California Teaching Performance Expectations · Teaching Performance Expectations This document includes Teaching Performance Expectations (TPEs) within the six California Standards

PreliminaryMultipleandSingleSubjectCredentialProgramStandards–AdoptedDecember2015TeachingPerformanceExpectations(TPEs)–AdoptedJune2016

CaliforniaTeachingPerformanceExpectations

CommissiononTeacherCredentialing

(TPEs)AdoptedJune2016

PreliminaryMultipleandSingleSubjectCredentialProgramStandards–AdoptedDecember2015TeachingPerformanceExpectations(TPEs)–AdoptedJune2016

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PreliminaryMultipleandSingleSubjectCredentialProgramStandards–AdoptedDecember2015 1TeachingPerformanceExpectations(TPEs)–AdoptedJune2016

TeachingPerformanceExpectationsThis document includes Teaching Performance Expectations (TPEs) within the six CaliforniaStandardsfortheTeachingProfession(CSTP). EachTPEincludesanarrativethatprovidesthecontext and intent of the TPE and a set of elements that identify key aspects of teachingperformance, along with a narrative providing context for subject-specific pedagogy. ThenumberingandorderofthesixTPEsdonotindicaterelativeimportanceorvalue;allTPEsareconsidered equally important and valuable. In addition, the numbering and order of theelementswithineachTPEdonotindicaterelativeimportanceorvalue.


TeachingPerformanceExpectations(TPEs)AlignedwiththeCaliforniaStandardsfortheTeachingProfession

TPE1:EngagingandSupportingAllStudentsinLearning Elements...................................................................................................................5 Narrative...................................................................................................................5TPE2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearning Elements...................................................................................................................7 Narrative...................................................................................................................7TPE3:UnderstandingandOrganizingSubjectMatterforStudentLearning

ContentSpecificPedagogy Elements...................................................................................................................8 Narrative...................................................................................................................9TPE4:PlanningInstructionandDesigningLearningExperiencesforAllStudents Elements...................................................................................................................10 Narrative...................................................................................................................11TPE5:AssessingStudentLearning Elements...................................................................................................................12 Narrative...................................................................................................................12TPE6:DevelopingasaProfessionalEducator Elements...................................................................................................................13 Narrative...................................................................................................................14Subject-SpecificPedagogy DevelopmentallyAppropriatePracticesinRelationtoSubject-SpecificPedagogy.15 EnglishLanguageDevelopmentinRelationtoSubject-SpecificPedagogy..............15 Subject-SpecificPedagogicalSkillsforMultipleSubjectTeachingAssignments......16 Subject-SpecificPedagogicalSkillsforSingleSubjectTeachingAssignments..........21


TeachingPerformanceExpectations(TPEs)AlignedwiththeCaliforniaStandardsfortheTeachingProfession

IntroductionThe Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, andabilitiesthatbeginninggeneraleducationteachershavetheopportunityto learn inapprovedteacherpreparationprogramsinCalifornia. BeginningteachersdemonstratetheirknowledgeoftheTPEsbysuccessfullycompletingcoursework,engaginginclinicalpractice,andpassingaTeaching Performance Assessment (TPA) based on the TPEs. Beginning teachersmustmeetthese requirements prior to being recommended for a preliminary teaching credential inCalifornia.TPEsguideteacherpreparationprogramdevelopment;candidatecompetencywithrespecttotheTPEsismeasuredthroughtheTPA.TheTPEsareresearch-basedandalignedtonationalteachingstandardsexpectations.TheylinktoexpectationssetforthinCalifornia'sadoptedcontentstandardsforstudents. Theyrequirebeginningteacherstodemonstratetheknowledge,skills,andabilitiestoprovidesafe,healthy,and supportive learning environments tomeet the needs of each and every student and tomodel digital literacy and ethical digital citizenship. In addition, the TPEs explicitly requirebeginning teachers to know and be able to apply pedagogical theories, principles, andinstructionalpractices for the comprehensive instructionofEnglish learners. Theyknowandcanapplytheories,principles,andinstructionalpracticesforEnglishLanguageDevelopmenttoassist students to achieve literacy in Englishwithin the content area(s) of their credential(s).Theycreate inclusive learningenvironments, inpersonoronline,andusetheirunderstandingof all students' developmental levels to provide effective instruction and assessment for allstudents,includingstudentswithdisabilitiesinthegeneraleducationclassroom.The TPEs are directly and purposely aligned to the California Standards for the TeachingProfession (CSTP) that guide California's teacher induction programs and ongoing teacherdevelopment in California. This direct alignment signals to beginning teachers, preparers ofbeginning teachers, and those who support and mentor teachers in their first years ofemployment the importance of connecting initial teacher preparation with ongoing supportanddevelopmentofteachingpracticeintheinductionyearsandbeyond.The TPEs are organized by the six CSTP domains. Detail about expectations for beginningteacherknowledgeandperformance isprovided throughTPEelementsandnarrativeswithineachofthesixCSTPDomains:

• EngagingandSupportingAllStudentsinLearning• CreatingandMaintainingEffectiveEnvironmentsforStudentLearning• UnderstandingandOrganizingSubjectMatterforStudentLearning• PlanningInstructionandDesigningLearningExperiencesforAllStudents• AssessingStudentLearning• DevelopingasaProfessionalEducator


SectiononeofthisdocumentprovidestheTPEelementsandnarratives.Sectiontwodescribessubject-specificpedagogyexpectationsandprovidesadditionaldescriptionsofsubject-specificpedagogicalstrategiesappropriatetothecontentarea(s)oftheteacher'smultipleand/orsinglesubjectCaliforniacredential.ThroughoutthissetofTPEs,referenceismadeto"allstudents"or"allTK–12students." Thisphrase is intended as a widely inclusive term that references all students attending publicschools. Studentsmayexhibitawiderangeoflearningandbehavioralcharacteristics,aswellas disabilities, dyslexia, intellectual or academic advancement, and differences based onethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,religion, and/or geographic origin. The range of students in California public schools alsoincludes students whose first language is English, English learners, and Standard Englishlearners.Thisinclusivedefinitionof"allstudents"applieswheneverandwhereverthephrase"allstudents"isusedintheTPEs.


TPE1:EngagingandSupportingAllStudentsinLearningElementsBeginningteachers:

1. Applyknowledgeofstudents,includingtheirpriorexperiences,interests,andsocial-emotionallearningneeds,aswellastheirfundsofknowledgeandcultural,language,andsocioeconomicbackgrounds,toengagetheminlearning.

2. Maintainongoingcommunicationwithstudentsandfamilies,includingtheuseoftechnologytocommunicatewithandsupportstudentsandfamilies,andtocommunicateachievementexpectationsandstudentprogress.

3. Connectsubjectmattertoreal-lifecontextsandprovideactivelearningexperiencestoengagestudentinterest,supportstudentmotivation,andallowstudentstoextendtheirlearning.

4. Useavarietyofdevelopmentallyandability-appropriateinstructionalstrategies,resources,andassistivetechnology,includingprinciplesofUniversalDesignofLearning(UDL)andMulti-TieredSystemofSupports(MTSS)tosupportaccesstothecurriculumforawiderangeoflearnerswithinthegeneraleducationclassroomandenvironment.

5. Promotestudents'criticalandcreativethinkingandanalysisthroughactivitiesthatprovideopportunitiesforinquiry,problemsolving,respondingtoandframingmeaningfulquestions,andreflection.

6. Provideasupportivelearningenvironmentforstudents'firstand/orsecondlanguageacquisitionbyusingresearch-basedinstructionalapproaches,includingfocusedEnglishLanguageDevelopment,SpeciallyDesignedAcademicInstructioninEnglish(SDAIE),scaffoldingacrosscontentareas,andstructuredEnglishimmersion,anddemonstrateanunderstandingofthedifferenceamongstudentswhoseonlyinstructionalneedistoacquireStandardEnglishproficiency,studentswhomayhaveanidentifieddisabilityaffectingtheirabilitytoacquireStandardEnglishproficiency,andstudentswhomayhavebothaneedtoacquireStandardEnglishproficiencyandanidentifieddisability.

7. Providestudentswithopportunitiestoaccessthecurriculumbyincorporatingthevisualandperformingarts,asappropriatetothecontentandcontextoflearning.

8. Monitorstudentlearningandadjustinstructionwhileteachingsothatstudentscontinuetobeactivelyengagedinlearning.

NarrativeStudentEngagementBeginning teachers understand and value the socioeconomic, cultural, and linguisticbackground,fundsofknowledge,andachievementexpectationsofstudents,families,andthecommunityandusetheseunderstandingsnotonlywithintheinstructionalprocessbutalsoto


establish and maintain positive relationships in and outside the classroom. They usetechnologyasappropriatetocommunicatewithandsupportstudentsandfamilies.Beginningteachersprovideopportunitiesandadequatetimeforstudentstopracticeandapplywhat they have learned within real-world applications and community-based instruction asappropriate and as available. They use available community resources, prior studentexperiences, and applied learning activities, including arts integration, to make instructionindividuallyandculturallyrelevant.Beginning teachers use a variety of instructional principles and approaches such asUDL andlinguistic scaffolding to assure the active and equitable participation of all students and topromote engagement of all students within general education environments using theprinciplesofMulti-TieredSystemofSupports(MTSS)asappropriate.LanguageAcquisitionandDevelopmentBeginning teachers understand and apply theories, principles, and instructional practices forthe comprehensive language instruction of English learners, Standard English learners, andstudentswhose first language is English. They understand anduse appropriate instructionalapproaches and programs for developing language proficiency and the use of academiclanguageforEnglishlanguagedevelopment,includingstructuredEnglishimmersion,integratedand designated English language development, and Standard English acquisition. Theyappropriately apply theories, principles, and instructional practices for English languagedevelopment toassist students toachieve literacy inEnglish. Beginning teachersunderstandandapplypedagogical theoriesandprinciplesandpractices for thedevelopmentofstudents'academiclanguage,comprehension,andknowledgeacrossthesubjectsofthecorecurriculum.Beginningteachersuseastudent'sbackgroundandassessmentofpriorlearningbothinEnglishand the home language, if applicable, to differentiate instruction and to select instructionalmaterialsandstrategies, includingthe incorporationofvisualandperformingarts,tosupportthestudentincomprehensionandproductionofStandardEnglish.Theyareabletodeterminecommunicativeintent,particularlywithstudentsatemergingandexpandingEnglishproficiencylevelsandwithstudentswhomayhaveanidentifieddisabilityaffectingtheirabilitytoacquireStandardEnglishproficiency.Beginning teachers design and implement instruction based on the student's level of Englishproficiency and academic achievement, keeping in mind that the student's individual needsvary and may be multifaceted. Additionally, beginning teachers understand the differenceamong students whose only instructional need is to acquire Standard English proficiency,studentswhomayhaveanidentifieddisabilityaffectingtheirabilitytoacquireStandardEnglishproficiency,and studentswhomayhavebothaneed toacquireStandardEnglishproficiencyandanidentifieddisability.Beginningteachersassurethatstudentsunderstandwhattheyaretododuringinstructionandmonitorstudentprogresstowardlearninggoalsasidentifiedintheacademiccontentstandards


and Individualized Education Plans (IEPs), Individualized Family Service Plans (IFSPs),IndividualizedTransitionPlans(ITPs),andSection504plans,asapplicable.TPE2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearningElementsBeginningteachers:

1. Promotestudents'social-emotionalgrowth,development,andindividualresponsibilityusingpositiveinterventionsandsupports,restorativejustice,andconflictresolutionpracticestofosteracaringcommunitywhereeachstudentistreatedfairlyandrespectfullybyadultsandpeers.

