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Teacher-Certification CTEL : California Teacher of English Learners Exam

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Exam Number : CTEL
Exam Name : California Teacher of English Learners
Vendor Name : Teacher-Certification
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California Teachers of English Learners (CTEL)
Program Leading to Certification to Teach

The Commission is the agency of California government that licenses teachers and other professionals who serve in the public schools. As the policy-making body that establishes and maintains standards for the education profession in the state, the Commission is concerned with the quality and effectiveness of the preparation of teachers and other school practitioners. On behalf of the education profession and the general public, one of the Commissions most important responsibilities is to establish and implement strong, effective standards of quality for the preparation and assessment of teachers who will teach English learners.

AB 2987, passed in 1992 (California Education Code sections 44253.1- 44253.6), created a two-tiered teacher certification structure for teaching English learners. Known as the Bilingual, Crosscultural, Language and Academic Development Examination and Certificate, this structure has been in effect from 1994 to the present, and it consists of the following six tests or domains:
� Test 1: Language Structure and First- and Second-Language Development;
� Test 2: Methodology of Bilingual Instruction, English Language Development and Content Instruction;
� Test 3: Culture and Cultural Diversity;
� Test 4: Methodology for Primary-Language Instruction;
� Test 5: The Culture of Emphasis; and
� Test 6: The Language of Emphasis (listening, reading, speaking, and writing)
The first tier, called Crosscultural, Language and Academic Development (CLAD) Certificate, authorizes instruction for English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Candidates must pass the first 3 Tests (above) to earn this certification. The second level, called the Bilingual Crosscultural, Language and Academic Development (BCLAD) Certificate, authorizes instruction in ELD and SDAIE as well as instruction for primary-language development and content instruction in the primary language. Candidates must pass all six tests in order to earn the BCLAD Certificate.

The Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs were also referenced by the panel in its development of the CTEL Knowledge, Skills, and Abilities and the CTEL Program Standards. This was to ensure that content of CTEL Programs and the CTEL Examination were closely aligned with the relevant content in the 2042 multiple and single subject teaching credential, since all of these routes lead to an equivalent English learner authorization. The standards of the national professional organizations such as those adopted by TESOL (Teachers of English to Speakers of Other Languages) also served as a guide and provided a comprehensive perspective for panel members

The ELIDT developed two types of standards to guide institutional responses and expert review for CTEL Programs. The first type, called �Program Design Standards�, make up Category I of the CTEL Program Standards. These standards inform institutions about the organizational structures and resources required for sponsorship of a CTEL program. Category II of the Standards Specific to CTEL Programs provides guidance on the instructional content of the curriculum as well as the competencies that candidates must demonstrate in order to meet the requirements of the CLAD Certificate. These standards, called the �Candidate Competency Standards� are closely aligned with the CTEL Knowledge, Skills, and Abilities.
Once the ELIDT completed the draft CTEL standards, Commission staff worked with formatting and organization in order to align with the most currently-developed standards of quality for teacher preparation. The Commission adopted the Standards of Quality and Effectiveness for California Teachers of English Learners (CTEL) Programs Leading to CLAD Certification on November 30, 2006.
Language and Language Development
Domain 1:
Language Structure
and Use
Phonology and Morphology
Syntax and Semantics
Language Functions and Variations
Discourse
Pragmatics
Domain 2:
Additive Language
Development
Theories, Processes, and Stages of Language Acquisition
Theories, Models, and Processes of Second-Language Acquisition
Cognitive, Linguistic, and Physical Factors Affecting Language
Development
Affective Factors Affecting Language Development
Sociocultural and Political Factors Affecting Language
Development
Assessment
and
Instruction
Domain 1:
Assessment of
English Learners
Principles of Standards-Based Assessment and Instruction
Role, Purposes, and Types of Assessment
Language and Content-Area Assessment
Domain 2:
Foundations of
English
Language/Literacy
Development and
Content Instruction
Foundations of Programs for English Learners
Foundations of English Language Literacy
Instructional Planning and Organization for ELD and SDAIE
Components of Effective Instructional Delivery in ELD and SDAIE
Effective Resource Use in ELD and SDAIE
Domain 3:
Approaches and
Methods for ELD
and Content
Instruction
ELD � Approaches and Methods
ELD � Listening and Speaking
ELD � reading and Writing
Specially Designed Academic Instruction in English (SDAIE)
Culture and
Inclusion
Domain 1:
Culture and Cultural
Diversity and Their
Relationship to
Academic
Achievement
Cultural Concepts and Perspectives
Cultural Contact
Cultural Diversity in California and the United States
Crosscultural Interaction
Domain 2:
Culturally Inclusive
Instruction
The Role of Culture in the Classroom and School
Culturally Inclusive Learning Environment
Family and Community Involvement
Culturally Inclusive Curriculum and Instruction



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Teacher-Certification English testing

Leaving Cert reform: Will it reduce students stress? | CTEL PDF Braindumps and Latest Questions

because the grime settled on this yr's Leaving certificate effects and CAO school presents, the Minister for schooling on Wednesday mused about the competencies lengthy-time period affect of the upheaval of the previous two years.

"The time is now opportune," she said, "for a stronger examine senior cycle. there's an opportunity."

There turned into no time to press Norma Foley on what she had in mind. everybody journalists gathered had deadlines, and the story of the day become Covid and faculties, however the minister was giving voice to a view shared via many.

The pandemic brought on profound device adjustments that would were inconceivable simply months in the past.

practically in a single day, academics agreed to determine their personal students for State certification functions. that might had been unthinkable in typical cases. They, via their unions, had at all times held out strongly in opposition t this type of circulation, however lecturers rapidly recognised that this was the finest step now, for their students, in the course of this disaster and they also parked their misgivings and got on with it.

