominate teachers and DELAC members/parents.   Response to Precondition 2: Updated on April 7, 2021 K-16 Stakeholder Partnerships Once our USD Bilingual Authorization program is approved an official Bilingual Advisory K-6 Partnership will be formed to include k-6 teachers, principals, Human Resources Directors, community college and university personnel.  We will draw from the list of San Diego County Spanish Dual Language and Spanish Immersion School Principals, as well as Assistant Superintendents of Human Resources.  One principal from each of the school districts will be selected. We will have the school principals nominate one to two bilingual teachers from their school site to also be in the Bilingual Advisory K-6 Partnership Committee.  Representation from all grade levels will be a priority. University of San Diego faculty from the Foreign Language Department (Spanish) will also be represented in the committee as well as Faculty from our School of Leadership and Education Sciences two other departments, Leadership Studies, and Clinical Mental Health and School Counseling).  We already have a Community College Pathway (CTEP) for our regular Multiple Subject Credential and therefore the Director of our undergraduate Liberal Studies (Dr. Margaret Daley) who is also the liaison will be part of the advisory committee. Potential Advisement Committee Members We already have signed MOU’s for our regular and SPED student teaching candidates with the Local School Districts.  These MOU’s are current and valid and will be the same ones used to also place our Bilingual Authorization Teacher Candidates in the local schools.  There is no need for language change as our teacher candidates will be required to complete the same number of weeks,’ for practicum and student teaching as our regular multiple subject credential students.  The only difference is that they will be placed with teachers who hold the appropriate bilingual authorization credential.   Response regarding Internship: Not Seeking Intern Pathway The presentation provided to the Chula Vista Unified School District included our regular Multiple Subject Credential Program Course sequence.  Although the Agenda Title does have the title Internship Option in the second page of the Agenda (USD and Chula Vista Needs Assessment and Internship Options) we are not seeking an Intern Pathway for the Bilingual Authorization credential.  The program sequence is for our regular Multiple Subject Bilingual Authorization credential. The University of San Diego’s only intern pathway that we are approved for is for the Education Specialist Mild Moderate Credential.  Therefore, all of our teacher candidates have an option for an internship but only for the Education Specialist Mild Moderate Credential if a school district employs a teacher candidate prior to student teaching.  We therefore included the title so the school district may see that if our teacher candidates decide to do their Mild to Moderate SPED student teaching first they can be employed as an intern but they would need to do their bilingual authorization student teaching to earn the bilingual authorization credential.	Teacher Needs Survey USD and Chula Vista Needs Assessment and Internship Options Participation & Teacher Needs Meeting Agenda San Diego County Office of Education and Local English Learner District Program Design Participation Protocol Potential Advisement Committee Members Revised: April 7, 2021 Stakeholder Participation Evidence  Sample MOU

   

Bilingual Authorization Preconditions

• Precondition 1: Prerequisite Credential

   

  Preconditions 1 Table

  Preconditions for Bilingual Authorization	Narrative response	Links to supporting documentation/evidence
  (1) Candidates for a Bilingual Authorization must hold a prerequisite teaching credential or be recommended for an acceptable teaching credential simultaneously. The following credentials are acceptable as prerequisites or simultaneous teaching authorizations: Single Subject, Multiple Subjects or Education Specialist teaching credentials or the equivalent.	The DLT Bilingual Authorization will be integrated into the existing Master Credential Cohort programs. DLT Bilingual Authorization program students will be eligible for Multiple Subjects, with a Bilingual Authorization and may opt to earn an Education Specialist Credential if program requirements are met for the Education Specialist Credential. Some Liberal Studies Undergraduate students will be eligible for both a bachelor of arts in Liberal Studies as well as their Preliminary Multiple Subjects with a Bilingual Authorization and may opt to earn an Education Specialist Credential if program requirements are met for the Education Specialist Credential.  In-service teachers with a current 2042 Multiple Subjects teaching credential will be offered the Bilingual Authorization through the same courses offered to the concurrent credential students. NEWLY ADDED: The Bilingual Authorization program and admissions requirements will be added to the Department Credential Pathways listing once approved by CTC. The requirements would be included on the Admissions Requirements page for the Bilingual Authorization web page.   Revised April 7, 2021 Post Credential Teacher Candidates Seeking the Bilingual Authorization Teachers who already hold a California Multiple Subjects teaching credential and wish to add the Bilingual Authorization at the University of San Diego will need to follow the same steps for admissions to the University of San Diego’s Department of Learning and Teaching Credential Program.   Once an applicant applies they will be required to meet the Bilingual Authorization requirements similar to the regular credential applicants to the Bilingual Authorization pre-program admission. Participate and pass the Bilingual Authorization Language Assessment Protocol Participate and pass the Language Pre-Post Assessment Requirements Information Sheet or show proof of having pass the CSET LOTE Language Assessment components	Bilingual Authorization Program of Study NEWLY ADDED: Credential Teaching Contract Bilingual Authorization Catalog Entry Department Credential Pathways Admissions Requirements Revised April 7, 2021 Bilingual Authorization Post-Credential Program Course of Study

   

• Precondition 2: English Learner Authorization

  Preconditions 2 Table

  Preconditions for Bilingual Authorization	Narrative response	Links to supporting documentation/evidence
  (2) The prerequisite teaching authorization must authorize instruction to English learners. Examples of such authorizations include a 2042 authorization, a CLAD or equivalent English Learner Authorization, or the candidate must be eligible for the EL authorization at the time for recommendation for the bilingual authorization. The Certificate of Completion of Staff Development (CCSD) [SB 1969 (Chap. 1178, Stats. 1994), SB 395 (Chap. 685, Stats. 1999), AB 2913 (Chap. 169, Stats. 2004)] is not equivalent to a CLAD authorization.	DLT Bilingual Authorization program graduate students will be eligible for a Multiple Subjects with a Bilingual Authorization and they can add the Education Specialist Credential. In case that they do not meet the language competency requirements, they can still obtain the multiple subjects credential and the education specialist credential without the bilingual authorization.  Undergraduate students will be eligible for both a bachelor of arts in Liberal Studies will be eligible for a Multiple Subjects with a Bilingual Authorization and they can add the Education Specialist Credential. In case that they do not meet the language competency requirements, they can still obtain the multiple subjects credential and the education specialist credential without the bilingual authorization. NEWLY ADDED: The University of San Diego is an approved SB 2042 California Credential Authorization. Any teacher candidate that applies from out of state that does not have proof of meeting the English Learner Authorization will need to meet the CTC Learner Authorization CCSD) [SB 1969 (Chap. 1178, Stats. 1994), SB 395 (Chap. 685, Stats. 1999), AB 2913 (Chap. 169, Stats. 2004)] is not equivalent to a CLAD authorization.).  If a teacher credential candidate has approved English Learner Authorization and wishes to earn the Bilingual Authorization they will need to follow the Post Credential Pathway.   Revised April 7, 2021 Post Credential Teacher Candidates Seeking the Bilingual Authorization Teachers who already hold a California Multiple Subjects teaching credential and wish to add the Bilingual Authorization at the University of San Diego will need to follow the same steps for admissions to the University of San Diego’s Department of Learning and Teaching Credential Program.   Once an applicant applies they will be required to meet the Bilingual Authorization requirements similar to the regular credential applicants to the Bilingual Authorization pre-program admission. Participate and pass the Bilingual Authorization Language Assessment Protocol Participate and pass the Language Pre-Post Assessment Requirements Information Sheet or show proof of having pass the CSET LOTE Language Assessment components	Bilingual Authorization Post-Credential Program Course of Study  Revised April 7, 2021 Credential Teaching Contract- Bilingual Bilingual Authorization Post-Credential Program Course of Study

• Precondition 3: Intern Program Delivery

  Preconditions 3 Table

  Preconditions for Bilingual Authorization	Narrative response	Links to supporting documentation/evidence
  (3) Candidates in a Bilingual Intern Program Delivery model must have demonstrated language competence as defined by Bilingual Authorization Program Standard 6: Assessment of Candidate Language Competence prior to entering the Intern Program.	No Bilingual Authorization Intern Program will be part of the proposed Bilingual Authorization Document. Revised April 7, 2021  Response regarding Internship: Not Seeking Intern Pathway The presentation provided to the Chula Vista Unified School District included our regular Multiple Subject Credential Program Course sequence.  Although the Agenda Title does have the title Internship Option in the second page of the Agenda (USD and Chula Vista Needs Assessment and Internship Options) we are not seeking an Intern Pathway for the Bilingual Authorization credential.  The program sequence is for our regular Multiple Subject Bilingual Authorization credential. The University of San Diego’s only intern pathway that we are approved for is for the Education Specialist Mild Moderate Credential.  Therefore, all of our teacher candidates have an option for an internship but only for the Education Specialist Mild Moderate Credential if a school district employs a teacher candidate prior to student teaching.  We therefore included the title so the school district may see that if our teacher candidates decide to do their Mild to Moderate SPED student teaching first they can be employed as an intern but they would need to do their bilingual authorization student teaching to earn the bilingual authorization credential.