2. Createlearningenvironments(i.e.,traditional,blended,andonline)thatpromoteproductivestudentlearning,encouragepositiveinteractionsamongstudents,reflectdiversityandmultipleperspectives,andareculturallyresponsive.

3. Establish,maintain,andmonitorinclusivelearningenvironmentsthatarephysically,mentally,intellectually,andemotionallyhealthyandsafetoenableallstudentstolearn,andrecognizeandappropriatelyaddressinstancesofintoleranceandharassmentamongstudents,suchasbullying,racism,andsexism.

4. Knowhowtoaccessresourcestosupportstudents,includingthosewhohaveexperiencedtrauma,homelessness,fostercare,incarceration,and/oraremedicallyfragile.

5. Maintainhighexpectationsforlearningwithappropriatesupportforthefullrangeofstudentsintheclassroom.

6. Establishandmaintainclearexpectationsforpositiveclassroombehaviorandforstudent-to-studentandstudent-to-teacherinteractionsbycommunicatingclassroomroutines,procedures,andnormstostudentsandfamilies.

NarrativeBeginning teachers create healthy learning environments by promoting positive relationshipsandbehaviors,welcomingall students,using routinesandprocedures thatmaximize studentengagement, supporting conflict resolution, and fostering students' independent andcollaborativelearning.Beginningteachersuseavarietyofstrategiesandapproachestocreateandmaintainasupportivelearningenvironmentforallstudents.Theyuseprinciplesofpositivebehavior intervention and support processes, restorative justice and conflict resolutionpractices, and they implement thesepractices as appropriate to thedevelopmental levels ofstudentstoprovideasafeandcaringclassroomclimate.Beginningteachersunderstandtheroleoflearnersinpromotingeachother'slearningandtheimportanceofpeerrelationshipsinestablishingaclimateoflearning.Theyencouragestudentstoshareandexamineavarietyofpointsofviewduringlessons.Beginningteacherssupportallstudents' mental, social-emotional, and physical health needs by fostering a safe andwelcoming classroom environment where students feel they belong and feel safe to


communicate. Beginning teachers recognize that in addition to individual cultural, linguistic,socioeconomicandacademicbackgrounds,studentscometoschoolwithawiderangeof lifeexperiences that impact their readiness to learn, including adverse or traumatic childhoodexperiences,mentalhealthissues,andsocial-emotionalandphysicalhealthneeds.Beginning teachers design and maintain a fair and appropriate system of classroommanagement that fosters a sense of community, incorporates student input, and engagesfamilies. They regularly assess and adapt this system in response to students, families, andschoolcontexts.Beginningteachersaligntheirclassroommanagementplanwithstudents'IEP,IFSP,ITP,and504plansasapplicable.TPE3:UnderstandingandOrganizingSubjectMatterforStudentLearningElementsBeginningteachers:

1. Demonstrateknowledgeofsubjectmatter,includingtheadoptedCaliforniaStateStandardsandcurriculumframeworks.

2. Useknowledgeaboutstudentsandlearninggoalstoorganizethecurriculumtofacilitatestudentunderstandingofsubjectmatter,andmakeaccommodationsand/ormodificationsasneededtopromotestudentaccesstothecurriculum.

3. Plan,design,implement,andmonitorinstructionconsistentwithcurrentsubject-specificpedagogyinthecontentarea(s)ofinstruction,anddesignandimplementdisciplinaryandcross-disciplinarylearningsequences,includingintegratingthevisualandperformingartsasapplicabletothediscipline.1

4. Individuallyandthroughconsultationandcollaborationwithothereducatorsandmembersofthelargerschoolcommunity,planforeffectivesubjectmatterinstructionandusemultiplemeansofrepresenting,expressing,andengagingstudentstodemonstratetheirknowledge.

5. Adaptsubjectmattercurriculum,organization,andplanningtosupporttheacquisitionanduseofacademiclanguagewithinlearningactivitiestopromotethesubjectmatterknowledgeofallstudents,includingthefullrangeofEnglishlearners,StandardEnglishlearners,studentswithdisabilities,andstudentswithotherlearningneedsintheleastrestrictiveenvironment.

6. Useandadaptresources,standards-alignedinstructionalmaterials,andarangeoftechnology,includingassistivetechnology,tofacilitatestudents'equitableaccesstothecurriculum.

7. Modelanddevelopdigitalliteracybyusingtechnologytoengagestudentsandsupporttheirlearning,andpromotedigitalcitizenship,includingrespectingcopyrightlaw,understandingfairuseguidelinesandtheuseofCreativeCommonslicense,andmaintainingInternet

1SeeSubject-SpecificPedagogicalSkillsinSection2forreference.


security.

8. Demonstrateknowledgeofeffectiveteachingstrategiesalignedwiththeinternationallyrecognizededucationaltechnologystandards.

NarrativeSubject-SpecificPedagogyandMakingContentAccessibleBeginning teachers use subject matter knowledge to plan, deliver, assess and reflect oncontent-specific instruction for all students, consistentwith the California State Standards inthe content area(s) of their credential(s). Beginning teachers provide multiple means forstudents to access content such as linguistic supports; technology, including assistivetechnology; elements of UDL; integrating other content areas, such as the arts; andaccommodations and/or modifications to assessments and instruction. They also addressaccess to content standards as specified in plans such as IEPs, IFSPs, ITPs and 504 plans.Beginning teachers design learning sequences that highlight connections, relationships, andthemesacrosssubjectsanddisciplines.Theyalsoengagestudentsinreal-worldapplicationstomake learning relevant and meaningful. Beginning teachers work with colleagues throughcollaborationandconsultationtosupportstudents'engagementwithinstruction.Beginningteachersalsoarticulateandapplypedagogicaltheories,principles,andpracticesforthe development of literacy, academic language, comprehension, and knowledge in thesubjectsofthecorecurriculumforallstudents.IntegratingEducationalTechnologyBeginningteachersdesign,implement,andevaluatetechnology-richlearningenvironmentstocustomize and individualize learning opportunities and assessments for students. Theyintegrateknowledgeofsubjectmatter,pedagogy,andavailableinstructionaltechnologytools,including assistive technology, to design learning experiences that engage and support allstudentsinlearningtheCaliforniaStateStandards,alongwithimprovingstudents'conceptualunderstanding,cultivatingtheircriticalthinking,andpromotingtheircreativelearning.Beginning teachers model knowledge, skills, and fluency in using digital tools. Beginningteachers teach students how to use digital tools to learn, to create new content, and todemonstratewhattheyarelearning.Beginningteachersmodelandpromotedigitalcitizenshipandcriticaldigitalliteracy,includingrespectingcopyrightlaw,understandingfairuseguidelines,understanding Creative Commons license, and maintaining Internet security. Beginningteacherspromoteequalaccessofallstudentstodigitaltoolsandassurethatstudentsaresafeintheirdigitalparticipation.Beginningteachersuseappropriateeducationaltechnologiestodeepenteachingandlearningto provide students with opportunities to participate in a digital society and economy.Beginning teachersuseestablished learninggoals and students' assessedneeds to frame thechoices of digital tools and instructional applications consistent with standards of theInternationalSocietyforTechnologyinEducation(ISTE)andtheInternationalAssociationforK–12OnlineLearning(iNACOL).


TPE4:PlanningInstructionandDesigningLearningExperiencesforAllStudentsElementsBeginningteachers:

1. Locateandapplyinformationaboutstudents'currentacademicstatus,content-andstandards-relatedlearningneedsandgoals,assessmentdata,languageproficiencystatus,andculturalbackgroundforbothshort-termandlong-terminstructionalplanningpurposes.

2. Understandandapplyknowledgeoftherangeandcharacteristicsoftypicalandatypicalchilddevelopmentfrombirththroughadolescencetohelpinforminstructionalplanningandlearningexperiencesforallstudents.

3. Designandimplementinstructionandassessmentthatreflectstheinterconnectednessofacademiccontentareasandrelatedstudentskillsdevelopmentinliteracy,mathematics,science,andotherdisciplinesacrossthecurriculum,asapplicabletothesubjectareaofinstruction.

4. Plan,design,implementandmonitorinstruction,makingeffectiveuseofinstructionaltimetomaximizelearningopportunitiesandprovideaccesstothecurriculumforallstudentsbyremovingbarriersandprovidingaccessthroughinstructionalstrategiesthatinclude:• appropriateuseofinstructionaltechnology,includingassistivetechnology;• applyingprinciplesofUDLandMTSS;• useofdevelopmentally,linguistically,andculturallyappropriatelearningactivities,

instructionalmaterials,andresourcesforallstudents,includingthefullrangeofEnglishlearners;

• appropriatemodificationsforstudentswithdisabilitiesinthegeneraleducationclassroom;

• opportunitiesforstudentstosupporteachotherinlearning;and• useofcommunityresourcesandservicesasapplicable.