Calculated grades had been brought, in accordance with trainer evaluation, and this 12 months students were given a call between calculated grades and greater average checks. All this was designed to relieve force on young americans who had undergone ample.

The query now on so many individuals’s lips is: 'Are we really going to come to the historical equipment, the one we criticise so a lot, for placing too a great deal pressure on college students and too a great deal emphasis on rote researching?'

The Minister has a file on her desk since ultimate might also from the national Council for Curriculum and evaluation. The NCCA has spent the past number of years developing a plan for reform of senior cycle schooling (Fifth and Sixth year) and their file has been with the minister for her consideration for the past three months.

every little thing appears to be pointing towards reform, that allows you to include taking greater of the emphasis away from a last examination. there's a widespread feeling that here is unfair on college students. eire is following the style internationally towards extra continuous assessment. here's what the authorities want. it's what many college students desire, and their folks too.

Writing in the Irish impartial on Thursday, Professor Michael O’Leary of DCU’s Centre for assessment analysis coverage and follow in schooling called for the "conversation" in regards to the function of teachers in evaluation for certification to proceed. whether it is shut down, he wrote, "the pandemic could have resulted in an tutorial disaster wasted".

Professor O’Leary wrote about an online survey of seven-hundred teachers undertaken via CARPE, and he proposed a new three-pronged approach to evaluation for Leaving certificates college students "involving written exams requiring less content material insurance/rote gaining knowledge of, school-primarily based assessments utilising a vast latitude of acceptable assessment strategies and moderated instructor judgments".

however it is value noting that ninety% of CARPE’s funding comes from Prometric, a US enterprise described by way of DCU as "a worldwide leader in look at various building [and] testing start". CARPE’s mission, in response to DCU "is to shape the way forward for evaluation coverage and observe across all stages of the academic device".

Over the summer, RTÉ information asked DCU for details of the extent to which Prometric cash the centre and the college instructed us that - in an contract these days renewed - the Prometric funding supports "all income and costs fees of the Prometric Chair in evaluation, the Prometric publish-doctoral researcher and a full-time PhD scholar. The funding additionally helps one of the vital fees associated with working CARPE and analysis studies concentrated on evaluation in training and the place of work."

The trying out trade, of which Prometric is part, has a vested activity in schooling programs adopting more assessment methods, because there's cash to be crafted from it. someone has to design and boost those assessments.

Junior Cycle

Junior Cycle schooling underwent reform in accurate years which saw the introduction of instructor assessment (however teachers through their unions refused to achieve this for state certification purposes).

One quite startling effect of that reform is that toddlers now appear to do more exams at junior cycle than up to now, now not fewer.

as well as their Junior cert tests, they finished two classroom based Assessments in each and every field over a two-yr duration, and there are plans for all second year students to finished a number of standardised tests in subjects comparable to English, Maths and Science. These new exams are described as "an integral part" of the new Junior Cycle.

Many fogeys and college students believe that a circulate faraway from the existing equipment against an additional closely weighted towards continuous assessment will in the reduction of the drive on students, and result in a greater rounded tutorial journey, and also be fairer to college students coming from more deprived backgrounds. but none of this should be considered as a given.

The points device

it is ten years on the grounds that a paper on third stage entry and the Leaving certificates was posted. Commissioned via the branch of training that examine, via Emeritus Professor of schooling at UCC, Áine Hyland, blamed the CAO elements equipment for plenty of the drive positioned on school senior cycle college students and for warping their learning adventure.

Professor Hyland referred to students selecting Leaving certificate subjects now not as a result of they especially favored them, however because they have been perceived as simpler to get a great grade in.

"The examination becomes the determinant of what is studied and how; non-examination subjects get little or no attention and, in many circumstances, broader co-curricular actions are not noted or minimised. scholar stress levels boost because the June examination looms and for some students their ultimate yr in faculty is an sad journey which they without problems wish to get via as quickly as feasible."

however all this, Professor Hyland brought up, turned into as a result of the connection between the exams and school entry.

"An analysis of the existing curriculum and its individual syllabi means that the curriculum itself isn't the key problem. The numerous field syllabi are written in such a means as to require students to engage seriously with area content and to practice higher order thinking potential".

The difficulty, she concluded, became no longer with the syllabus, or the assessments per se, but with our faculty entry gadget.

This week, once again, americans witnessed simply how brutal that device can be. college students on the very optimum aspects viable, 625, nevertheless failed to comfy a spot on the route of their option.

i was contacted by way of the parents of a pupil who had bought a H1 in history and acquired H1s and different high grades in other subjects too. however that scholar didn't comfortable a spot to study background at his chosen faculty, Trinity.

Most definitely this year, as soon as once more, there will had been college students who didn't get in to medicine classes because they could not attain the absurdly excessive aspects score required. The gadget may additionally have lost some astonishing expertise docs as a result. None of this makes any sense. And it's all as a result of there are effortlessly now not ample places in ingredients of third stage, where college students desire them.

i assumed this week of the phrase from the Italian novel ‘The Leopard’ by means of Giuseppe di Lampedusa - 'everything need to trade so that everything can live the identical'.

The pandemic has given an impetus to senior cycle reform. but it surely can be a disgrace if the equipment turned into reformed in a method that doesn't cause any reduction of pressure on students, in a means that just spreads the drive across an extended two-year period.

This week has highlighted once again how it is elaborate to see any discount of pressure on college college students unless there is critical reform to 3rd degree entry.




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