Bilingual Authorization Common Standards Addendum

• Common Standard 1: Institutional Infrastructure to Support Educator Preparation

  Common Standard 1 Table

  Common Standard 1:  Institutional Infrastructure to Support Educator Preparation	Narrative response	Links to supporting documentation/evidence
  Provide the education unit or division organizational chart where the program will be housed, the chart includes the name and title of the person in charge of said unit/division and program.	The Bilingual Authorization Program will be housed in the School of Leadership and Education Sciences (SOLES) in the Department of Learning and Teaching (DLT), chaired by Dr. Reyes L. Quezada, and led by Dr. Viviana Alexandrowicz. It will be offered as part of the Multiple Subjects Preliminary Dual Credential Program.	DLT Organizational Chart
  Describe how the institution determines that qualified faculty and instructional personnel teach courses, provide professional development, and supervise field-based experiences and clinical practice for the proposed program.	One of SOLES and DLT’s criteria for being a tenured faculty, a Professor of Practice or an adjunct is their evaluation of teaching effectiveness. The University of San Diego holds teaching and teaching effectiveness as one the highest of the three criteria for tenure (teaching, scholarship, and service).  The evaluation by teacher candidates of both DLT tenured track faculty as well as adjunct faculty are reviewed by the department chair each semester (Fall, Winter, Spring and Summer).  The department chair meets to provide both positive feedback as well as provide feedback on areas of improvement where faculty receive less than a 5 on the 7 Likert evaluation point scale. Adjunct faculty are allowed to teach no more than 6 units per semester or our graduate research assistants are not able to teach the equivalent based on a 25-hour weekly contract (unless approved by the department Chair). Teaching performance includes not only activities directly related to the classroom or student instruction, but also non-classroom instruction (e.g., internship, field experiences, online education). DLT Faculty members who are also the teacher candidates’ advisors provide academic advising by guiding them in selecting appropriate courses to meet their academic goals and complete their graduation petitions. Advisors meet with candidates to discuss professional or personal challenges and successes, disposition concerns within the coursework or filed placement, and university requirements for graduation. The DLT conducts faculty evaluation process to assure that the best faculty are retained, and that faculty have an opportunity to improve their instruction.  Full-time faculty participate in a yearly planning process for their professional development and evaluation as part of USD’s merit compensation. University supervisors and cooperating teachers also undergo regular semester evaluation by their students. The Bilingual Authorization Program at the University of San Diego will employ qualified bilingual faculty to teach program courses and bilingual university supervisors (as well as cooperating teachers) who hold bilingual Multiple Subject authorization credentials or expertise to mentor teachers during fieldwork.  Program faculty must meet at least one of the following criteria: Hold current Multiple Subjects bilingual authorization credential. Hold Bilingual Authorization or equivalent (i.e. BCLAD). Hold a Masters’ degree or a single subject credential in Spanish. Experience teaching in a bilingual education setting, with preference given to experience in dual language classrooms. Hold an advanced degree (Masters or higher) in a field related to education (doctoral degree preferred). Program field supervisors and Cooperating Teachers must meet one of the following criteria: Hold current Single Subject in Spanish or Multiple Subjects credential. Hold Bilingual Authorization or equivalent (i.e. BCLAD). Experience teaching in a bilingual education setting, with preference given to experience in dual language classrooms.	Bilingual Authorization Faculty, University Supervisor CVs Student Course Evaluation   University Supervisor Evaluation Student Evaluation of School Site Form

• Common Standard 2 – Candidate Recruitment and Support

  Common Standard 2 Table

  Common Standard 2: Candidate Recruitment and Support	Narrative response	Links to supporting documentation/evidence
  Provide the requirements for admission for the proposed program.	The requirements for admission to the Multiple and Single Subject Preliminary Credential Programs with Bilingual Authorization are found on program websites, information sheets, and the Department of Teaching and Learning Handbook.	Bilingual Authorization Program of Study Department of Learning and Teaching Handbook General Admissions Requirements
  Describe how and when candidates receive programmatic and academic information (progress toward completion, deadlines)?	Initial advising into the Bilingual Authorization program:  Applicants for the Bilingual Authorization program will meet with the Faculty Lead of the program prior to enrolling in courses, either concurrently with a credential or post-credential, to review the program courses and their plans for completing the language competency and culture requirements. Ongoing academic advising:  Credential program faculty advisors review and confirm successful completion of all requirements by the advisee. The primary vehicle for tracking or confirming candidate progress is in the mysandiego portal for both faculty and students. End of program academic progress:  Verification of successful completion of coursework and program requirements is relayed to the Credentials Analyst who monitors and confirms satisfactory fulfillment of all credential-related requirements. The Multiple Subjects and Dual Credential Program as well as the Bilingual Authorization use specific forms to convey satisfactory fulfillment of those requirements. Tracking of additional requirements for the Bilingual Authorization for concurrent credential students will take place on the same form as that used for credential requirements.	Bilingual Authorization Program of Study Credential Teaching Contract
  How will candidates requiring assistance be identified and receive guidance and support?	Course instructors create academic alerts to inform the Department Chairs office by completing a Disposition Form of performance concerns. The Department Chair notifies the faculty advisor in an attempt to provide resources to ameliorate the student’s performance. The Associate Dean’s Office as well as The Office of Student Financial Services (SFS) issue warnings after one semester of sub- 3.0 CGPA and share information about those warnings with the student and Department Chair. The Faculty Advisor plans corrective actions with the student in response to a warning. A second consecutive semester of sub-3.0 GPA may warrant an academic disqualification which SFS sends notice of to the student and Dean’s office. The student’s appeal of a disqualification is not supported in cases where students have resisted efforts to support their participation where a clear plan or remediation is conceded between the Office of Field Placement, and the Department of Learning and Teaching, and student. During fieldwork, a university-assigned supervisor communicates concerns about student performance directly to the Director of Field Placement. If it is a major concern or a second occurrence the Department Chair may also be involved.  A Program Improvement is constructed, reviewed with the student which includes steps to resolve personal, academic, or teaching concerns. The DLT Program Handbook provides a comprehensive list of personnel available to students for advising and support in both academic work and fieldwork.  In addition, it also includes resources such as Onsite Counseling Services, Support Center with Accommodations, SOLES Writing Center and, Undergraduate Tutoring Center, and University of San Diego and SOLES Pantry.	Dispositions Form Department of Learning and Teaching Handbook Student Financial Aid Bilingual Authorization Program of Study Scholarship Information Program Improvement Form University of San Diego Counseling Center University of San Diego Disability and Learning Difference Resource Center (DLDRC) University of San Diego and SOLES Writing Center and Undergraduate Tutoring Center University of San Diego and SOLES Food Pantry

• Common Standard 3 – Fieldwork and Clinical Practice
  Common Standard 3 – Fieldwork and Clinical Practice

  Common Standard 3 Table

  Common Standard 3: Fieldwork and Clinical Practice	Narrative response	Links to supporting documentation/evidence
  How will the institution implement and evaluate the effectiveness of the field experience and clinical practice component of the proposed program?	Candidates are assigned both a cooperating teacher through our memorandums of understanding (MOU’s) with the districts and individual schools when they are charter schools. These district or school personnel work with the candidate and the university supervisor to assess the effectiveness of candidate’s field experience. The candidate, cooperating teacher and university supervisor are all expected to provide valuable input in planning, monitoring, and assessing the field experience outcomes.  Evaluation of University Supervisors:  All credential candidates have an opportunity to evaluate their university mentors in terms of their knowledge, availability, as well as ability to provide formative support in their intern and student teaching experience. The program uses this assessment information to evaluate the effectiveness of the field experience and clinical practice component of the proposed program. Annually, cooperating teachers are surveyed to provide their perceptions on the fieldwork experience for the candidates they have worked with.	Extended Practicum Student Teacher Evaluation from Supervisor and Cooperating Teacher Student Teaching Evaluation Form Supervisor and Cooperating Teacher Extended Practicum and Student Teacher Evaluation of School Site Placement Memo of Understanding for Student Teaching Placements Student Teacher Evaluation of Supervisors     University Supervisor Evaluation Student Evaluation of School Site Form
  How will the institution ensure that candidates are provided opportunities to experience issues of diversity?	The Department of Learning and Teaching teacher credential program is committed to placing students at school sites that reflect cultural and language diversity. The DLT Field Placement Office reviews school district demographics where at least 25% of the k-12 students are linguistically and culturally diverse are not able to teach the equivalent based on a 25-hour weekly contract. This diversity needs to be represented at least in one of their three different Filed Experiences (Practicum, Extended Practicum or Student Teaching). A need for the difference in the school setting from the student teacher’s own background will be taken into consideration in all placements, and this documentation of placements is used to guide placement decisions to assure language, ethnic, and cultural diversity.	Practicum Handbook Extended Handbook Student Teaching Handbook Memo of Understanding for Student Teaching Placements Form
  How will the institution ensure that site-based supervisors are certified and experienced in teaching in the specified content of the proposed program?	The Department of Learning and Teaching Field Placement Office, has developed partnerships and works closely with sites and districts to ensure that cooperating teachers and site supervisors and support providers are experienced in teaching in the specified content of the proposed program. Our requirements and responsibilities for cooperating teachers and site support providers are clearly outlined in our Handbooks and in our Memos of Understanding with our partner sites and districts.   NEWLY ADDED: Bilingual/Multilingual Expertise of Faculty and Field Supervisors Our faculty members teaching all of our coursework or supervising bilingual student teachers will hold bilingual Authorizations, have scholarly expertise or equivalent certification and/or experience in bilingual education. They will be assigned to teach Bilingual Authorization courses based on their experience in bilingual education as well as Special Education. They will evaluate Bilingual Authorizations candidates’ performance regarding our program standards and language competency, orally and written. Bilingual Authorization faculty, cooperating teachers and university supervisors will work as a team by collaborating and sharing responsibility for guiding, assisting, and evaluating Bilingual Authorization student teachers.   The required qualifications, mentors and cooperating teachers and site supervisors are delineated in the Department of Learning and Teaching Program Handbook. They will be highly qualified bilingual/biliterate teachers and/or former teachers, holding the Bilingual Authorization or equivalent certification or experience. Those needing further professional development in the area of dual language education will be encouraged and supported to attend professional development provided by USD and Bilingual local/state/national professional organizations such as the National Association for Bilingual Education (NABE), the California Association for Bilingual Education (CABE) and the Association for Two-Way Dual Language Education (ATDLE). Candidates have the opportunity to evaluate their cooperating teachers and site support providers at the end of their fieldwork experience.	Practicum Handbook Extended Handbook Student Teaching Handbook Guidelines for Supervisors NEWLY ADDED: Curriculum Vitae for Certified Bilingual Personnel  Viviana Alexandrowicz, PhD Christina Andrade, MEd Reyes L. Quezada, EdD Ricardo Medina, PhD Jorge Ramirez, EdD Maria Teresa Cesena, PhD Jose Leon, MA Gloria Velarde, MEd Sobeida Velasquez, MEd Christie Talbot, MA
  How will the institution ensure that supervisors are trained in supervision, oriented to the supervisory role, and evaluated in a systematic manner?	DLT Student Teacher/Intern Mentors (university supervisors) receive the DLT Program Handbook-Student Teaching Handbook which outlines the qualifications, roles and responsibilities of the university mentor/supervisor.   There are multiple pathways that cooperating teachers receive the required CTC 10 hours of training.  Many school districts such as San Diego Unified only place student teachers with cooperating teachers who have completed the 8 hours of training, through the San Diego County Office of Education (SDCOE) professional development.  Another pathway is through the Intersegmental Project, supported by the CTC and California Council on Teacher Education. The Department of Learning and Teaching (DLT) offers the opportunity for eight hours of training modules.  These modules entail topics on clinical supervision, cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices. The Department of Learning and Teaching also supports the cooperating teachers and university supervisors with two hours of training by providing reviewing the student teaching handbook which includes roles and responsibilities of the cooperating teacher, the university supervisor and USD student teacher, as well as program specific curriculum.  The CCTE and SDCOE training is web-based and a certificate is generated upon completion of each module.  The certificate of completion may be used as proof of having completed the required CTC training and is accepted by all California Teacher Preparation Programs. Every semester The Department of Learning and Teaching Field Placement Office initiates and collects evaluations electronically through our USD password protected Qulatrics portal. Student teachers/interns complete a survey about their perspectives of the university-appointed supervisor, the cooperating teacher/site support provider, as well as school site. The cooperating teacher complete an evaluation of their assigned Extended Practicum and Student teacher. The evaluation results are reviewed by the filed placement director and are reviewed with the supervisor in case there are specific interventions that need to be developed and schedule mentor meetings, as appropriate.	DLT University Supervisor and Student Teacher Meetings Fall 2019 and Spring 2020 Student Teacher Evaluation of Supervisors CCTE Website San Diego County Clinical Supervision Professional CTC Approved Development Flyer and Website