5. Promotestudentsuccessbyprovidingopportunitiesforstudentstounderstandand

advocateforstrategiesthatmeettheirindividuallearningneedsandassiststudentswithspecificlearningneedstosuccessfullyparticipateintransitionplans(e.g.,IEP,IFSP,ITP,and504plans.)

6. Accessresourcesforplanningandinstruction,includingtheexpertiseofcommunityandschoolcolleaguesthroughin-personorvirtualcollaboration,co-teaching,coaching,and/ornetworking.

7. Planinstructionthatpromotesarangeofcommunicationstrategiesandactivitymodesbetweenteacherandstudentandamongstudentsthatencouragestudentparticipationinlearning.

8. Usedigitaltoolsandlearningtechnologiesacrosslearningenvironmentsasappropriatetocreatenewcontentandprovidepersonalizedandintegratedtechnology-richlessonstoengagestudentsinlearning,promotedigitalliteracy,andofferstudentsmultiplemeansto


demonstratetheirlearning.NarrativeBeginning teachers access and apply knowledge of students' prior achievement and currentinstructional needs; knowledge of effective instructional techniques for supporting theacademic languageneedsofall students, thespecific languageneedsof studentswhose firstlanguageisEnglish,Englishlearners,andStandardEnglishlearners;theknowledgeofeffectiveinstructionaltechniquesforstudentswithdisabilities inthegeneraleducationclassroom;andknowledge of formative and/or summative student assessment results relative to the TK–12academiccontentstandardstoimproveteachingandlearningforallstudents.Beginningteachersareknowledgeableabouttypicalandatypicalchildandadolescentabilitiesanddisabilitiesandtheireffectsonstudentgrowthanddevelopment, learning,andbehavior.Beginningteachersalsoareknowledgeableabouttherangeofabilitiesofgiftedandtalentedstudentsinthegeneraleducationclassroom.Beginning teachersunderstandhowtoeffectivelyusecontentknowledge,contentpedagogy,andstudentlearningtargetstodesignappropriateinstructionandassessmentforallstudents.Beginning teachers demonstrate the ability to design and implement instruction andassessmentthatreflectstheinterconnectednessofacademiccontentareasandrelatedstudentskillsdevelopmentinliteracy,mathematics,science,andotherdisciplinesacrossthecurriculuminalignmentwithCalifornia'sadoptedcontentstandardsandtheirunderlyingprinciples.In planning for instruction consistent with California's TK–12 content standards, beginningteachers access and apply their deep content knowledge of the subject area and useappropriate content-specific pedagogy consistent with research-based practices in the field.BeginningteachersunderstandtheprinciplesofUDLandMTSSandapplytheseprinciplesinthecontentfield(s)oftheircredential(s)toplaninstructionthatmeetsindividualstudentneedsforall students. Beginning teachers align instructional goals and student learning objectives,including IEP, IFSP, ITP, and 504 plans, instructional procedures, assessment tools/processes,andcriteriaforevaluationoflearning.Theyprovideaccesstothecurriculumforallstudentsbyremovingbarriersandprovidingaccessthrougharangeofappropriateinstructionalstrategiestailoredandadaptedasnecessarytomeetindividualstudentneeds.Beginningteachersresearch,evaluate,andutilizecurrenttechnologicalpracticestoimproveteachingandlearning(e.g.,blendedandonlinelearningtechnologies).


TPE5:AssessingStudentLearningElementsBeginningteachers:

1. Applyknowledgeofthepurposes,characteristics,andappropriateusesofdifferenttypesofassessments(e.g.,diagnostic,informal,formal,progress-monitoring,formative,summative,andperformance)todesignandadministerclassroomassessments,includinguseofscoringrubrics.

2. Collectandanalyzeassessmentdatafrommultiplemeasuresandsourcestoplanandmodifyinstructionanddocumentstudents'learningovertime.

3. Involveallstudentsinself-assessmentandreflectionontheirlearninggoalsandprogressandprovidestudentswithopportunitiestoreviseorreframetheirworkbasedonassessmentfeedback.

4. Usetechnologyasappropriatetosupportassessmentadministration,conductdataanalysis,andcommunicatelearningoutcomestostudentsandfamilies.

5. Useassessmentinformationinatimelymannertoassiststudentsandfamiliesinunderstandingstudentprogressinmeetinglearninggoals.

6. WorkwithspecialiststointerpretassessmentresultsfromformativeandsummativeassessmentstodistinguishbetweenstudentswhosefirstlanguageisEnglish,Englishlearners,StandardEnglishlearners,andstudentswithlanguageorotherdisabilities.

7. InterpretEnglishlearners'assessmentdatatoidentifytheirlevelofacademicproficiencyinEnglishaswellasintheirprimarylanguage,asapplicable,andusethisinformationinplanninginstruction.

8. Useassessmentdata,includinginformationfromstudents'IEP,IFSP,ITP,and504plans,toestablishlearninggoalsandtoplan,differentiate,makeaccommodationsand/ormodifyinstruction.

NarrativeBeginningteachersdevelop,implement,andusearangeofeffectiveclassroomassessmentstoinform and improve instructional design and practice. Beginning teachers demonstrateknowledge of student assessment design principles, such as test construction, test questiondevelopment,andscoringapproaches,includingrubricdesign.Theyexplaintheimportanceofvalidity and reliability in assessment and know how to mitigate potential bias in questiondevelopmentandinscoring.Beginningteachersdemonstrateknowledgeofavarietyoftypesofassessmentsandtheirappropriateuses, includingdiagnostic, large-scale,norm-referenced,criterion-referenced, and teacher-developed formative and summative assessments. Theyeffectivelyselectandadministerassessmentstoinformlearning.


Beginningteachersusemultiplemeasurestomakeaninformedjudgmentaboutwhatastudentknowsandisabletodo. Beginningteachersanalyzedatatoinforminstructionaldesign,self-reflect, reteach, provide resources, and accurately document student academic anddevelopmentalprogress.Theysupportstudentsinlearninghowtopeer-andself-assessworkusing identified scoring criteria and/or rubrics. Beginning teachers provide students withopportunities to reviseor reframetheirworkbasedonassessment feedback, thus leading tonew learning. They implement fair grading practices, share assessment feedback aboutperformance ina timelyway,utilizedigital resources to inform instruction,analyzedata,andcommunicatelearningoutcomes.Beginningteachersutilizeassessmentdataandcollaboratewithspecialiststolearnabouttheirstudents. They apply this information to make accommodations and/or modifications ofassessmentforstudentswhosefirstlanguageisEnglish,Englishlearners,andStandardEnglishlearners. They also utilize this process for studentswith identified learning needs, studentswith disabilities, and advanced learners. Beginning teachers are informed about studentinformationinplanssuchasIEPs,IFSPs,ITPs,and504plansandparticipateasappropriate.TPE6:DevelopingasaProfessionalEducatorElementsBeginningteachers:

1. Reflectontheirownteachingpracticeandlevelofsubjectmatterandpedagogicalknowledgetoplanandimplementinstructionthatcanimprovestudentlearning.

2. Recognizetheirownvaluesandimplicitandexplicitbiases,thewaysinwhichthesevaluesandimplicitandexplicitbiasesmaypositivelyandnegativelyaffectteachingandlearning,andworktomitigateanynegativeimpactontheteachingandlearningofstudents.Theyexhibitpositivedispositionsofcaring,support,acceptance,andfairnesstowardallstudentsandfamilies,aswellastowardtheircolleagues.

3. Establishprofessionallearninggoalsandmakeprogresstoimprovetheirpracticebyroutinelyengagingincommunicationandinquirywithcolleagues.

4. Demonstratehowandwhentoinvolveotheradultsandtocommunicateeffectivelywithpeersandcolleagues,families,andmembersofthelargerschoolcommunitytosupportteacherandstudentlearning.

5. Demonstrateprofessionalresponsibilityforallaspectsofstudentlearningandclassroommanagement,includingresponsibilityforthelearningoutcomesofallstudents,alongwithappropriateconcernsandpoliciesregardingtheprivacy,health,andsafetyofstudentsandfamilies.Beginningteachersconductthemselveswithintegrityandmodelethicalconductforthemselvesandothers.

6. Understandandenactprofessionalrolesandresponsibilitiesasmandatedreportersandcomplywithalllawsconcerningprofessionalresponsibilities,professionalconduct,andmoralfitness,includingtheresponsibleuseofsocialmediaandotherdigitalplatformsand


tools.

7. Criticallyanalyzehowthecontext,structure,andhistoryofpubliceducationinCaliforniaaffectsandinfluencesstate,district,andschoolgovernanceaswellasstateandlocaleducationfinance.

NarrativeBeginning teachers seek opportunities to reflect on and improve their practice throughcollaborative inquiry, observation feedback, and their own performance data. Beginningteachers are aware of their potential implicit and explicit biases and the potential impact,positive and/or negative, on their expectations for and relationshipswith students, families,andcolleagues.Theyunderstandtheirresponsibilityforongoingprofessionallearningandformaintaining their certification as members of a profession. Throughout their preparationprogram,beginningteachersdevelopanunderstandingoftheirfundamentalresponsibilitiesasprofessional educators and of their accountability to students, families, colleagues, andemployers. Beginning teachers participate as team members with colleagues and families.Beginningteacherstakeresponsibilityforallstudents'academiclearningoutcomes.Theyholdhighexpectationsforallstudents.Beginning teachers articulate and practice the profession's code of ethics and professionalstandardsofpractice,andtheyupholdrelevantlawsandpolicies, includingbutnotlimitedtothoserelatedto:

• professionalconductandmoralfitness;• useofdigitalcontentandsocialmedia;• education and rights of all stakeholders, including students with disabilities, English

learners,andthosewhoidentifyasLGBTQ+;• privacy,health,andsafetyofstudents,families,andschoolprofessionals;• mandatedreporting;and• students'actsofintoleranceandharassmentsuchasbullying,racism,andsexism.

