University of San Diego Bilingual Authorization Transition Plan
The transition plan provides a demonstration that each Commission-approved Bilingual Authorization program understands the expectations embodied in the updated standards and performance expectations and has/is taking the steps to align the program with the new standards by the effective date of July 1, 2023. Further, it requires that each program consult with appropriate personnel within its own educational organization to ensure a successful transition and alignment with the standards. Finally, the transition plan allows the Commission to ensure that appropriate technical assistance is provided to assist programs in transitioning. It is expected that this document is submitted only after important conversations and planning have been done by institutional personnel about how the program will transition to the new standards. For more information about the new standards, see PSA 22-06.
Initial Bilingual Authorization Program Submission
Transition Plan Submission Requirements
Transition Plan Feedback
The Department of Learning and Teaching offers the Bilingual Authorization for Spanish through both a concurrent and post-credential pathway. It is 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.
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CONCURRENT CREDENTIAL CANDIDATES’ PATHWAY |
POST-CREDENTIAL IN-SERVICE TEACHERS’ PATHWAY1 |
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EDTE 318C/518C-Educating the LatinX Student: History & Culture (3) |
EDTE 318C/518C-Educating the LatinX Student: History & Culture (3) |
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EDTE 319P/519P-Methods for language and literacy in Spanish (3 units) |
EDTE 319P/519P-Methods for language and literacy in Spanish (3 units) |
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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) |
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EDTE 321P/521P-Bilingual Elementary Methods II: Humanities (3 units) |
EDTE 321P/521P- Bilingual Elementary Methods II: Humanities (3 units) |
1Out of State Credential Holders
Teachers who already hold a Multiple Subjects teaching credential form another state 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.
Show proof of course equivalency to University of San Diego’s approved English Learner authorization EDTE 312P/512P-Methods for Multilingual Learners class or show proof of having pass the CSET LOTE Language Assessment components or the CTEL examination or hold the CTEL Certificate.
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NARRATIVE RESPONSE |
LINKS TO SUPPORTING DOCUMENTATION/EVIDENCE |
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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. |
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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. |
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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. 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. |
Curriculum Vitae for Certified Bilingual Personnel |
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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. |
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