• Common Standard 4 – Continuous Improvement

  Common Standard 4 Table

  Common Standard 4: Continuous Improvement	Narrative response	Links to supporting documentation/evidence
  How will the proposed program be incorporated into the education unit’s continuous improvement process that identifies program and unit effectiveness?	The School of Leadership and Education Sciences unit assessment system continuous improvement process fits into the University of San Diego’s Institutional Effectiveness and Strategic Initiatives Program Review Cycle. The program review cycle incorporates consultation with various university, and dual language  k-12 stakeholders. The listing of the various consultative bodies internal and external to the University are include in the link to the Dual Language Stakeholder Directory. The School of Leadership and Education Sciences has developed a Unit Assessment System, which includes the Masters Credential Cohort Assessment cycle schedule. This unit assessment system includes data sources for the various programs. It will include the Bilingual Authorization for the Multiple Subjects credentials. The Assistant Dean’s Office of Assessment provides ongoing analysis of student completion rates. The Assistant Dean’s Office of Assessment also analyzes student persistence and withdrawal data to determine and remediate potential barriers to student success.	University of San Diego Institutional Effectiveness and Strategic Initiatives Academic Program Review Schedule Dual Language Stakeholder Directory Bilingual Authorization Program of Study  Student Learning Outcomes
  How will the institution oversee the effectiveness of the program in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates?	Once approved, the Bilingual Authorization course program of study will be part of the regular university Master’s Degree in Curriculum and Instruction program review process. The University of San Diego’s Institutional Effectiveness and Strategic Initiatives Office is the governing body that oversees all program review initiatives. Bilingual Authorization teacher candidates will be invited to participate annually to complete program evaluations with regards to curriculum, field placement, career and professional development and will be part of the university’s assessment cycle. The input gathered will be weighed in aggregate and disaggregate in order to make curricular improvement.  The annual assessments will culminate in a program review presented to the department faculty and ultimately to the university’s provost’s office and the Board of Trustees.	University of San Diego Institutional Effectiveness and Strategic Initiatives 2019 Multiple Subject Credential Exit Survey Results

• Common Standard 5 – Program Impact

  Common Standard 5 Table

  Common Standard 5: Program Impact	Narrative response	Links to supporting documentation/evidence
  What assessments will be used to indicate candidates meet the Commission adopted competency requirements as specified in the program standards?	There are multiple assessments currently used in our Master’s Degree-Dual Credential (General Education Multiple and Single Subject Credential) program. The Bilingual Authorization will continue to use the same instruments to assess competency. The difference will be that the Bilingual Authorization teacher candidates will also need to meet the adopted bilingual authorization competencies.  Assessment of Candidate Competency:  Bilingual Authorization Dual Credential candidates will undergo an ongoing and thorough process of assessment of their competency in the required elements of the bilingual authorization program standards and general TPE’s.  In each course, including the bilingual authorization courses, teacher candidates will complete signature or culminating assignments which are directly tied to general TPEs and the bilingual authorization program standards in course syllabi and are evaluated through assignment rubrics. In addition, candidates undergo a process of evaluation upon entry and exiting the program including the production and professional presentation of a final Research Project connected to their coursework and field experience. All Bilingual Authorization teacher candidates will also need to pass the CSET LOTE World Language Exam Subtests II or III to be recommended for their teaching credential. This requirement applies to both concurrent and post credential candidates who hold a Multiple Subject Credential and are wanting to add the Bilingual Authorization credential.  All Masters Dual Credential and Bilingual Authorization Credential candidates will also need to have passed the California Teacher Performance (CALTPA) and any other CTC requirement (CPR, U.S History, etc.). Assessment of Program Impact:  The Department of Learning and Teaching utilizes multiple approaches in gathering feedback from our k-12 school district partners who employ our teachers: The Bilingual Authorization lead faculty will continue to utilize the same process; Board members will be invited yearly to participate in the Bilingual Advisory meeting to recommend best practices in dual language programs, and will participate in our students’ Research Symposiums. Data derived from these meetings will inform our program assessment in our Master’s Degree-Dual Credential (Bilingual Authorization Credential as well as our General Education Multiple and Single Subject Credential programs). The department Chair along with the Credential Analyst review and confirm successful completion of all program requirements. A signature sign-off form is provided to the Chair.  The form will also include the necessary CTC requirements for the authorization for the Bilingual Authorization credential.   Last Spring, an Employer Satisfaction Survey was distributed to all districts that employee our credential candidates. The quantitative and qualitative data is compiled and has been shared with our faculty at our Winter retreat.  It will also be shared with our Advisory Board members during the Advisory Board meetings.  Once the Bilingual Authorization program has been approved a similar process will be followed.  We will work in collaboration with the Office of Assessment to tailor questions specifically for the employment of our dual language teachers.	MCC Credential Program Student Teaching Handbook Bilingual Authorization Sign Off Form Bilingual Authorization Post-Credential Program Course of Study    DLT Handbook General Admissions Requirements   DLT Bilingual Authorization Advisory Group Bilingual Authorization Teacher Needs Survey Fall 2019 Employer Satisfaction Survey CTC Program Completer Survey 2018-2019

Bilingual Authorization Program Standards

• Standard 1: Program Design

  Preparing effective bilingual/dual language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because we owe it to our school children (Quezada and Alexandrowicz, 2019). The 2010 U.S. census reported that English learners comprise 10 percent of the total K-12 student enrollment in U.S. schools. In California alone, the English learner enrollment for 2010 is more than 1.5 million, 24.7 percent of the total student enrollment for that state (CDE, 2010; USDOE, 2015).

  Researchers Wayne P. Thomas and Virginia P. Collier (2015, 2003) have conducted research for the past twenty-five years on the effectiveness of bilingual and dual language programs. They report that effective dual language programs can close the achievement gap for English learners and provide a superior education for native English speakers. Further, much of the research on dual language programs stems from program policy and models, best teaching practices, student achievement, language proficiency, and professional development (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, 2007). Research suggests that students with high levels of bilingual proficiency exhibit higher levels of academic and cognitive functioning than their monolingual counterparts, interact better with others and have more employment opportunities (Callahan & Gandara, 2014; Sotero, 2016).

  Therefore, Dual language education has emerged as a popular and effective model for bilingual programs that states have adopted in “an effort to equip students with multilingual skills that will make them more competitive in a global marketplace (USDOE-OLEA, 2015, p.8).  Dual language programs not only aim at teaching two languages but help expand students’ cross-cultural perspectives.

  There is an acute shortage of qualified dual language teachers to meet the demand of flourishing programs. These new dual language programs require educators to not only have high levels of language or native like proficiency in the partner language, but also to be able to collaborate with parents and administrators and adapt materials for language learners. To be competent, dual language teachers must also have a deep understanding of second language acquisition and strategies to differentiate instruction and help access core content according to students’ language proficiency and background knowledge (USDOE-OLEA, 2015).

  With this in mind the Department of Learning and Teaching at the University of San Diego proposes a new Bilingual Authorization Program Proposal to the California Commission on Teacher Credential for their consideration.