Beginning teachers understand that they have chosen to become members of complexorganizations. Beginning teachers are familiar with issues of equity and justice within thestructures and contexts of public education, including state, district, and school governance;curriculum and standards development; testing and assessment systems; and basic schoolfinance.


Part2:Subject-SpecificPedagogyIntroductionThis section provides additional required expectations for beginning teachers focused onsubject-specificpedagogiesandstrategies.Theselectionanduseofsubject-specificpedagogyand strategies are dependent on students' levels of developmental ability and their Englishlanguage proficiency. Approved preliminary preparation programs provide opportunities forbeginning teachers to learnandpractice subject-specificpedagogiesand strategies, includinglanguagedevelopment strategies. Beginning teachersdemonstrate their knowledgeof thesepedagogies and strategies for student support by passing a subject-specific TeachingPerformance Assessment (TPA), successfully completing course work that includes bothinstructional and subject-specific pedagogy, and engaging in a range of clinical practiceexperiences.DevelopmentallyAppropriatePracticesinRelationtoSubject-SpecificPedagogyBeginningteachersunderstandthatstudents'developmentvariesacrossandwithinageranges;isinfluencedbysocial,cultural, linguistic,andothercontexts;andthatthesefactorsinfluenceeach other in complex ways. Beginning teachers understand that students' learning anddevelopment are also influenced by the interaction between their prior experiences; ethnic,cultural,and linguisticbackgrounds;maturationalstatus;andtherangeofenvironmentalandculturalexperiencesthattheybringtotheclassroom.Beginningteachersapproachclassroompracticewiththebeliefthatallstudentscanlearn,andthey recognize that the social and academic environment within their classroom hastremendousimpactonlearning.EnglishLanguageDevelopmentinRelationtoSubject-SpecificPedagogyBeginning teachers know and can apply pedagogical theories, principles, and instructionalstrategies for comprehensive instruction of students whose first language is English, Englishlearners, and Standard English learners. They know and can apply theories, principles, andinstructionalstrategiesforEnglishlanguagedevelopmentleadingtoacademicliteracyinEnglishin relation to the subject-specific content area. Beginning teachers are familiar with thephilosophy, design, goals, and characteristics of programs for English languagedevelopment.They implement an instructional program that facilitates integrated English languagedevelopment,includingalldomains(reading,writing,listening,andspeaking).Subject-SpecificPedagogicalSkillsBeginningteachersinalldisciplinesdemonstrateknowledgeofandtheabilitytoteachcontent

aligned with the California State Standards and the English Language DevelopmentStandards. The interdisciplinarynatureof thesestandards requiresbeginning teachers todemonstrate both the capacity and a dispositionto collaborate with their colleagues toassure that all students are provided curriculum and instruction that effectively mergesliteracywithineachcontentarea.Moreover,beginningteachersembracetheconceptthatEnglish Language and literacy development is a shared responsibility of all content area


educators.Subject-SpecificPedagogicalSkillsforMultipleSubjectTeachingAssignments

1. TeachingEnglishLanguageArtsinaMultipleSubjectAssignment2. TeachingMathematicsinaMultipleSubjectAssignment3. TeachingHistory-SocialScienceinaMultipleSubjectAssignment4. TeachingScienceinaMultipleSubjectAssignment5. TeachingPhysicalEducationinaMultipleSubjectAssignment6. TeachingHealthEducationinaMultipleSubjectAssignment7. TeachingVisualandPerformingArtsinaMultipleSubjectAssignment

1. TeachingEnglishLanguageArtsinaMultipleSubjectAssignmentBeginningMultipleSubjectteachersdemonstratetheabilitytodesignanddeliverinstructioninreading,writing,speaking,listening,andlanguagethatassuresthatallstudentsdevelopEnglishproficiencyandmeetorexceedtheCaliforniastandards.BeginningteachersknowtheCaliforniaStandardsinEnglishLanguageArtsandLiteracy,aswellas the English Language Development Standards that are integrated in the Standardsdocument.Inaddition,beginningteachersareawareoftheintegratednatureofusingEnglishLanguage Arts to facilitate learning across the curriculum, such as in History-Social Studies,Science, and Technical Subjects. Beginning teachers understand that these sets of content-specific standards are intended to be complementary to each other in terms of outliningexpected student learning while allowing teachers to best determine how to promoteintegration. Beginningteachers learnhowtoprovidestudentswith thetoolsandknowledgethatresearch,professionaljudgment,andexperiencedeemtobemosthelpfulformeetingtheStandards. Beginning teachers adopt and use an integrated and interdisciplinary model ofliteracy.Preparation programs use the current frameworks in English Language Arts and EnglishLanguageDevelopmentasa required resource forbeginning teachers, faculty, anduniversityfield supervisors. Beginning teachers study, observe, and practice the five key themes of arobust and comprehensive instructional program: making meaning, language development,effective expression, content knowledge, and foundational skills. Beginning teachers haveopportunities to study, observe, and practice several approaches to teaching and learning,including inquiry-based learning, collaborative learning, and direct instruction. Beginningteachers study, observe, and practice the principles of Universal Design for Learning (UDL),Multi-Tiered System of Supports (MTSS), and a culture of shared responsibility for studentlearninganddevelopment.Beginning teachers create a print-rich environmentwhere students learn to read andwrite,comprehendandcompose,appreciateandanalyze,andperformandenjoythe languageartsthrough a multiplicity of texts. They understand the role of foundational reading skillsassessmentand instruction inearlygradesandareequipped to teach these skillseffectively.Beginning teachers know how to select and use instructional materials appropriate to the


interestsandabilitiesofstudentsthatincludeawiderangeofincreasinglycomplexliteraryandinformationaltexts.Theyemployappropriateteachingstrategiestodevelopstudents'abilitiestoreadandcomprehendnarrativeandinformationaltextsandtocitespecificevidencewhenofferinganoralorwritteninterpretationofatextormakingaclaim.Theyselectappropriateteaching strategies to develop students' abilities to write increasingly more sophisticatedopinion/persuasive, expository, and narrative texts and for students to adapt theircommunicationinrelationtoaudience,task,purpose,anddiscipline.Beginning teachers provide opportunities for students to read purposefully and listenattentivelytobuilddiscipline-specificknowledgeinthecontentareas. Theyapproachliteracythrough an interdisciplinary lens, finding ways to integrate literacy into a variety of subjectareas. Beginning teachersprovideopportunities for students todeveloporal communicationandinterpersonalskills.Beginningteachersplanforandencouragestudents'useofacademiclanguage to extend across reading, writing, speaking, and listening. They make language(vocabulary, conventions, and knowledge of language) comprehensible to students. Theyprovidestudents theopportunity touseandevaluatestrengthsand limitationsofmediaandtechnologyasintegraltoolsintheclassroom.Beginning teachers know how to determine the skill level of students through the use ofmeaningful indicators of reading and language arts proficiency prior to instruction, how todeterminewhetherstudentsaremakingadequateprogressonskillsandconcepts,howtousethis information to inform instruction,andhow todetermine theeffectivenessof instructionandstudents'proficiencyafterinstruction.2. TeachingMathematicsinaMultipleSubjectAssignmentBeginning Multiple Subject teachers demonstrate the ability to understand and teach theprogressionofthestate-adoptedacademiccontentstandardsandapplicableEnglishLanguageDevelopmentStandardsforstudentsinmathematics.Theyfacilitatestudents'developmentofthe knowledge, skills, and academic language required to (a) appropriately use processes ofproblemsolving,reasoningandproof,communication,representation,andconnectionsinreal-worldsituations,and(b)appropriatelyapplythestrandsofmathematicalproficiency,includingadaptivereasoning,strategiccompetence,conceptualunderstanding,procedural fluency,andproductive disposition. Beginning teachers facilitate student understanding ofmathematicalconceptsandsupportstudentsinmakingandtestingconjecturesandrecognizingrelationshipswithin and among concepts. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.

Beginningteachersprovideasecureenvironmentfortaking intellectualrisks,andtheymodelandencouragestudentstousemultipleapproachestomathematicalproblems.Theyfacilitatestudentcollaborationandwrittenandoralcommunicationthatdemonstratesstudents'abilityto construct logical arguments based on substantive claims, sound reasoning, and relevantevidence.Theyfosterpositiveattitudestowardmathematicsandencouragestudentcuriosity,academic discourse, and persistence in solving mathematical problems. Beginning teachersengagestudents in theStandards forMathematicalPractice:1)Makesenseofproblemsand


persevere in solving them; 2) Reason abstractly and quantitatively; 3) Construct viablearguments and critique the reasoning of others; 4) Model with mathematics; 5) Useappropriate tools strategically;6)Attend toprecision;7)Look forandmakeuseof structure;and8)Lookforandexpressregularity inrepeatedreasoning. Beginningteachersassurethatstudents at various English proficiency levels have the academic language needed tomeaningfullyengageinthecontent.3. TeachingHistory-SocialScienceinaMultipleSubjectAssignmentBeginning Multiple Subject teachers demonstrate the ability to teach the state-adoptedacademic content standards and applicable English Language Development Standards forstudentsinhistory-socialscience.Theyenablestudentstolearnandusebasicanalyticthinkingskills in history and social science while attaining the state-adopted standards for students.Beginning teachers use history and the related social sciences to develop students'understandingofthephysicalworld,encouragetheirparticipationandresponsibilitywithinthedemocratic systemof government, teach students about our past, help students understandbasic economic principles, develop basic concepts of personal financial literacy, and improvetheirabilitytomakereasoneddecisionsbaseduponevidence.Beginningteachersunderstandthe vital role these disciplines play in the development of student literacy because of theirshared emphasis on text, argumentation, and use of evidence. Beginning teachers use timelinesandmapstogivestudentsasenseoftemporalandspatialscale.Beginningteachersteachstudentshowsocial science conceptsand themesprovide insights intohistoricalperiodsandcultures. Beginning teachers help students understand events and periods from multipleperspectivesbyusingprimarysources,simulations,casestudies,culturalartifacts,worksofartandliterature,cooperativeprojects,andstudentresearchactivities.Beginningteachersteachstudents to independently read and comprehend instructional materials that includeincreasingly complex subject-relevant texts and graphic/media representations presented indiverseformats.Beginningteachersalsoteachstudentstowriteavarietyoftextsinwhichtheymakeclaimsandforminterpretationsbasedonavarietyofprimaryandsecondarydocuments.Theyprovidestudentstheopportunitytouseandevaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.4. TeachingScienceinaMultipleSubjectAssignmentBeginning Multiple Subject teachers demonstrate the ability to teach the state-adoptedacademic content standards and applicable English Language Development Standards forstudents in science. They balance the focus of instruction between disciplinary core ideas,crosscutting concepts, and scientific and engineering practices as indicated in the NextGenerationScienceStandards.Theirexplanations,demonstrations,andclassactivitiesservetoillustrate science concepts and principles, scientific investigation, and experimentation.Beginningteachersemphasizethenatureofscience,theintegrationofengineeringdesign,andthe connections between science, society, technology, and the environment. Further,beginningteachersintegratemathematicalconceptsandpractices,includingtheimportanceofaccuracy,precision,estimationofdata,andliteracy,intosciencepedagogy.Beginningteachersteach students to independently read and comprehend instructional materials that includeincreasingly complex subject-relevant texts, and graphic/media representations presented in


diverseformats. BeginningteachersassurethatstudentsatvariousEnglishproficiency levelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.Beginningteachersalso teach students to engage in disciplinary discourse practices that foster evidence-basedexplanations and argumentations to write opinion/persuasive and expository text in thecontent area. They provide students the opportunity to use and evaluate strengths andlimitations of media and technology as integral tools in the classroom. Beginning teachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.5. TeachingPhysicalEducationinaMultipleSubjectAssignmentBeginning Multiple Subject teachers demonstrate the ability to design and implementinstruction that assures all students meet or exceed state-adopted content standards forphysicaleducationandapplicableEnglishLanguageDevelopmentStandards.Theybalancethefocusof instructionbetweenmotorskilldevelopmentandconcepts,principles,andstrategiesof physical education content. Beginning teachers know how to collect evidence of studentlearning through theuseof appropriate assessment tools andhow touse theevidence theycollecttoinforminstructionaldecisionsandprovidefeedbacktostudents.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.Their explanations, demonstrations, and class activities serve to help students demonstratethemotorskillsandmovementpatternsneededtoperformavarietyofphysicalactivitiesanddemonstrate knowledgeofmovement concepts, principles, and strategies that apply to thelearningandperformingofphysicalactivities.Further,beginningteachersdemonstrateabilityto support students learning how to assess and maintain a level of physical fitness thatimproves health and performance, as well as using their knowledge of psychological andsociologicalconceptsthatapplytothelearningandprinciplesofphysicalactivity.Beginning teachers provide a safe environment for discussion of sensitive issues, takingintellectualrisks,andtherisksassociatedwithlearningtomoveinapublicenvironment.Beginning teachers teach students to independently read and comprehend instructionalmaterials that include increasingly complex subject-relevant texts and graphic/mediarepresentationspresentedindiverseformats.Beginningteachersalsoteachstudentstowriteopinion/persuasive and expository text in the content area. They provide students theopportunity to use and evaluate media and technology as integral tools for learning thecontentofphysicaleducation.6. TeachingHealthEducationinaMultipleSubjectAssignmentBeginning Multiple Subject teachers demonstrate the ability to design and implementinstructionthatassuresallstudentsmeetorexceedstate-adoptedcontentstandardsforhealtheducationandappropriateEnglishLanguageDevelopmentStandards.


Beginning teachers balance the focus of instruction to support students in comprehendingessentialconceptsofgoodhealth;analyzinginternalandexternalinfluencesthataffecthealth;demonstratingtheabilitytoaccessandanalyzehealthinformation,products,andservices;useinterpersonal communication skills to enhance health; use decision-making skills and goalsetting to enhance health; practice behaviors that reduce risk; and practice behaviors thatpromote and support personal, family, and community health. They select appropriateteaching strategies to enhance learning and provide appropriate feedback for students andaligninstructionwithassessment.Beginning teachers assure that students at various English proficiency levels have theacademiclanguageneededtomeaningfullyengageinthecontent.Beginningteachersteachstudents to independently read and comprehend instructional materials that includeincreasingly complex subject-relevant texts and graphic/media representations presented indiverse formats. Beginning teachers also teach students to write opinion/persuasive andexpository text in the content area. They provide students the opportunity to use andevaluatemediaandtechnologyasintegraltoolsforlearningthecontentofhealtheducation.7. TeachingVisualandPerformingArtsinaMultipleSubjectAssignmentBeginning Multiple Subject teachers are responsible for instruction in the four arts contentareas, per the California Education Code. They demonstrate the ability to teach the state-adopted academic content and applicable English Language Development Standards forstudents in the four arts content areas of dance,music, theatre, and visual arts. Beginningteachers understand that students gain from sequential instruction in each art content area,which extends student learning in the specific art discipline and students' realization thatlearning in these content areas builds transferable college and career readiness skills.Beginning teachers understand that learning in an arts discipline supports students in otheracademicsubjects,fostersengagementinschoolandmotivationtolearn,andbuildsstudents'skillsincollaborationandcommunicationandinnavigatingandunderstandingthediversityoftheworldneededforsuccessincollegeandcareer.BeginningteachersassurethatstudentsatvariousEnglishproficiency levelshavetheacademic languageneededtomeaningfullyengageinthecontent.Beginningteachers:

• Understandandteachthefoundationalacademiccontentofeachartsdisciplinewithinthestandards.

• Facilitatethestudents'literacydevelopmentintheartformaswellasinEnglish.• Craftaprogressionofcomplexitywithineachofthefourartscontentareas.• Know the difference of discrete and interdisciplinary approaches and how to craft

instructionineachartsdisciplinewithinmultiplesubjectsettings.• Assessstudentlearningineachartcontentareatopromotestudentlearning.• Provide students with opportunity to see the value of arts learning and skill

developmentfortheirfutureschoolingandcareers.• Collaborate where possible with single subject arts teachers and/or community arts

resources.


• Facilitatestudents'abilitiestoidentifytheaestheticqualitiesofworksofartandartisticperformances.

• Assurethatstudentsareprovidedaccesstoworksofartthatarebroadlyrepresentativeofculturaldiversity.


Subject-SpecificPedagogicalSkillsforSingleSubjectTeachingAssignments

1. TeachingEnglishLanguageArts inaSingleSubjectAssignment2. TeachingMathematicsinaSingleSubjectAssignment3. TeachingHistory-SocialScienceinaSingleSubjectAssignment4. TeachingScienceinaSingleSubjectAssignment5. TeachingPhysicalEducationinaSingleSubjectAssignment6. TeachingArtinaSingleSubjectAssignment7. TeachingMusicinaSingleSubjectAssignment8. TeachingWorldLanguagesinaSingleSubjectAssignment9. TeachingAgricultureinaSingleSubjectAssignment10. TeachingBusinessinaSingleSubjectAssignment11. TeachingHealthScienceinaSingleSubjectAssignment12. TeachingHomeEconomicsinaSingleSubjectAssignment13. TeachingIndustrialandTechnologyEducationinaSingleSubjectAssignment14. TeachingEnglishLanguageDevelopmentinaSingleSubjectAssignment

1. TeachingEnglishLanguageArtsinaSingleSubjectAssignmentBeginning Single Subject English teachersdemonstrate the ability to teach the state-adoptedacademic content standards for students in English language arts and English languagedevelopment.Theyunderstandhowtoplananddeliverinstructionofincreasingcomplexityinreading,writing,speaking,listening,andlanguagetoassurethatstudentsmeetorexceedthestandards.TheyunderstandhowtomakeEnglishLanguageArtscomprehensibletostudentsatvarious English language proficiency levels and the need for students to use all forms oflanguageastoolsforthinking,learning,andcommunicating.Theyunderstandhowtoteachtheskills forreadingandcomprehendingcomplex literaryandinformational texts, interpreting meaning, analyzing structure of texts, and evaluatingperspective. Beginning teachers teach students how toproduce argumentative, informative,andnarrativetext; implementthewritingprocess;conductresearchprojects;andwrite forarange of disciplines, tasks, purposes, and audiences. They select appropriate teachingstrategies todevelop students' abilities to readand comprehendnarrativeand informationaltexts and to cite specific evidencewhen offering an oral orwritten interpretation of a text.They understand how to teach formal and informal speaking and listening skills, includingcollaboration, conversation, and presentation of knowledge and ideas. Beginning teachersunderstand how to teach vocabulary acquisition and use, Standard English conventions, andfunctionsoflanguageinvariouscontexts.Beginningteachersmodelandassiststudentstointegratetechnologyandmediaintolanguagearts when conducting research, producing and publishing writing, creating multimediapresentations,andinteractingandcollaboratingwithothersinthisandotherdisciplines.Theyprovide students the opportunity to integratemedia and technology as integral tools in theclassroom.