  Standard 1 Table

  CTC-Standard 1: Program Design	Narrative Response	Links to supporting documentation/evidence
  The design of the professional bilingual teacher preparation program follows from an explicit statement of program philosophy and purpose and is coordinated effectively in accordance with a cohesive design that has a cogent rationale.	DLT Program Philosophy, Missions and Vision & Need  The Department of Learning and Teaching (DLT) offers a dual credential program: General Education (Multiple or Single Subject) and Education Specialist. Candidates follow a cohort model course sequence. The Dual General and Education Specialist Credential program requires 33-36 units and can be completed in 12 months or students can pursue the dual credential with a Master’s degree within 18 or 24 months. Students can pursue a credential-only, credential and Masters or a BA and credential. The Bilingual Authorization Program includes 3-unit courses for a total of 39 units for the teaching credential. The word “Dual” will refer to our General Education (Multiple or Single Subject) and Education Specialist credential and “Bilingual” to the Bilingual Authorization credential. Mission and Core Meta-Values Our mission is to prepare our students to address the needs of the multi-ethnic, multi-lingual, and multi-racial birth through adult student populations and to advance scholarship that helps to promote this process. Our goal is to create an academically rich environment, to engage our students in contemporary and innovative research-based practices and to develop teacher leaders who embrace a global perspective guided by our mission of addressing the needs of all learners in a culture of care. Members of our department learning-community are committed to four Core Meta-Values, that encompass Diversity & Inclusion, Critical Inquiry, International and Global Citizenship and Change for a More Just World. DLT Program Bilingual Authorization Philosophy Preparing effective bilingual/dual language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because we owe it to our school children (Quezada and Alexandrowicz, 2019). As part of the DLT Program, the Bilingual Authorization Program proposes to provide a rigorous program course sequence that is academically and professionally rich in content with rigor similar to all DLT programs.  The goal is to prepare candidates to teach in culturally proficient globally minded schools and classrooms. The bilingual classroom field experiences will be aligned with schools that support our Mission, Vision, and Meta Values. The focus will further enhance our bilingual pre-service and in-service teachers’ awareness of and ability to address the cultural, linguistic and learning needs of students.  Candidates will be prepared to effectively teach in California, the US and abroad by earning their Bilingual Authorization to teach in a variety of bilingual school and classroom settings in elementary educational environments. Our Bilingual Authorization program philosophy is: to enhance future bilingual teachers with experiences, knowledge, and advocacy skills that will prepare them to teach in biliterate classroom settings. We believe that they need to be prepared to teach academic content and literacy in multiple content areas in the target language of Spanish. The DLT Bilingual Authorization Program is committed to preparing highly qualified biliterate “Changemaker” (see meta values) language teachers in California’s bilingual classrooms. The outcomes for our Bilingual Authorization candidates are demonstrating high levels of proficiency in their first and second language and:  Demonstrate an understanding of the historical, theoretical and legal foundations for bilingual education in the US. Demonstrate high levels of proficiency in the different aspects of listening, speaking, reading and writing in both Spanish and English. Demonstrate the skills on pedagogy for bilingualism and biliteracy and for supporting children achieve language and academic proficiency in all content areas at or above grade level in target and primary language of instruction. Apply theory and utilize strategies so students develop cultural and cross- cultural proficiency competencies, attitudes and behaviors in our classrooms, schools, and society. Developing empathy, leadership skills and critical thinking to identify and take action to solve real world problems for the common good. Program Design   Our Bilingual Authorization Dual Credential Program design is unique as it includes pathways for our pre-service teachers to complete their Bilingual Authorization competencies in one year through four courses as well as their Education Specialist-Mild to Moderate credential if they wish to seek it.  Our in-service teachers will be able to earn only their Bilingual Authorization certification. The new courses focus on language and literacy development and instruction, and on the context and experiences of bilingualism and biliteracy in the target culture and target language. In-service teachers wishing to add the Bilingual Authorization will take the courses sequenced over summer and two semesters to facilitate their completion while they are teaching full-time.	Department of Learning and Teaching Handbook Bilingual Authorization Program of Study              DLT Program Meta Values                                                                     Bilingual Authorization Program of Study  Bilingual Authorization for Post-Credential In-Service Teachers Program of Study
  The program philosophy articulates a clear understanding of the instructional needs of learners in bilingual settings.   The sponsoring institution shows a high priority to the program by providing appropriate support for the program and a demonstrated commitment to teacher preparation and to bilingual education.	The DLT Dual Bilingual Authorization program focuses on preparing candidates to address the need for learners to develop and master all modalities of language: speaking, listening, reading, and writing across a range of academic domains.   We recognize that many second and third generation as well as English dominant language teacher candidates who are bilingual in Spanish and English may not be fully biliterate or bicultural in both languages. We need to prepare candidates to demonstrate their own biliteracy and develop strong instructional practices in reading and writing across the two languages. We offer courses where instruction will be conducted between 50% and 100% in Spanish. EDTE 3/518C: Educating the LatinX Student: History and Culture (3)   EDTE 3/519P:Methods for Language and Literacy in Spanish (3) EDTE 3/520P: Bilingual Elementary Curriculum Methods I: Math and Science (3) EDTE 3/521P: Bilingual Elementary Methods II: Humanities (3) EDTE 3/512P- Methods for English Learners (3) The USD-SOLES and DLT has demonstrated its commitment to the creation of the Bilingual Authorization Program by providing the position of Lead Faculty of the Bilingual Authorization Program, which will be filled by Dr. Viviana Alexandrowicz, beginning September 1, 2020 and assisted by Dr. Reyes Quezada, Chair of the Department of Learning and Teaching.
  The program has a leadership team whose members are qualified in the areas of teacher preparation and bilingual instruction.	Bilingual Authorization Program Leadership   Dr. Viviana Alexandrowicz, the lead faculty of the Bilingual Authorization Program, is bilingual and served as the bilingual coordinator of the Multiple subjects and Masters in bilingual cross-cultural education program in our previously approved program. Bilingual Authorization Faculty Reyes L. Quezada, EdD, Chair of the Department of Learning and Teaching, is bilingual and began his career as teacher in a dual language program in Brawley California. He is a scholar and has sat on the CTC’s Committee on Accreditation and sits on the American Association for Colleges of Teacher. Education Board of Directors (AACTE). Dr. Ricardo Medina, PhD, is bilingual and bicultural and is a Professor of Practice in our DLT program with a focus on social justice and indigenous communities. Dr. Jorge Ramirez, EdD, is bilingual and bicultural and is the ELL consultant for the Chula Vista School District. Maria Teresa Cesena, PhD, is a USD adjunct with an expertise in Ethnic Studies and Secondary Literacy and English. Rocio Dresser,PhD, Retired professor from San Jose State University and adjunct a with expertise in biiteracy education Jose Leon, M.A., is a USD adjunct and has served as an administrator and Director of ELL Assessment for the Vista Unified School District. Gloria Velarde, MEd, is a USD adjunct and a GLAD trainer with the Chula Vista School District Sobeida Velasquez, MEd, is a student teaching university supervisor and a dual language school principal with Chula Vista School District. Christie Talbot, MA, is a USD adjunct with bilingual and Special Education certification and is a special education teacher in San Diego Unified School District.	Faculty Curriculum Vitae Viviana Alexandrowicz, PhD Reyes L. Quezada, EdD Ricardo Medina, PhD Jorge Ramirez, EdD Maria Teresa Cesena, PhD Angelica Sulemein, PhD Jose Leon, MA Gloria Velarde, MEd Sobeida Velasquez, MEd Christie Talbot, MA Support Faculty with Expertise in Second Language Acquisition, Methodology and Teaching English to Speakers of other Languages Dr. Sarina Molina, EdD Christine Andrade, MEd
  The program demonstrates initial and ongoing collaboration with local school districts in order to reflect the needs of teachers serving in bilingual programs at the local and state level. This on-going coordination between the bilingual program and other teacher development programs is designed to strengthen the learning-to-teach continuum for teachers of learners in bilingual classroom.	In order to plan, develop the DLT Bilingual Authorization Program and present to the DLT, SOLES faculty, and USD Leadership a survey was sent to the San Diego County Office of Education ELL director as well as to San Diego County Human Resources and ELL district coordinators to assess the current status of the need for bilingual teachers. A stakeholders meeting was held in April 2019, and November 2019 with current DLT bilingual faculty, as well as with county, district, and school dual language administrators and teachers to collaborate with us and inform us on effective program design and practices in new bilingual education programs. Further we consulted with the San Diego County Office of Education (SDCOE) English Learner Office Director (Mr. Jorge Cuevas-Antillon) to send our survey to all of the  SDCOE ELL coordinators/Directors, which included the largest district in our service area, San Diego City Unified and Chula Vista School District and local Charter Schools as well as to all dual language school principals, to provide us with survey and anecdotal data of the current and future need to employ Bilingual Authorization teachers. In addition, the DL&T chair and Lead Faculty met with administrators and resource teachers to discuss the need for bilingual teachers in the Chula Vista Elementary School District and to explore possibilities for an internship program in the future The University of San Diego’s School of Leadership and Education Sciences and the Department of Learning and Teaching has an ongoing Advisory Committee but a new collaboration and advisement committee for the Bilingual Authorization Program is now also formed. New members will be selected from a list of principals who will also be asked to nominate teachers and DELAC members/parents.	Bilingual Authorization Teacher Needs Survey USD and Chula Vista Needs Assessment and Internship Options Participation & Teacher Needs Meeting Agenda San Diego County Office of Education and Local English Learner District Program Design Participation Protocol Potential Advisement Committee Members
  The curriculum is designed around the Knowledge, Skills, and Abilities (KSAs) for Bilingual Methodology and Culture. It provides candidates with a depth of knowledge regarding current research-based theories and research in academic and content literacy in two languages, building upon both SB 2042 and California Teachers of English Learners (CTEL) competencies.	The proposed Bilingual Authorization coursework includes the Knowledge, Skills and Abilities (KSAs) required by the Bilingual Authorization Standards developed by the CTC.  The structure in coursework support the KSA’s where they are introduced, practiced, and assessed (IPA’s). The DLT Bilingual Authorization curriculum will focus on the following KSAs: Standard 3:  The context for bilingual education and bilingualism:  Program Standard 3 requires that our Bilingual Authorization Program provide candidates with “knowledge of the history, policies, programs and research on the effectiveness of bilingual education and bilingualism in the United States” (CTC Bilingual Authorization Handbook, October 2015). They must demonstrate understanding of the philosophical, theoretical, legal and legislative foundations of bilingual education, as well as knowledge of the cognitive and social effects of bilingualism and biliteracy on student development and teaching practice, including preparation to actively engage families and communities in the educational process.   Standard 4:  Bilingual teaching methodology:  Program Standard 4 requires our Bilingual Authorization Program to prepare teacher candidates to teach bilingual students in all four language domains, listening, speaking, reading and writing, and to understand and demonstrate how all four are interrelated. They must also be prepared with knowledge of models and practices of bilingual instruction; of culturally and linguistically responsive practices of intercultural communication and interaction; of appropriate materials for and assessment of bilingual teaching and learning. Standard 5: The professional bilingual teacher preparation program develops candidates’ knowledge of the traditions, roles, status, and communication patterns of the culture of emphasis as experienced in the country or countries of origin and in the United States. Included in that knowledge is the understanding of cross-cultural, intercultural and intracultural relationships and interactions, as well as contributions of the culture of emphasis in California and the United States. Also included is the knowledge of major historical events, political, economic, religious, and educational factors that influence the socialization and acculturation experiences of the target groups in the California and the U.S. Candidates demonstrate knowledge of the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and the ways in which these affect trends of migration, immigration and settlement in the United States. EDTE 3/518C: Educating the LatinX Student: History and Culture (3)   EDTE 3/519P:Methods for Language and Literacy in Spanish (3) EDTE 3/520P: Bilingual Elementary Curriculum Methods I: Math and Science (3) EDTE 3/521P: Bilingual Elementary Methods II: Humanities (3) EDTE 3/512P- Methods for English Learners (3)	Department of Learning and Teaching Handbook Bilingual Authorization Program of Study                EDTE 3/518C: Educating the LatinX Student: History and Culture (3)               EDTE 3/519P: EDTE: Methods for Language and Literacy in Spanish (3) EDTE 3/512P: Methods for English Learners  (3)   EDTE 3/520P: Bilingual Elementary Curriculum Methods I: Math and Science (3) EDTE 3/521P: Bilingual Elementary Methods II: Humanities (3)
  The program shows candidates how to help learners to access the K-12 grade level content instruction and how to provide benchmarks of English Learners’ progress toward meeting standards as defined in the California Curriculum Frameworks (2006).	All program courses will use basic texts- the California ELD standards and CCSS ELA standards, as well as the California Department of Education subject matter content standards for the various subject matter content areas. Faculty provide instruction about the CCSS ELA and content standards, as well as the ELD standards in: EDTE 3/518C: Educating the LatinX Student: History and Culture (3)   EDTE 3/519P:Methods for Language and Literacy in Spanish (3) EDTE 3/520P: Bilingual Elementary Curriculum Methods I: Math and Science (3) EDTE 3/521P: Bilingual Elementary Methods II: Humanities (3 units) EDTE 3/512P: Methods for English Learners (3) In addition, the Bilingual Authorization Program courses will utilize the Common Core Standards in Spanish in lesson development. For example, in EDTE 3/519P, teacher candidates will analyze the goals, and content of the adopted ELA Framework for California Public Schools: Kindergarten Through Grade Twelve. In EDTE 3/520P and 3/521P,  they will address the  CCSS for math, science and the humanities. They will also assess learners in Spanish and English literacy, analyze grade level scenarios, create lesson plans and write reflections among other assignments. They will plan lessons for integrated and designated ELD aligned within content areas and will plan for literacy development of bilingual learners. They will identify elements of student interaction, adaptations of subject matter for bilingual learners, integration of content area oral, reading and writing, development of academic language and teacher use of instructional strategies and scaffolding to provide students with core curriculum.	EDTE 3/518C: Educating the LatinX Student: History and Culture (3)   EDTE 519P:Methods for Language and Literacy in Spanish (3) EDTE 3/520: Bilingual Elementary Curriculum Methods I: Math and Science (3) EDTE 3/521P: Bilingual Elementary Methods II: Humanities (3 units) EDTE 3/512P: Methods for English Learners (3)
  The design of the program clearly indicates the options for completion of the program in a concurrent model and/or as a post-credential model.	The Department of Learning and Teaching will offer the Bilingual Authorization for Spanish through both a concurrent and post-credential pathway. We will offer a high-quality program that meets all CTC standards, and aims to serve San Diego and California communities with highly qualified bilingual teachers Coursework:  The Bilingual Authorization can be earned through either pathway by completing 4 additional courses consisting of a total of 12 units. Since EDTE 3/520P and EDTE 3/521P (Bilingual Curriculum Methods courses) are replacing the existing curriculum methods courses taught in English, the added units are only 6 units. Post-credential Bilingual Authorization candidates will complete all four courses for a total of 12 units. Concurrent students will be able to use EDTE 3/512P that exists in their Multiple Subjects dual credential program to address competencies required in the Bilingual Authorization Standards.   Concurrent Credential Table Concurrent credential candidates’ pathway Post-credential in-service teachers’ pathway EDTE 318C/518C-Educating the LatinX Student: History & Culture (3) EDTE 318C/518C-Educating the LatinX Student: History & Culture (3) EDTE 319P/519P-Methods for language and literacy in Spanish (3 units) EDTE 319P/519P-Methods for language and literacy in Spanish (3 units) EDTE 320P/520P-Bilingual Elementary Curriculum Methods I: Math and Science (3 units) EDTE 320P/520P-Bilingual Elementary Curriculum Methods I: Math and Science (3 units) EDTE 321P/521P-Bilingual Elementary Methods II: Humanities (3 units) EDTE 321P/521P- Bilingual Elementary Methods II: Humanities (3 units)	Department of Learning and Teaching Handbook Bilingual Authorization for Post-Credential In-Service Teachers Program of Study                          Bilingual Authorization Program of Study