They know how to determine the skill level of students through the use of meaningfulindicators of reading and language arts proficiency prior to instruction, how to determinewhether students are making adequate progress in skills and concepts taught, and how todeterminetheeffectivenessofinstructionandstudents'proficiencyafterinstruction.2. TeachingMathematicsinaSingleSubjectAssignmentBeginningSingleSubjectMathematicsteachersdemonstrateknowledgeofandabilitytoteachmathematics content aligned with the California State Standards and applicable EnglishLanguage Development Standards. The interdisciplinary nature of these standards requiresbeginning teachers to demonstrate both the capacity and the dispositionto collaboratewiththeir colleagues to assure that all students are provided curriculum and instruction thateffectively merges literacy within each content area. Beginning teachers understand theconceptthatEnglishlanguageandliteracydevelopmentisasharedresponsibilityofallcontentareaeducators.Beginningteachersenablestudentstounderstandbasicmathematicalcomputations,concepts,andsymbols; tousethemtosolvecommonproblems;andtoapplythemtonovelproblems.Beginning teachers help students understand different mathematical topics and makeconnectionsamong them. Beginning teachershelp students solve real-worldproblemsusingmathematical reasoning and concrete, verbal, symbolic, and graphic representations. Theyrequirestudentcollaborationandwrittenandoralcommunicationthatdemonstratesstudents'ability to construct logical arguments based on substantive claims, sound reasoning, andrelevantevidence. Theyprovidestudents theopportunity touseandevaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.Beginning teachers provide a secure environment for taking intellectual risks, model andencourage students to use multiple ways of approaching mathematical problems, andencourage discussion of different solution strategies. They demonstrate positive attitudestoward mathematics and encourage student curiosity, flexibility, and persistence in solvingmathematicalproblems.Additionally, beginning teachers use developmentally appropriate and diverse strategies toengagestudents ingrades7–12 tounderstandmathematicsasa logical systemthat includesdefinitions, axioms, and theorems, and to understand and use mathematical notation andadvancedsymbols. Theyassignandassessworkthroughprogress-monitoringandsummativeassessments that include illustrations of student thinking, such as open-ended questions,investigations,andprojects.BeginningteachersengagestudentsintheStandardsforMathematicalPractice:1)Makesenseof problems and persevere in solving them; 2) Reason abstractly and quantitatively; 3)Constructviableargumentsandcritiquethereasoningofothers;4)Modelwithmathematics;5) Use appropriate tools strategically; 6) Attend to precision; 7) Look for and make use ofstructure; and 8) Look for and express regularity in repeated reasoning. Beginning teachers


assurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.3. TeachingHistory-SocialScienceinaSingleSubjectAssignmentBeginningSingleSubjectHistory-SocialScienceteachersdemonstratetheabilitytodesignandimplement instruction that assures all students meet or exceed state-adopted standards inhistory-social science and applicable English LanguageDevelopment Standards. They enablestudentstolearnanduseanalyticthinkingskillsinhistoryandsocialsciencewhileattainingthestate-adoptedstandards for students. Beginning teachers shouldusehistoryand the relatedsocial sciences to develop students' understanding of the physical world, encourage theirparticipation in the democratic system of government, teach students about the past, helpstudentsunderstandadvancedeconomicprinciplesandpersonalfinancialliteracy,andimprovetheir ability to make reasoned decisions based upon evidence. Beginning teachers helpstudents understand that these disciplines play a vital role in the development of studentliteracy because of their shared emphasis on text, argumentation, and use of evidence.Beginning teachers should help students engage with questions and topics of disciplinarysignificanceratherthanlearntomemorizediscretepiecesofinformationthatdonotappeartoconnect to broader issues. Beginning teachers also use time lines and maps to reinforcestudents'senseoftemporalandspatialscale.Theyteachstudentshowsocialscienceconceptsand themes provide insights into historical periods and cultures. They help studentsunderstand events and periods from multiple perspectives by using primary sources,simulations, case studies, cultural artifacts,works of art and literature, cooperative projects,and student research activities. Beginning teachers teach students to independently read,comprehend, and evaluate instructional materials that include increasingly complex subject-relevant texts and graphic/media representations presented in diverse formats. Beginningteachersalsoteachstudentstowriteargumentativeandexpositorytextinthecontentarea.Additionally, beginning Single SubjectHistory-Social Science teachers connectunderstandingsof people, events, and debates to broad themes, concepts and principles; and they relatehistory-social science content to broader contextual understandings so that students betterunderstand their current world. They teach students how cultural perspectives inform andinfluenceunderstandingsofhistory. They selectanduseappropriateprimaryand secondarydocuments and artifacts to help students understand a historical period, event, region, orculture.Beginningteachersaskquestionsandstructureacademicinstructiontohelpstudentsrecognizeimplicitandexplicitbiasandsubjectivityinhistoricalactors. Theycreateclassroomenvironments that support the discussion of sensitive issues (e.g., social, cultural, religious,race, and gender issues) and encourage students to reflect on and share their insights andvalues.Theydesignactivitiestoillustratemultipleviewpointsonissues.Theyprovidestudentswiththeopportunitytousemediaandtechnologyastoolstoenhancetheirunderstandingofthe content area. Beginning teachers monitor the progress of students as they work tounderstand,debate,andcriticallyanalyzesocialscienceissues,data,andresearchconclusionsfrom multiple perspectives. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.Beginning


teachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.4. TeachingScienceinaSingleSubjectAssignmentBeginningSingleSubjectScience teachersdemonstrate theability to teach thestate-adoptedacademic content standards for students in science and applicable English LanguageDevelopmentStandards.Theybalancethefocusofinstructionbetweendisciplinarycoreideas,crosscutting concepts, and scientific and engineering practices as indicated in the NextGenerationScienceStandards.Theirexplanations,demonstrations,andclassactivitiesservetoillustrate science concepts and principles, scientific investigation, and experimentation.Beginningteachersemphasizethenatureofscience,theintegrationofengineeringdesign,andthe connections between science, society, technology, and the environment. Further,beginningteachersintegratemathematicalconceptsandpracticesincludingtheimportanceofaccuracy,precision,andestimationofdataand literacy intosciencepedagogy. Theyprovidestudents the opportunity to use and evaluate strengths and limitations of media andtechnologyasintegraltoolsintheclassroom.Beginningteachersencouragestudentstopursuescienceandengineeringinterests,especiallystudentsfromgroupsunderrepresentedinscienceandengineeringcareers. Whenliveanimalsarepresent intheclassroom,beginningteachersteachstudentstoprovideethicalcare. Theydemonstratesensitivitytostudents'culturalandethnicbackgroundsindesigningscienceinstruction.Beginningteachersalsoteachstudentstoengage in disciplinary discourse practices that foster evidence-based explanations andargumentationstowriteopinion/persuasiveandexpositorytextinthecontentarea.Beginning teachers teach students to independently read, comprehend, and evaluateinstructional materials that include increasingly complex subject-relevant texts andgraphic/media representations presented in diverse formats. Beginning teachers also teachstudents towriteargumentativeandexpository text in thecontentarea. Beginning teachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.Additionally,beginningteachersguide,monitor,andencouragestudentsduringinvestigationsand experiments. They demonstrate and encourage use of multiple ways to measure andrecordscientificdata,includingtheuseofmathematicalsymbols.Beginningteachersstructureandsequencescienceinstructiontoenhancestudents'academicknowledgetomeetorexceedthe state-adopted academic content standards for students. They establish and monitorproceduresforthecare,safeuse,andstorageofequipmentandmaterialsandforthedisposalofpotentiallyhazardousmaterials.


5. TeachingPhysicalEducationinaSingleSubjectAssignmentBeginning Single Subject Physical Education teachers demonstrate the ability to design andimplement instruction that assures all studentsmeet or exceed state-adopted standards forphysicaleducationandapplicableEnglishLanguageDevelopmentStandards.They balance the focus of instruction between motor skills development, knowledge ofconceptsrelatedtolearningmovementskills,assessingphysicalfitness,knowledgeofconceptsrelatedtophysical fitness,andthepsychologicalandsociologicalconceptsrelatedtophysicalactivity. Beginning teachers build content-rich instructional sequences that connect to priorlearning andestablish pathways to future learning in physical education andother academicdisciplines.Beginning teachers know how to collect evidence of student learning through the use ofappropriateassessmenttoolsandhowtousetheevidencetheycollecttoinforminstructionaldecisionsandprovidefeedbacktostudents.Beginning teachers provide a safe environment for discussion of sensitive issues, takingintellectual risks, and the risks associated with learning to move in a public environment.Further, beginning teachers knowhow to establish the learning environment that includes avarietyofstrategiesandstructuresforbestmeetingstudents'needsinlearningthecontentofphysicaleducation.Beginning teachers support students learning to independently read, comprehend, andevaluate instructional materials that include increasingly complex subject-relevant texts andgraphic/media representations that contribute to learning the content of physical education.Beginningteachersalsoteachstudentstowriteargumentativeandexpositorytext inphysicaleducation, and they understand how to teach speaking and listening skills, includingcollaboration, conversation, and presentation of knowledge and ideas that contribute to thelearningofthecontentofphysicaleducation. Theyprovidestudentswiththeopportunitytousemediaandtechnologyastoolstoenhancetheirunderstandingofthecontentarea. Theyprovidestudents theopportunity touseandevaluatestrengthsand limitationsofmediaandtechnology as integral tools in the classroom. Beginning teachers assure that students atvariousEnglishproficiency levelshavetheacademic languageneededtomeaningfullyengageinthecontent.Beginningteachersdesigninstructionthatsupportsthedevelopmentofdispositionstowardahealthy lifestyle, to think critically and analytically, and to reflect on and solve problems tominimize barriers to physical activity participation throughout life. In addition, beginningteachers create class environments that support students' cultural and ethnic backgrounds,assuresafeandproductiveparticipationinphysicalactivitybydevelopingproceduresforcareanduseofequipment,carefullyorganizingandmonitoringactivities,anddesigninginstructiontobestmeetstudents'needsinlearningthecontent.


6. TeachingArtinaSingleSubjectAssignmentBeginning Single Subject Art teachers demonstrate the ability to teach the state-adoptedstandards for art andapplicable English LanguageDevelopment Standards. They are able tostrategically plan, implement, and evaluate instruction that assures that students meet orexceedthestatestandardsforart. Theyareabletodesign instructionthatengagesstudentsthrough inquiry in researching for information and resources needed to explore an artisticquestion; support students' development in creative processes, artistic skills and techniques;and support students' literacy inexpressionandcommunicationof ideas inbothwrittenandvisualforms.Beginning Single Subject Art teachers model and encourage student creativity, flexibility,collaboration, and persistence in solving artistic problems given to them and of their ownmaking. They provide secure and safe environments that allow students to take risks andapproach artistic, design, or aesthetic problems in multiple ways. Their explanations,demonstrations, andplannedactivities serve to involve students in learningexperiences thathelp students process and respond to sensory information through the languages and skillsuniquetothevisualarts.Beginningteachersbuildstudents'creativeproblem-solvingprocessandskills,innovativeandcriticalthinking,communication,andcollaborativeandtechnicalskillsthroughengagementoftranslatingthoughts,perceptions,andideas intooriginalworksofartor design using a variety of media and techniques. They establish, teach, and monitorproceduresforthesafecare,use,andstorageofartequipmentandmaterialsusedduringthecreativeprocess.Beginningteachersunderstandandareabletoteachstudentsaboutthehistorical,cultural,andcontemporary contributions and dimensions of art, providing insights into the role anddevelopment of the visual arts in past and present contexts throughout the world. Theyemphasize the contributions of art to historical and contemporary culture, society, and theeconomy, especially inCalifornia. Beginning teachers guide students as theymake informedcritical judgments, evaluations, and responses about the quality, impact, and success ofartworks through perceiving, analyzing, and applying differing sets of criteria. Beginningteachers also provide their students with the skills and knowledge to develop their ownrelevantcriteriaforevaluatingaworkofart,design,orcollectionofworks. Theyassurethatstudents are provided access to works of art that are broadly representative of culturaldiversity.Beginningteachersteachstudentstoindependentlyreadbothliteraltextandvisualtextsandcomprehend and evaluate instructional materials that include increasingly complex subject-relevant texts, visual and written, and graphic/media representations presented in diverseformats. Beginning teachers also teach students to write evaluative, argumentative, andexpositoryvisualartstexts,andcreatevisualimagesand/orstructuresorcurateacollectionofobjects/imagestoexpressviews,statements,orfacts.


Theyprovidestudentstheopportunitytouseandevaluatestrengthsandlimitationsofmediaandtechnologyasanintegralcreative,expressive,andcommunicationtool. Theyareabletoraisestudents'awarenessofethicalresponsibilitiesandsafetyissueswhensharingimagesandothermaterialsthroughtheInternetandothercommunicationformats.Theydemonstrateandteachanawarenessofpractices, issues,andethicsofappropriation, fairuse,copyright,opensource,andCreativeCommonsastheyapplytocreatingworksofartsanddesign.Beginningteachersunderstandhowtodesignandimplementinstructionfortheirstudentstouncovertheconnectionsofvisualartscontentandskillstocollegeandcareeropportunities,lifeskills, and lifelong learning. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.7. TeachingMusicinaSingleSubjectAssignmentBeginning Single SubjectMusic teachers demonstrate the ability to teach the state-adoptedstandards in music and applicable English Language Development Standards. They modelhighlydevelopedauralmusicianshipandauralanalysisskills;teachmusictheoryandanalysis,including transcription of musical excerpts; error detection; analysis of form, style, andcompositional devices; harmonic progressions and cadences; and can teach students to readandnotatemusic,compose, improvise,understandthetechniquesoforchestration,andhavefacilityintransposition.Beginningteachersmodelexpressiveandskillfulperformanceonaprimaryinstrumentorvoiceand are proficient in keyboard skills. They use effective conducting techniques and teachstudentstosight-sing,sight-read,improvise,compose,andarrangemusic.Beginningteachersuse wide knowledge of Western and non-Western works in their instruction. They helpstudentsunderstandtherolesofmusicians,composers,technology,andgeneralinstrumentsindiversecultures,contexts,andcontemporaryandhistoricalperiods,andidentifycontributionsofdiversecultural,ethnic,andgendergroupsandwell-knownmusiciansinthedevelopmentofmusicalgenres.Beginningteachersinstructstudentsinvoice,keyboard,woodwinds,brass,strings,guitar,andpercussion.Theyuseavarietyofinstrumental,choral,andensemblerehearsaltechniquesandemployanunderstandingofdevelopmentalstagesoflearninginrelationtomusicinstruction.Beginningteachersenablestudentstounderstandaestheticvaluinginmusicandteachthemtorespond to, analyze, and critique performances and works of music, including their own.Beginning teachers teach students to independently read, comprehend, and evaluateinstructionalmaterialsthatincludeincreasinglycomplexsubject-relevanttexts,domain-specifictext,andgraphic/mediarepresentationspresentedindiverseformats.Beginningteachersalsoteach students towrite argumentative andexpository texts inmusic through literal text andcreatemusicalcompositionsorselectacollectionofmusicthatexpressesviews,positions,orfacts.


They teach the connections and relationships between music and the other arts as well asbetweenmusic and other academic disciplines. They inform students of career and lifelonglearningopportunitiesavailableinthefieldofmusic,media,andentertainmentindustries.Beginning teachers use various learning approaches and can instruct students in usingmovement to demonstrate rhythm and expressive nuances of music. They instruct using abroadrangeofrepertoireand literatureandevaluatethosematerials forspecificeducationalpurposes.Theyusevariousstrategiesforsequencing,planning,andassessingmusiclearningingeneral music and ensemble classes, including portfolio, video recording, audio recording,adjudication forms, and rubrics. They provide students the opportunity to use and evaluatestrengths and limitations of media and technology as an integral creative, expressive, andcommunicationtool.Theyareabletoraisestudents'awarenessofethicalresponsibilitiesandsafetyissueswhensharingmusicalcompositionsandothermaterialsthroughtheInternetandothercommunicationformats.Theydemonstrateandteachanawarenessofpractices,issues,andethicsof appropriation, fair use, copyright, open source, andCreativeCommonsas theyapply to composing music. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.8. TeachingWorldLanguagesinaSingleSubjectAssignmentBeginning Single Subject World Languages teachers demonstrate the ability to design andimplement instruction that assures all students meet or exceed state-adopted standards inworldlanguagesandapplicableEnglishLanguageDevelopmentStandards.Theydemonstrateahighproficiency in the languageand culture thatallows them to conduct their classes in thetargetlanguageandtotheextentpossibleinauthenticculturalsettings.Inaddition,beginningteachersdemonstratetheabilitytoteachinaproficiency-orientedprogramwithacommitmentto teaching and learning, using the three communicativemodes (interpretive, interpersonal,and presentational) and the enabling skills (listening, reading, speaking, and writing) thatsupport them, thus enabling beginning teachers to support their students to demonstratecommunicative ability in the target language and culture from level one to advanced.Beginningteachersteachstudentstoindependentlyread,comprehend,andselectinstructionalmaterials, including authentic resources that include increasingly complex subject-relevanttextsandgraphic/mediarepresentationspresentedindiverseformats.Beginningteachersalsoteachstudentstowriteargumentativeandexpositorytextinthetargetlanguage.Beginningteachersdemonstrateknowledgeofthenatureof language,basic linguistics,andathoroughunderstandingofthestructuralconventionsandpracticaluseofthetargetlanguage.Beginningteachersalsodemonstrateanin-depthknowledgeandunderstandingoftheculturesand societies in which the target language is spoken, with validation and expansion of thelanguageandculturesofheritageandnativespeakers. Theydemonstratethattheyhavetherequisite knowledge necessary to plan and deliver challenging lessons and to assess theirstudents using a variety of formative and summative assessment tools by using current


methodology in second-languageacquisition,withattention to critical thinkingandemphasisonevidenceofstudentlearningtoinformtheirbestpracticesinteaching.Beginningteachersalsodemonstrate that theyhave theknowledgeofusing technology tosupportandenhancetheir instruction. They provide students the opportunity to use and evaluate strengths andlimitations of media and technology as integral tools for learning or demonstrating theirlinguisticandculturalcompetency.9. TeachingAgricultureinaSingleSubjectAssignmentBeginning Single Subject Agriculture teachers demonstrate the ability to teach the state-adopted standards for agriculture and applicable English Language Development Standards.Theyunderstandhowtodeliverafour-yearcomprehensiveprogramofsystematic instructionandapplicationofbasicandadvancedsubjectmatterinanimalscience,plantandsoilscience,ornamentalhorticulture,agriculturebusinessmanagement,environmentalscienceandnaturalresource management (e.g., water, genetic engineering), and agricultural systemsmanagement. They use explanations, demonstrations, and class and laboratory activities toillustrateagriculturalconceptsandprinciples,scientificinvestigationandexperimentation,andtheapplicationofnewlearning.Beginningteachersencouragestudentstopursueagriculturalinterests,especiallystudentsfromgroupsunderrepresentedinagriculturalcareers.Beginning teachers teach students to independently read, comprehend, and evaluateinstructional materials that include increasingly complex subject-relevant texts andgraphic/media representations presented in diverse formats. Beginning teachers also teachstudentstowriteargumentativeandexpositorytextinthecontentarea.Beginning teachers structure and sequence agricultural instruction to support and enhancestudents' academic knowledge to meet or exceed the state-adopted academic contentstandards. Additionally, beginning teachers guide, monitor, and encourage students duringhands-on laboratory investigations, experiments, andpracticum. Theyestablish andmonitorproceduresforthecare,safeuse,andstorageofequipmentandmaterials,andforthedisposalofpotentiallyhazardousmaterials. Beginningteachersteachstudentstoprovideethicalcareand handling of live animals. They demonstrate sensitivity to students' cultural and ethicalbackgroundsindesigningagricultureinstruction.

Theyprovidestudentstheopportunitytouseandevaluatestrengthsandlimitationsofmediaandtechnologyas integraltools intheclassroom.BeginningteachersassurethatstudentsatvariousEnglishproficiency levelshavetheacademic languageneededtomeaningfullyengageinthecontent.10. TeachingBusinessinaSingleSubjectAssignmentBeginningSingleSubjectBusinessteachersdemonstratetheabilitytoteachthestate-adoptedcareertechnicaleducation(CTE)modelcurriculumstandardsinbusinessandapplicableEnglishLanguageDevelopmentStandards. Theypreparestudentstocarryoutbusinessmanagementfunctions with an understanding of organizational theory and development, leadership, andmotivational concepts. Beginning teachers enable students to solve real-world business


problems that includemethods of decisionmaking basedon legal and ethical principles, theapplicationofmathematicaloperationsleadingtoquantitativeandqualitativeanalysis,andtheunderstanding and application of accounting concepts, principles, procedures, and financialanalysis.Theypreparestudentstoapplykeymarketingprinciplesandconceptsincluding,butnot limited to, customer service, selling, promotion, and distribution in both domestic andinternationalmarkets. Beginning teachers teach students toapplyprinciplesandproceduresrelatedtoapplications,networkingsystems,andbasicconceptsofprogrammingandsystemsdevelopmentalongwiththeethicaluseofinformationtechnologyinbusinesssituations.