   

• Standard 2: Assessment of Candidate Competence

  Standard 2 Table

  Standard 2: Assessment of Candidate Competence	Narrative Response	Documentation/Evidence
  Prior to recommending each candidate for a bilingual authorization, one or more persons responsible for the program determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of program standards including language proficiency as they apply to bilingual authorization.	NEWLY ADDED: Bilingual Authorization Candidates will be pre-assessed for entry in to the program using the Bilingual Authorization Language Assessment Protocol. In addition, candidates will be assessed throughout the program in the four domains, Speaking, Listening, Reading, and Writing throughout the program. In each course, instructors will use language based rubrics as well as content rubrics. The language rubrics will be used at the beginning, midpoint, and at the end of each course. This will provide formative assessment data. For all aforementioned assessments, the ACTF Rubrics will be used to ensure fairness. All Bilingual Authorization credential candidates will fulfill exit language assessment criteria for the program by passing CSET World Language Spanish subtests II or III. Pre-assessment: The Bilingual Pre-assessment of teacher candidates will be assessed through the use of the Pre-assessment protocol.  Oral: The Bilingual Authorization program will require a language assessment interview with all bilingual teacher candidates by a Bilingual Program faculty. This language assessment interview will be conducted in the target language (Spanish) and will include a question-answer section and a dialogue section. The interview will include questions about personal experiences. The dialogue will include the candidate's willingness to complete the Bilingual Authorization program and Masters Degree; their sensitivity to children of differing ethnic, cultural and socioeconomic backgrounds; their pre-professional experiences, and their personal qualities and dispositions. Written: The Bilingual Authorization teacher candidates will complete a typed essay in response to admission application questions in writing in Spanish. They will also be required to write one to two-page (300 words) essay in one seating after the one on one oral interview with a Spanish speaking faculty. The topic will be on how they plan to make a difference in the life of a dual language enrolled child or their family. Language and Culture Assessment for Program Exit Bilingual Authorization credential candidates will fulfill exit language assessment criteria for the program by passing CSET WL Spanish subtests II or III. Evidence of the completion and fulfillment of Competence in Standard 6 Target Language Competence will be stored by the credential analyst in the candidate’s credential file and is included in the evidence that is reviewed prior to recommendation for the Bilingual Authorization.  Academic Performance Bilingual Authorization credential candidates will be monitored by faculty and advisors throughout the program in coursework as well as in field work experiences such as via extended practicum and student teaching evaluation forms. They will receive grades for each course and GPAs are monitored. At the end of each semester, faculty can access a Disposition Form where they can alert placement personnel of areas of concern. Placement personnel and faculty may discuss these concerns and may involve other faculty members in the dialogue if the concern(s) is widespread in different courses. If necessary, an improvement plan will be created by faculty, the Department Chair and placement coordinator. In addition, a student who falls below a 3.0 GPA is placed on academic probation. Academic problems are handled immediately on an individual basis in an attempt to deal with issues before they become more serious. The content of the credential courses as outlined on the Program of Study and field based course assignments, as well as their procedures for assessment, have been developed by competent faculty and meet the standards of the University, the School of Education, the Division of Teacher Education, and the CTC. Bilingual Authorization Fieldwork and Student Teaching Performance  The Preliminary Credential Bilingual Authorization candidates will adhere to the same fieldwork requirements as our approved Dual General and Education Specialist Credential (practicum, extended practicum and full -time student teaching). These experiences will be fulfilled in bilingual classrooms. Full time student teaching in a special education classroom will be optional if the candidate wants to apply to the education specialist credential. The course numbers will be the same, except that they will have “B” designation at the end of the Course Registration Number (CRN) to identify the course fieldwork in a Bilingual/Dual Language classroom setting.  All Fieldwork Teacher Candidate Evaluation and Final Student Teaching Evaluation forms will have a designated section for Bilingual Authorization candidates with the Bilingual Authorization Competencies needed to be evaluated by Cooperating Teachers and University Supervisors. The Bilingual Authorization teacher candidates will be assessed based on the California Teacher Performance Expectations (TPEs) for the General Education and the Education Specialist, and the Standards for the Bilingual Authorization. All course syllabi and course assignments address and are aligned with the Bilingual Authorization, General Education and the Education Specialist TPE competencies. The field experience and student teaching evaluations in a bilingual setting are also aligned with the General Education and the Education Specialist TPE’s and the Bilingual Authorization Standards. Candidates are assessed by both the cooperating teacher and university supervisor. All candidates must pass the California Teacher Performance Assessment (CALTPA) to earn the Multiple Subject Bilingual Authorization credential. Candidates will participate in extended practicum and student teaching orientation and will be provided the corresponding handbooks, which explain the requirements and assessments while in the field experiences. Bilingual Authorization Teacher Candidates will also receive the full -time student teaching handbook and will participate in a Student Teaching Orientation where the Field Placement personnel review all of the requirements including their lesson observation forms and student teaching evaluations. If at any time, a teacher candidate experiences academic, professional, or dispositional difficulties, the policy is for a USD faculty, supervisor, or cooperating teacher to submit a Disposition Form. As a standard practice, the department requests Disposition Forms at the midpoint of each semester. The Form is shared with the faculty advisor who meets with the teacher candidate to address the reported concerns. If the issues continue, the teacher candidate meets with the Field Placement personnel and a Program Improvement Plan is constructed documenting what the candidate needs to do within a time period to address the issues. If the concerns are not addressed as per the Program Improvement Plan, the student can be terminated or advised to withdraw from the teacher credential program. In certain situations, the teacher candidate may be given the opportunity to complete the Masters’ degree but not the teaching credential. The Bilingual Authorization Credential program Lead Faculty and Faculty Advisors review and monitor the candidate’s progress. At the completion of his/her credential coursework, passing of all required credential examinations, including the California Teacher Performance Assessment (CALTPA) and the CSET II & III WL, the DLT Program Credential Analyst will recommend the candidate for a preliminary Bilingual Authorization and or the Education Specialist Credential as well. The Dean has final approval for recommendation of a credential to the California Commission on Teacher Credentialing.	Student Teaching Handbook Bilingual Authorization Language Assessment Protocol Language Pre-Post Assessment Requirements Information Sheet        Bilingual Authorization Handbook Extended Practicum: Extended Practicum Lesson Observation Form Student Teaching Handbook Student Teaching Lesson Observation Form Disposition Form DLT Handbook Student Teaching Handbook Bilingual Authorization: Notification of Need to Improve for Teacher Candidates Academic Probation Dismissal Form Bilingual Authorization Handbook Extended Practicum Extended Practicum Evaluation Form Student Teaching Handbook Student Teaching Evaluation Form Student Teaching Handbook Bilingual Authorization: Candidate Sign-Off Form  Bilingual Authorization MS Candidates Extended Practicum Handbook Student Teaching Handbook Student Teaching TPE Evaluation Form Disposition Form Student Teaching Handbook Bilingual Authorization: Notification of Need to Improve for Teacher Candidates
  During the program, candidates are guided and coached on their performance in bilingual instruction using formative assessment processes.	For the Credential Candidate Progress, formative and summative assessment of Bilingual Authorization will occur throughout the program and at the end of each semester to determine the candidate’s readiness to advance or continue in the program and finally to be recommended for teaching credential. This process is collaborative and will include the Bilingual Authorization candidate, the university supervisor and the cooperating teacher or site supervisor.  The collaborative discussion may occur after each observation and at the final three -way evaluation meeting utilizing the TPEs Rubrics and bilingual Authorization Standards to determine candidate progress. Candidates pursuing their Bilingual Authorization will focus on elements of bilingual methodology in their field experiences along with other elements of teaching and learning required for their General Education and Education Specialist Credential program.   Bilingual/Multilingual Expertise of University and Cooperating Field Supervisors The cooperating teachers and university supervisors will be chosen to support and assist Bilingual Authorization candidates by collaborating and sharing a professional responsibility for guiding, assisting, and evaluating bilingual student teachers. The extended practicum handbook and student teaching handbook include specific roles and  responsibilities for University Supervisors and Cooperating Teachers. All adjunct university supervisors and cooperating teachers where teachers will be placed, will be highly qualified bilingual and biliterate. These teachers and supervisors will hold a K-12 Bilingual Authorization or equivalent certification or experience.	Student Teaching Handbook Student Teaching TPE Evaluation Form Lesson Observation Form    Bilingual Authorization Handbook Extended Practicum Supervision Structure/ University Supervisors Supervision Structure/Cooperating Teachers   Student Teaching Handbook Guidelines for Cooperating Teachers  Guidelines for Supervisors
  Verification of candidate’s performance is provided by both institutional and field-based individuals with bilingual expertise and/or possessing bilingual authorization.	Bilingual/Multilingual Expertise of Faculty and Field Supervisors Our faculty members teaching all of our coursework or supervising bilingual student teachers will hold bilingual Authorizations, have scholarly expertise or equivalent certification and/or experience in bilingual education. They will be assigned to teach Bilingual Authorization courses based on their experience in bilingual education as well as Special Education. They will evaluate Bilingual Authorizations candidates’ performance regarding our program standards and language competency, orally and written. Bilingual Authorization faculty, cooperating teachers and university supervisors will work as a team by collaborating and sharing responsibility for guiding, assisting, and evaluating Bilingual Authorization student teachers.   The required qualifications, mentors and cooperating teachers and site supervisors are delineated in the Department of Learning and Teaching Program Handbook. They will be highly qualified bilingual/biliterate teachers and/or former teachers, holding the Bilingual Authorization or equivalent certification or experience. Those needing further professional development in the area of dual language education will be encouraged and supported to attend professional development provided by USD and Bilingual local/state/national professional organizations such as the National Association for Bilingual Education (NABE), the California Association for Bilingual Education (CABE) and the Association for Two-Way Dual Language Education (ATDLE).	Curriculum Vitae for:   Viviana Alexandrowicz, PhD Christina Andrade, MEd Reyes L. Quezada, EdD Ricardo Medina, PhD Jorge Ramirez, EdD Maria Teresa Cesena, PhD Jose Leon, MA Gloria Velarde, MEd Sobeida Velasquez, MEd Christie Talbot, MA