Beginning teachers instruct students in the basic economic principles as they apply tomicroeconomic and macroeconomic theories and principles in domestic and internationaleconomies.Beginningteachersassiststudentsinavarietyofprocedurestoaddressindividualcareer development and provide ample opportunities for students to develop their ownemployment and entrepreneurial skills. Beginning teachers assist students to apply theknowledgeoftechnology,reading,writing,mathematics,speaking,andactivelisteningskillsina variety of business situations. Beginning teachers teach students to independently read,comprehend, and evaluate instructional materials that include increasingly complex subject-relevant texts and graphic/media representations presented in diverse formats. Beginningteachersalso teach students towriteargumentativeandexpository text in thecontentarea.Theyprovidestudentstheopportunitytouseandevaluatestrengthsandlimitationsofmediaand technology as integral tools in the classroom. Beginning teachers use a variety ofauthentic, performance-based assessment strategies to assess students' skills and abilities.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.11. TeachingHealthScienceinaSingleSubjectAssignmentBeginning Single Subject Health Science teachers demonstrate the ability to design andimplement instruction that assures all studentsmeet or exceed state-adopted standards forhealtheducationandapplicableEnglishLanguageDevelopmentStandards.Beginning teachers demonstrate the ability to teach the state-adopted academic contentstandards for students in health science. Beginning teachers demonstrate a fundamentalunderstanding of professional, legal, scientific, behavioral, and philosophical principles ofhealtheducationandtheroleoftheschoolhealtheducatorswithinacoordinatedschoolhealth(CSH) program. They demonstrate problem-solving and critical-thinking skills that developconfidenceinthedecision-makingprocessandpromotehealthybehaviors.Beginningteachersrecognizeandaresensitivetodifferencesinindividualgrowthanddevelopmentandvariationincultureandfamilylife.Theyassessindividualandcommunityneedsforhealtheducationbyinterpreting health-related data about social and cultural environments. They differentiatebetweenhealtheducationpracticesthataregroundedinscientificresearchandthosethatarenotresearch-based.Theyidentifyopportunitiesforcollaborationamonghealtheducatorsinallsettings,includingschoolandcommunityhealthprofessions.

Beginning teachers use their analytical skills to identify behaviors that enhance and/or


compromise personal health and well-being. They recognize the short-term and long-termeffectsofthelifestylechoicesandhabitsofindividualsandintegratehigher-levelthinkingskillswithinthecontextofvarioushealthtopics. Theyapplyavarietyofriskassessmentskillsandpreventionstrategies tohealth-related issues. Beginning teachersdemonstrateeffectiveandculturally sensitive communicationandadvocacy skills as they relate topersonal, family, andcommunity health and health education needs in order to effectively motivate California'sdiverse youth to adopt a healthy lifestyle. They understand the role of communication andcommunication skills in interpersonal relationships and identify strategies that encourageappropriate expression. Beginning teachers teach students to independently read,comprehend, and evaluate instructional materials that include increasingly complex subject-relevant texts and graphic/media representations presented in diverse formats. Beginningteachersalso teach students towriteargumentativeandexpository text in thecontentarea,and they understand how to teach speaking and listening skills including collaboration,conversation,andpresentationofknowledgeand ideasthatcontributetothe learningofthecontent of health education. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.12. TeachingHomeEconomicsinaSingleSubjectAssignmentBeginningSingleSubjectHomeEconomicsteachersdemonstratetheabilitytoteachthestate-adopted career and technology standards for students in home economics and applicableEnglish LanguageDevelopment Standards. Theyunderstandhow to createhomeeconomicscareerpathwaysbyplanningsequencesofcoursesfortwocomplementary,fiscallyresponsible,inclusive instructional programs, Consumer and Family Studies (CSF) and Home EconomicsRelatedOccupations(HERO).TheyknowhowtoemployFutureHomemakersofAmerica-HomeEconomics Related Occupations (FHA-HERO) as a teaching strategy for developinginterpersonal, leadership, citizenship, and career skills. They teach students the essentialknowledge and skills for managing their personal, family, and work responsibilities throughengaging learning activities appropriately selected for the eight content areas of CFS. Theyprovidestudents theopportunity touseandevaluatestrengthsand limitationsofmediaandtechnologyasintegraltoolsintheclassroom.In the HERO program, beginning teachers work closely with industry partners and planauthenticlearningexperiencestopreparestudentsforentry-levelcareersoradvancedtrainingandeducation.Theyplanandsupervisestudentwork,includinggroupassignments,laboratorywork,andon-the-jobtraining.Theyhelpstudentsunderstandunderlyingtheoriesandcomplexconcepts(e.g.,developmentaltheoriesinchilddevelopment,organicchemistryinfoodscience)andsolve real-lifeproblemsusingappropriateproblem-solving,creative-thinking,andcritical-thinking skills. Beginning teachers teach students to independently read, comprehend, andevaluate instructional materials that include increasingly complex subject-relevant texts andgraphic/media representations presented in diverse formats. Beginning teachers also teachstudents to write argumentative and expository text in the content area. They planassessmentsofstudentlearning,providefrequentfeedback,assiststudentsintheachievement


of the standards,anduseevidenceof student learning to improve theirprogram. BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.13. TeachingIndustrialandTechnologyEducationinaSingleSubjectAssignmentBeginning Single Subject Industrial andTechnology Education (ITE) teachers demonstrate theability to teach the state-adopted content standards for students in technology education,traditional industrialarts,computereducation,andapplicableEnglishLanguageDevelopmentStandards.Theyprovidestudentswithanunderstandingofthenatureoftechnologyandofitscore technological concepts. They provide students the opportunity to use and evaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.Theypreparestudentstounderstandandusethedesignprocessasaproblem-solvingmodel.They design and provide to students problems, exercises, and projects that require theapplication of core academic knowledge, including, but not limited to, the fields of science,mathematics,economics,socialscience,anddataanalysis.Beginningteachersteachstudentsto independently read, comprehend, and evaluate instructional materials that includeincreasingly complex subject-relevant texts and graphic/media representations presented indiverseformats.Beginningteachersalsoteachstudentstowriteargumentativeandexpositorytextinthecontentarea.BeginningteachersassurethatstudentsatvariousEnglishproficiencylevelshavetheacademiclanguageneededtomeaningfullyengageinthecontent.Beginningteachersteachstudentshowtoworkandbehaveinasafemanner,andtheymodelsafety inthelaboratory. Theypreparestudentstousealltypesoftoolssafely,correctly,andeffectively. Additionally,beginning teacherspreparestudents tounderstand theconnectionsand interactions between technology and all aspects of society so that students gain aheightenedawarenessofcultural,social,economic,andenvironmentalconcernsrelatedtoandimpacted by technology. Beginning teachers provide connections between industry andstudents to facilitate real-world understandings of industry, provide external experiences,establishinternships,andreinforceforstudentsthecriticalroleoflifelonglearning,aswellasprovideafoundationformakingITE-relatedcareerchoices.14. TeachingEnglishLanguageDevelopmentinaSingleSubjectSettingDuring interrelated activities in program coursework and fieldwork, beginning Single Subjectteachers learn specific teaching strategies that are effective in supporting them to deliver acomprehensive program of systematic instruction in English language development (ELD).They learn and practice ways to design and deliver direct, explicit, and systematic ELDinstructionthataddressesEnglishlearners'orallanguage,aurallanguage,reading,andwritingdevelopment needs across the curriculum. Beginning teachers demonstrate fundamentalunderstanding of first, second, and multiple language development, applied linguistics, andcultural foundations. They arewell-versed in culturally relevant pedagogy and strategies foreffectively communicating with families from a variety of cultures and backgrounds. Theydemonstrate effective communication and advocacy skills as these relate to English learnerstudent,family,andcommunityneeds.Beginningteachersareknowledgeableincomposition


and rhetoric and can apply principles of literature and textual analysis to both literary andinformationaltexts.Theyprovidestudentstheopportunitytouseandevaluatestrengthsandlimitationsofmediaandtechnologyasintegraltoolsintheclassroom.Beginningteachersareknowledgeable in identifying the academic English language demands across the curriculumand in providing instruction for English learners to meaningfully engage in content arealearning.Theyunderstandthebackground,history,andlegalrequirementsforEnglishlearnereducationinCaliforniaandtheUnitedStates.Beginning teachers of ELD understand, plan, design, implement, and assess instructionaloutcomesforthefullrangeofEnglishlearners.Theylearnandpracticewaysto:

• Design and implement differentiated instruction based on the levels of Englishproficiency,needsandstrengthsof the rangeofEnglish learners,aswellas strugglingreaders and writers, advanced learners, students who use nondominant varieties ofEnglish,studentswithexceptionalneeds,andstudentsfromavarietyofeducationalandlinguisticbackgrounds.

• Address the unique needs of long-term English learners that distinguish them fromnewcomersandothertypesofEnglishlearners.

• Teach studentsabout thenormsandvaluesofU.S. cultures, the cultureof schooling,andhowtoaccessschoolandcommunityresources.

• Assessstudentprogress,bothformallyandinformally,andusetheresultstoinformandplaninstructionthatadvancesthelearningofallEnglishlearnerstudents.

• Connect and contextualize reading, writing, aural, and oral language developmentinstruction.

• Implement effective English languagedevelopment strategies to engage students andpromotenumerousopportunitiesfordevelopingorallanguageacrossthecurriculum.

• Improve students' reading comprehension, including students' ability to access grade-level texts of increasing depth and complexity and activate background knowledge,makeconnections,synthesizeinformation,andevaluatetexts.

• Improve students' ability to critique texts and media for point of view, implicit andexplicit bias, power, validity, truthfulness, persuasive techniques, and appeal to bothfriendlyandcriticalaudiences.

• Providewriting instruction (inclusive of thewriting process) on conventions, domains(i.e., response to literature, informational, persuasive, and technical), research, andapplications that address all levels of proficiency from formulation of sentences tomulti-paragraphessays.

• Incorporatetechnologyintolanguageartsasatoolforconductingresearch.• Provide academic languagedevelopment instruction emphasizing discourse that leads

totheproductionofcomplextexts.• Provide systematic vocabulary development that emphasizes high utility words used

acrosscurricularareas.

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California Teaching Performance Expectations · Teaching Performance Expectations This document includes Teaching Performance Expectations (TPEs) within the six California Standards