• Standard 3: The Context for Bilingual Education and Bilingualism

  Program Standard 3 Table

  Program Standard #3 The Context of Bilingual Education and Bilingualism	Narrative Response	Documentation/Evidence
  The professional bilingual teacher preparation program provides candidates with knowledge of the history, policies, programs, and research on the effectiveness of bilingual education and bilingualism in the United States.	In EDTE 318/518C- Educating the LatinX Student: History & Culture candidates understand the philosophical, theoretical, and research bases for bilingual education, including knowledge of the historical and legal foundations of bilingual education in the United States (e.g., Elementary and Secondary Education Act [ESEA], Lau v. Nichols, Castañeda v. Pickard) and California (e.g., Méndez v. Westminster, Proposition 227, Williams v. State of California) and their effects on bilingual education programs. Candidates also learn the characteristics, components, benefits, and limitations of research-based program models of bilingual education such as dual-language, one-way immersion, two-way immersion, transitional bilingual education, maintenance bilingual education, heritage language education. Readings: Baker and Wright (2017) Chapter 10: Types of Bilingual Education Programs Lopez Licón, A. (August 2018).  Hijos de migrantes mexicanos repatriados sufren en Mexico. Quezada, R., & Alexandrowicz, V.  (2019).  Culturally proficient teachers for dual language programs. 58(2), 185-193. Theory into Practice.	Syllabus EDTE 318C/518C- Educating the LatinX Student: History & Culture Link to sessions # 6 & 7 Link to assignment: Journal Critique Assignments Annotated Bibliography Research Bilingual Program Models Assignment
  The program develops candidates who demonstrate understanding of the philosophical, theoretical, legal and legislative foundations of bilingual education and their effects on program design and educational achievement.	In EDTE 318/518C Educating the LatinX Student: History & Culture candidates analyze the effects and impact of federal, state and local policies on the measurement of educational achievement of students in bilingual programs. They also understand the relationship between legal foundations of bilingual education and requirements when designing programs for bilingual students. Readings Reading: Acuña, R (2019. Chapter 13. Adiós a América: El chicano en la década de 1960, en América ocupada: los chicanos y su lucha de liberación Baker and Wright (2017): Chapter 1 Bilingualism: Definitions and Distinctions	Syllabus EDTE 318C/518C- Educating the LatinX Student: History & Culture Link to sessions # 8 & 10 Link to assignment: Research Bilingual Program Models Assignment
  Candidates apply knowledge of the research on the cognitive effects of bilingualism and biliteracy as developmental processes in instructional practice.	In EDTE 320/520 & 321/521 Bilingual Elementary Curriculum Methods I candidates develop and apply knowledge of metacognitive and metalinguistic processes such as choosing the appropriate language to use in a given situation, evaluating similarities and differences between languages, transferring linguistic knowledge between languages and the roles of code-switching, language mixing and interlanguage in the development of bilingualism and biliteracy. Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 4:  Planning the Strategic Use of Two Languages. Supplemental reading: Hornberger, N. (2003) Continua of Biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings.	Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math & Science Link to session #2, #4 Link to assignment: STEM Unit, P.18 Field- based assignment, P. 19
  	In EDTE 318/518C Educating the LatinX Student: History & Culture candidates understand the theoretical foundations, practice, limitations, and effects of the deficit perspective of bilingual education and the enrichment perspective of bilingual education. This includes viewing the primary language as a right and an asset, promoting the development of bilingualism and biculturalism, promoting acculturation to the target culture. Candidates analyze bilingual program models in light of these different perspectives. Readings: Acuña, R (2019). Chapter 3. Legado del odio: La conquista del noroeste de México en América ocupada: Los chicanos y su lucha de liberación Baker and Wright (2017):,  14 Literacy, Biliteracy and Multiliteracies for Bilinguals Cortés Koloffon, Adriana “El spanglish: la frontera del idioma.”  Acuña, R (2019). Chapter 8. Inmigración, trabajo y cambio generacional en América ocupada: Los chicanos y su lucha de liberación Acuña, R (2019). Chapter 9. “La década de 1920: los efectos de la Primera Guerra Mundial”, en América ocupada: Los chicanos y su lucha de liberación Baker and Wright (2017). Chapter 7 Bilingualism, Cognition and the Brain and Chapter 8 Theories of Bilingualism and the Curriculum Quezada, R., & Alexandrowicz, V.  (2019).  Culturally proficient teachers for dual language programs. 58(2), 185-193. Theory into Practice.    In EDTE 319/519 Methods for Language and Literacy in Spanish Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 1: Foundations in Teaching for Biliteracy. In EDTE 320/520P Bilingual Elementary Curriculum Methods I candidates understand the developmental processes of bilingualism and biliteracy, and apply knowledge for appropriate language use and usage when interacting with students at different developmental stages of biliteracy Diaz Barriga, F. (2002). Capitulo 2, Constructivismo y Aprendizaje Significativo Supplemental reading: Hornberger, N. (2003) Continua of Biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings.	Syllabus EDTE 318C/518C- Educating the LatinX Student: History & Culture Link to sessions #4, 5 & 13 Link to assignments: Journal Critique Assignments, Pg. 5, 13 Annotated Bibliography, Pg.5, 13 Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish Link to session #9 Link to assignment: Weekly response to reading Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math & Science Link to session #2, #9 Link to assignment: STEM Unit, P.18 Field- based assignment, P. 19 Weekly reflection Research Bilingual Program Models Assignment
  The program prepares candidates to actively promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy.	In EDTE 318/518C Educating the LatinX Student: History & Culture candidates are prepared to engage in effective, two-way communication with families through such as parent conferences and home visits. They learn to communicate on matters of student success, guidance, notification of rights, and placement and program options. Candidates gain understanding student achievement and assessment results; parent roles in supporting student achievement; school and district policies and parent opportunities to influence school policy. Candidates learn about parent participation though ELAC and DELAC committees Readings Acuña, R (2019). Chapter 10. “Las comunidades mexicoamericanas en ciernes: los años de la depression”, en América ocupada: Los chicanos y su lucha de liberación Louque, A., Lindsey, R Quezada, R., & Jew, C. (2020).  Equity partnerships-A culturally proficient guide to family, school, and community engagement. (Chapter 2 & 3). Quezada, R., Rodriguez-Valls, F., Lindsey, R. (2017).  Helping educators connect with migrant students and families-A culturally proficient approach.  Reutledge In EDTE 521C Bilingual Elementary Methods II candidates develop an understanding on actively promoting authentic parental participation by including students’ cultural funds of knowledge in the classroom curriculum. Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 8:  Writing: A Multilingual Perspective Chapter 5:  Language Resources, Linguistic Creativity, and Cultural Funds of Knowledge.	Syllabus EDTE 318C/518C- Educating the LatinX Student: History & Culture Link to sessions # 7, #12 & #13 Link to assignment: Family-School, Community Engagement Workshop Assignment, Pg. 8 Journal Critique Assignment P. 10 Culture Case Study P.14     Syllabus EDTE 321P/521P Bilingual Elementary Methods II Link to session #2, #5 Link to assignment: Field- based assignment Weekly reflection
  The program promotes candidates’ understanding of the family as a primary language and cultural resource.	In EDTE 318/518C Educating the LatinX Student: History & Culture candidates explore how to enhance school-home partnerships, and assist in identifying and using community resources (i.e., candidates support families to contribute their knowledge to culturally inclusive institutions and participate in school forums and organizations)  Candidates understand cultural influences on learning and teaching in bilingual program settings and the understanding of the effects of intercultural communication on school/community climate, student motivation, participation and achievement. Readings: Louque, A., Lindsey, R Quezada, R., & Jew, C. (2020).  Equity partnerships-A culturally proficient guide to family, school, and community engagement. (Chapter 5 & 6). Quezada, R. (2015).  Cultural proficiency and English learning students. Multilingual Educator.  In EDTE 321/521P Bilingual Elementary Methods II candidates develop an understanding of the family as a primary language and cultural resource and include students’ cultural funds of knowledge in the classroom curriculum. Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 8:  Writing: A Multilingual Perspective Chapter 5:  Language Resources, Linguistic Creativity, and Cultural Funds of Knowledge.	Syllabus EDTE 318C/518C- Educating the LatinX Student: History & Culture Link to sessions #12, #13, 14 Link to assignment: Family-School, Community Engagement Workshop, P. 8  Syllabus EDTE 321P/521P Bilingual Elementary Methods II Session #2, #5, #6, #8 Link to assignment: Field- based assignment Weekly reflection Service-Learning Projects in the community (in Spanish)
  Candidates are cognizant that students’ motivation, participation and achievement are influenced by an intercultural classroom climate and school community.	In EDTE 320/520P & 321/521P Bilingual Elementary Curriculum Methods I & II candidates learn culturally relevant strategies for student motivation, participation and engagement for academic achievement.  Readings: Diaz Barriga, F. (2002). Capitulo 2, Constructivismo y Aprendizaje Significativo  Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 4:  Planning the Strategic Use of Two Languages.	Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math & Science Link to sessions #7, #9 Link to Assignment: STEM Unit, P. 25 Field- based assignment, P. 22 Syllabus EDTE 321P/521P Bilingual Elementary Methods II Link to sessions #1, #5, #6, #13 Link to Assignments: Field- based assignment Reflective commentaries Final portfolio

• Standard 4: Bilingual Methodology

  Program Standard 4 Table

  Standard 4:  Bilingual Methodology	Narrative Response	Documentation/Evidence
  The bilingual teacher preparation program prepares bilingual candidates to understand the interrelatedness among the four domains of language (listening, speaking, reading, and writing) and to know language forms and functions.	NEWLY ADDED: Bilingual Authorization teacher candidates are prepared to plan, develop, implement and assess standards-aligned content instruction in both the primary and target language across all methods course in the general and bilingual authorization courses. The program level approach in our methodology on bilingual instruction in the primary and target languages was carefully planned throughout their bilingual authorization program. When designing this program, it was critical to offer 4 courses that will be taught in Spanish for at least 50% of instruction (delivery, materials, assignments). Of the 4 courses, 3 are methodology courses; Methods for Language Literacy in Spanish (100 % in Spanish), and Bilingual Elementary Curriculum Methods 1 & 2 (50% in Spanish). The sequence of these courses allows for gradual acquisition of skills in the areas of planning, assessment and implementation of standards aligned instruction in the primary and target languages. In each of these courses, students are placed in dual immersion classroom for practicum and extended practicum so they have the possibility to assess their students in Spanish and English and plan instruction accordingly. Since they also take a Methods for Language and Literacy in English, they also have opportunities to conduct assessments in English during their clinical placement for those courses. In the Bilingual Elementary Curriculum Methods courses 1 & 2, they continue developing their primary language skills through assessing their students in the content areas and by planning and implementing lessons in Spanish and English for Math, Science, and the Humanities. In these lessons, they are able to utilize academic language in the primary and target language learned in the Language and Literacy Methods course in Spanish and the academic language they are learning concurrently in the Bilingual Elementary methods 1 & 2.    EDTE 319P/519P Methods for Language and Literacy in Spanish addresses teaching of oral, reading and writing in Spanish. This course includes understanding effective practices to teach children to decode and encode and to read to learn. Bilingual candidates understand interrelatedness among the four domains and develop lessons that incorporate practice with language structures, forms and functions. They also apply knowledge of contrastive analysis, literacy analysis and differentiation in L1 & L2. In this course, they assess a focus student in the four domains in Spanish, paying particular attention to use of language forms and functions. Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 1: Foundations in Teaching for Biliteracy. Chapter 1 Freeman and Freeman, El contexto para desarrollar la lectoescritura de los estudiantes bilingues    EDTE 312P/512P Methods for English Learners helps candidates understand the interrelatedness of language in the four domains in English and prepare ELD lessons that include instruction of structures, forms and functions and that are appropriate to student language proficiency levels. They learn about second language acquisition and the interrelatedness of in the development of listening, speaking, reading and writing. Readings: 1)Wayne E, Wright. (2015). Foundations for teaching English language learners: Research, theory and policy and practice. Philadelphia: Caslon Publishing. Chapter 3 Language Learning and Teaching; Chapter 7 Listening and speaking; Chapter 8, reading; and, Chapter 9 Writing 2)Dutro, S. (2005). A focused approach to frontloading English Instruction for Houghton Mifflin Reading, K-6 (California Reading and Literature Project).   EDTE 320P/520P& EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II explores how to address the interrelatedness of language and literacy development in bilingual/ dual language education settings.  Candidates gain an understanding on interrelatedness among the four domains of language (listening, speaking, reading, and writing) and use a variety of strategies for developing students’ content-area knowledge and skills in bilingual/ dual language education settings Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 1: Foundations in Teaching for Biliteracy.   Supplemental reading: Hornberger, N. (2003) Continua of Biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings.	Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish Link to sessions #10 & 12 Link to assignment: Literacy Unit, Pg.10 Lesson for focus student Pg.9  Syllabus EDTE 312P/512P Methods for English Learners Link to sessions #2, #3, #4, #5, #6 & #10 Link to assignment: ELD Lesson Pg. 9                    Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science Link to session #2 Link to assignment: STEM Unit Pg.18   Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities Link to sessions #4, #10, #14 Link to assignment: PBL Unit Pg. 11
  The program also prepares candidates to plan, develop, implement and assess standards-aligned content instruction in the primary and target language.	EDTE 319P/519P Methods for Language and Literacy in Spanish provides theory and practice on using standardized and non-standardized primary language assessments.  The course provides opportunities for selecting effective strategies and planning for developing students’ literacy in Spanish. The lessons for the focus student include language and grade-level content objectives in language arts in Spanish. Readings: Chapter 5 Freeman and Freeman, Los metodos para ensenar la lectura en espanol Chapter 6 Freeman and Freeman, El enfoque basado en principios para la ensenanza de la lectura Gomez, R. Dual language instruction and contrastive analysis in the elementary grades. https://assets.pearsonschool.com/asset_mgr/current/201829/DualLangInstWP_RichardG_hi.pdf   In EDUC 312P/512P Methods for English Learners Candidates learn to develop activities and plan instruction for the four domains. They develop an ELD/ELA lesson based on the focus Ell assessment results. They assess their instruction in English through the ELD lesson’s reflection, bi-weekly and final reflections. They also develop SDAIE/UDL/Changemaking lessons that are ELA standards in English aligned content.  Reading:  Ferlazzo, L. & Hull, K. (2018). The ELL Teacher’s toolbox: Hundreds of practical ideas to support your students. San Francisco: Jossey and Bass. EDTE 320P/520P & 321P/521P Bilingual Elementary Curriculum Methods I & II guide candidates in learning how to plan, develop, implement and assess standards-aligned instruction in the primary and target language in Math, Science, Social studies and the Arts. They select and use strategies for developing students’ content-area knowledge and skills in dual language education settings including language and grade-level content objectives in lessons. Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 4:  Planning the Strategic Use of Two Languages.	Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish Link to session #8 Link to assignment: Case study of bilingual learner, Pg.9 Lessons for focus student P.9 Literacy unit Pg.10    Syllabus EDTE 312P/512P Methods for English Learners Link to sessions:#3, #4, #5, #6, #9,#10, #11, & #12 Links to assignments: ELD Lesson Pg. 9 Bi-weekly reflection, Pg. 10 Final reflection, Pg. 10        Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science Link to sessions # 3 & #7   Link to assignment: STEM unit Pg. 18 Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities Link to sessions # 7 Link to assignment: Lessons for field-based assignment Pg.11  PBL Unit Pg.11
  Candidates are prepared to employ a variety of instructional and assessment strategies, appropriate to student language proficiency levels, that foster higher-order thinking skills.	EDTE 319P/519P Methods for Language and Literacy in Spanish includes a case study in which candidates assess and develop focused instruction for a minimum of 3 students at different proficiency levels in the 4 domains in Spanish. They also plan three lessons and effective strategies for the students and implement at least one lesson. EDTE 312P/512 Methods for English Learners Candidates develop ELD/ELA lessons that are appropriate for the students’ proficiency levels SDAIE/UDL/ Changemaking lessons for their focus Els. The candidates also develop SDAIE/UDL lessons that foster higher order thinking skills and addresses the needs of students at the different proficiency levels including differentiation for students at the beginning levels of proficiency and students with disabilities.  Reading: Wayne E, Wright. (2015). Foundations for teaching English language learners: Research, theory and policy and practice. Philadelphia: Caslon Publishing. Chapter 7 Listening and speaking; Chapter 8, reading; and, Chapter 9 Writing  Videos: https://www.youtube.com/watch?v=s4A85oOjZW0 Comparing two texts with a Venn diagram  https://www.youtube.com/watch?v=3pgYIqm1Guc&index=2&list=PLoU659hwTdDaCefJI0UvL__51UTaSVpe7 Literacy strategies for Ells  https://www.youtube.com/watch?v=gTkX1oTbfVc Interactive reading of a story    https://www.youtube.com/watch?v=Bi_sWt8NDHk&list=PLoU659hwTdDaCefJI0UvL__51UTaSVpe7   EDTE 320P/520P & EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II includes theory and practice of student -centered constructivist strategies for bilingual learners. Candidates develop lesson plans based on student assessment that differentiate for different language proficiency. It includes methods such as G.L.A.D to foster higher thinking skills. Readings: OCDE Project GLAD- Assessment and Feedback Component Area- Project GLAD en español. These readings address a variety of instructional and assessment strategies appropriate to student language proficiency levels in the dual language classroom. Students will have an opportunity to implement these assessment strategies and document findings on students in a dual language classroom.	Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish Link to sessions #5,7,8,9,10,12 Link to assignments: Case study of bilingual learner, Pg.9 Lesson for focus student Pg.9 Literacy unit Pg.10  Syllabus EDTE 312P/512P Methods for English Learners Link to sessions:#3, #4, #5, #9, #11, & #12 Link to assignment: Individualized English Language Proficiency Assessments Pg. 9 ELD/ELA lesson Pg. 9 SDAIE/UDL/Changemaking lesson Pg. 10       Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science Link to session # 13 Link to assignment: STEM unit Pg.18 Field based assignment: Video lessons, self and peer reflections Pg. 18 Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities Link to session #8, #14 Link to assignment: Field based assignment: Classroom instruction, video, self and peer reflection Pg.15 PBL Unit Pg.11
  The program ensures that bilingual candidates have knowledge of bilingual instructional models, instructional strategies and materials to appropriately apply them to their instructional and assessment practices.	EDTE 318C/518C Educating the LatinX Student: History and Culture introduces candidates to different bilingual instructional models and they evaluate bilingual programs/classrooms where they are placed and through scenarios.  Readings: Baker and Wright- read Chapter 10 “Types of Bilingual Education” and learn about the different program models and how they respond to the theories of bilingual education. EDTE 320P/520P& EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II supports candidates in learning how to plan, develop, implement and assess standards-aligned instruction in the primary and target language in Math, Science, Social studies and the Arts. They select and use strategies and materials for developing students’ content-area knowledge and skills in dual language education settings including language and grade-level content objectives in lessons. Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 8:  Writing: A Multilingual Perspective In this chapter, candidates will learn writing strategies that respect and reflect all the language resources of language learners and the language experience approach. They will learn to use dialogue journals and content-area journals in the dual language classroom in Math, Science, Social studies and the Arts	Syllabus EDTE 318C/518C Educating the LatinX Student: History and Culture Link to session 6, 7 Link to assignment: Journal Critique Assignments, pg. 5 Research Bilingual Program Models Assignment, pg. 6, 7, 8              Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science Link to sessions # 7, #8, #10 & #13 Link to assignment: STEM Unit Pg.18 Field based assignment Pg.18 Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities Link to sessions #4, #7, #9. #10 & #11 Link to assignment:  PBL Unit Pg.11 Field based assignment Pg.11 Reflective commentary Pg.11 Final portfolio Pg.11
  Programs develop bilingual candidates’ understanding of knowledge of intercultural communication and interaction that is linguistically and  culturally responsive.	In EDTE 318C/518C Educating the LatinX Student: History and Culture learn about Crosscultural, intercultural/ intracultural relationships/ interactions Readings: Read in Baker, Chapter 18 Bilingualism and Bilingual Education:  Ideology, Identity and Empowerment Baker, Chapter 17 Bilingualism and Bilingual Education as a Problem, Right and Resource	Syllabus EDTE 318C/518C Educating the LatinX Student: History and Culture Link to session- 6, 11, 13 Link to assignment: Journal Critique Assignments, pg. 5 Annotated Bibliography Assignment, pg. 5 School and Classroom Observation Assignment, pg. 6 Culture Study Assignment, pg. 6 Design of a Transformational Environment Classroom, pg. 8
  The bilingual teacher preparation program further prepares candidates to evaluate, select, use and adapt state-board adopted and state-board approved materials, as well as other supplemental instructional materials.	EDTE 321P/521P Bilingual Elementary Curriculum Methods II Includes the examination of subject matter materials in Spanish and English. Candidates learn to evaluate, select, use and adapt State board and supplementary materials. Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 4:  Planning the Strategic Use of Two Languages. Spanish Language Development Standards	Syllabus EDTE 321P/521P Bilingual Elementary Curriculum Methods II-Humanities Link to sessions #4, #5, #7 Link to assignment: Activity: Collaborative group posters on materials Pg. 13
  The program provides opportunities for teacher candidates to demonstrate the ability to use a variety of criteria for selection of instructional materials, to assess the suitability and appropriateness for local context and to augment resources when they are not suitable or available.	EDTE 321P/521P Bilingual Elementary Curriculum Methods II-Humanities includes practice analyzing instructional materials using specific criteria. Candidates also develop materials in Spanish to augment resources when not available.  Readings: Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 4:  Planning the Strategic Use of Two Languages.  In EDTE 319P/519P Methods for language and Literacy in Spanish includes practice analyzing instructional materials using specific criteria. Candidates also develop materials in Spanish to augment resources when not available	Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities Link to sessions #4, #5, & #7 Link to assignment activity: Curricular Integration in the Dual Language Classroom- GLAD Units in Social Studies- GLAD en español Pg.13 Collaborative group posters – Share materials in Spanish used in your classroom Pg.13 Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish
  	*EDTE 312P/512P Methods for English Learners (Formerly EDUC 384C/584C-ELD/SDAIE) is already an approved course in our current SB2042 Multiple and Single Subject Credential Program

   

   

• Standard 5: Culture of Emphasis

  Standards Table

  Standard	Narrative Response	Documentation
  The professional bilingual teacher preparation program develops candidates’ knowledge of the traditions, roles, status, and communication patterns of the culture of emphasis as experienced in the country or countries of origin and in the United States.	EDTE-518C: Educating the LatinX Student: History and Culture This course covers the cultural aspects of bilingualism and biliteracy from a global and local perspective. Candidates demonstrate knowledge of the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and the ways in which these affect trends of migration, immigration and settlement in California and the United States.   In EDTE 518C-: Educating the Latino Student: History and Culture Students Read. Acuña América ocupada: Los chicanos y su lucha de liberación. This is Acuña’s book, Occupied America, translated into Spanish.	EDTE 3/518P: Educating the LatinX Student: History and Culture (3) Session: 2 Link to Assignment: Journal Critique Assignments, Pg. 5 & 13 Theoretical Perspective Articles, Pg. 9 Annotated Bibliography Assignment, Pg. 5, 13
  Included in that knowledge is the understanding of crosscultural, intercultural and intracultural relationships and interactions, as well as contributions of the culture of emphasis in California and the United States.	In EDTE-518C: Educating the LatinX Student: History and Culture Students Read: Acuña, Chapter 3:  Legado del odio: La conquista del noroeste de México to understand the origins of the Mexican American peoples in the Southwest their conquest by the United States, and the resultant conflictive intercultural, crosscultural relationships.	DTE 3/518P: Educating the LatinX Student: History and Culture (3) Session 3, 4 Link to Assignment: Culture Case Study Assignment, Pg. 6 & 14 Design of a Transformational Environment Classroom, Pg. 8
  Also included is the knowledge of major historical events, political, economic, religious, and educational factors that influence the socialization and acculturation experiences of the target groups in the California and the U.S.	In EDTE-518C: Educating the LatinX Student: History and Culture  Students Read: Cortés Koloffon,  El spanglish: la frontera del idioma, Acuña, Chapter 8:  Inmigración, trabajo y cambio generacional, Acuña, Chapter 9:  La década de 1920: Los efectos de la Primera Guerra Mundial These readings provide students with an understanding of the historical events that influenced the socialization and acculturation of Mexican Americans in the United States.	DTE 3/518P: Educating the LatinX Student: History and Culture (3) Session 5 Link to Assignment: Journal Critique Assignments, Pg. 5 & 13 Theoretical Perspective Articles, Pg. 9 Annotated Bibliography Assignment, Pg. 5, 13
  Candidates demonstrate knowledge of the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and the ways in which these affect trends of migration, immigration and settlement in the United States.	In EDTE-518C: Educating the LatinX Student: History and Culture Students Read: Acuña, Chapter 2:  La ocupación de Mesoamérica Acuña, Chapter 13:  Adiós a América: El chicano en la década de 1960. These readings provide students with a historical perspective of the conquest of the people of the Southwest and their cultures, and the continuing migration from Mexico into the Southwest into the 60’s.	DTE 3/518P: Educating the LatinX Student: History and Culture (3) Session 8 & 10 Link to Assignment: Journal Critique Assignments, Pg. 5 & 13 Theoretical Perspective Articles, Pg. 9 Annotated Bibliography Assignment, Pg. 5, 13

• Standard 6: Assessment of Candidate Language Competence

  Standards 6 Table

  The institution must verify, during the program or at its completion that the candidate has attained, in listening, speaking, reading and writing a language proficiency level that is equivalent to the passing standard on the appropriate CSET: LOTE language examination. The program creates clear guidelines by which the candidate will be assessed.

  Documentation

  Language Assessment for MCC Bilingual Authorization Program Entry and Exit Protocol NEWLY ADDED: Bilingual Authorization Candidates will be pre-assessed for entry in to the program using the Bilingual Authorization Language Assessment Protocol. In addition, candidates will be assessed throughout the program in the four domains, Speaking, Listening, Reading, and Writing throughout the program. In each course, instructors will use language based rubrics as well as content rubrics. The language rubrics will be used at the beginning, midpoint, and at the end of each course. This will provide formative assessment data. For all aforementioned assessments, the ACTF Rubrics will be used to ensure fairness. All Bilingual Authorization credential candidates will fulfill exit language assessment criteria for the program by passing CSET World Language Spanish subtests II or III. Pre-assessment: The Bilingual Pre-assessment of teacher candidates will be assessed through the use of the Pre-assessment protocol.  To ensure fairness and equity all Bilingual Authorizations candidates will be asked the same interview questions and will be evaluated using the same ACTF Rubric. Oral (Listening and Speaking): The Bilingual Authorization program will require a language assessment interview with all bilingual teacher candidates by a Bilingual Program faculty. This language assessment interview will be conducted in the target language (Spanish) and will include a question-answer section and a dialogue section. The interview will include questions about personal experiences. The dialogue will include the candidate's willingness to complete the Bilingual Authorization program and Master’s Degree; their sensitivity to children of differing ethnic, cultural and socioeconomic backgrounds; their pre-professional experiences, and their personal qualities and dispositions. Written: The Bilingual Authorization teacher candidates will complete a typed essay in response to admission application questions in writing in Spanish. They will also be required to write one to two-page (300 words) essay in one seating after the one on one oral interview with a Spanish speaking faculty. The topic will be on how they plan to make a difference in the life of a dual language enrolled child or their family.  Language and Culture Assessment for Program Exit Bilingual Authorization credential candidates may fulfill exit language assessment criteria for the program on passing CSET WL Spanish subtests II and III.  Evidence of the completion and fulfillment of Competence in Standard 6 Target Language Competence will be stored by the credential analyst in the candidate’s credential file and is included in the evidence that is reviewed prior to recommendation for the Bilingual Authorization. To further support Spanish language competency of our Bilingual Authorization teacher candidates, they will have opportunities to increase their social and academic vocabulary in all new courses.   EDTE 3/518C- Educating the LatinX Student: History & Culture (3) EDTE 3/519P Methods for Language & Literacy in Spanish (3) EDTE 3/520P Elementary Curriculum Method in Dual Language Classrooms I (3) EDTE 3/521P Elementary Curriculum Methods in Dual Language Classrooms II (3) EDTE 556F Clinical Experience: Student Teaching-Dual Language Classroom (3)

  Bilingual Authorization Course Program of Study   Bilingual Authorization Language Assessment Protocol Language Pre-Post Assessment Requirements Information Sheet