California Code of Regulations › Title 5 - Education › Division 8 - Commission on Teacher Credentialing › Chapter 5 - Approved Programs › Article 2 - Professional Preparation Programs › Section 80613 - Education Specialist Teaching Performance Expectations (Tpes)

Current through Register 2024 Notice Reg. No. 28, July 12, 2024
(a) Education
				  Specialist: Mild to Moderate Support Needs Teaching Performance Expectations
				  (TPEs).
(1) TPE 1: Engaging and Supporting
				  All Students in Learning. Mild to Moderate Support Needs Candidates will:
(A) Apply knowledge of students, including
				  their prior experiences, interests, and social-emotional learning needs, as
				  well as their funds of knowledge and cultural, language, and socioeconomic
				  backgrounds, to engage them in learning.
(B) Maintain ongoing communication with
				  students and families, including the use of technology to communicate with and
				  support students and families, and to communicate achievement expectations and
				  student progress.
(C) Connect
				  subject matter to real-life contexts and provide active learning experiences to
				  engage student interest, support student motivation, and allow students to
				  extend their learning.
(D) Use a
				  variety of developmentally and ability-appropriate instructional strategies,
				  resources, and assistive technology, including principles of Universal Design
				  of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access
				  to the curriculum for a wide range of learners within the general education
				  classroom and environment.
(E)
				  Promote students' critical and creative thinking and analysis through
				  activities that provide opportunities for inquiry, problem solving, responding
				  to and framing meaningful questions, and reflection.
(F) Provide a supportive learning environment
				  for students' first and/or second language acquisition by using research-based
				  instructional approaches, including focused English Language Development,
				  Specially Designed Academic Instruction in English (SDAIE), scaffolding across
				  content areas, and structured English immersion, and demonstrate an
				  understanding of the difference among students whose only instructional need is
				  to acquire Standard English proficiency, students who may have an identified
				  disability affecting their ability to acquire Standard English proficiency, and
				  students who may have both a need to acquire Standard English proficiency and
				  an identified disability.
(G)
				  Provide students with opportunities to access the curriculum by incorporating
				  the visual and performing arts, as appropriate to the content and context of
				  learning.
(H) Monitor student
				  learning and adjust instruction while teaching so that students continue to be
				  actively engaged in learning.
(I)
				  Demonstrate the ability to collaboratively develop and implement Individualized
				  Education Programs (IEPs), including instructional goals that ensure access to
				  the California Common Core State Standards and/or California Preschool Learning
				  Foundations, as appropriate, that lead to effective inclusion of students with
				  disabilities in the general education core curriculum.
(J) Demonstrate the ability to identify the
				  appropriate supports of students with complex communication needs and design
				  strategies in order to foster access and build comprehension and develop
				  appropriate language development goals within the IEPs for those
				  students.
(K) Demonstrate knowledge
				  of students' language development across disabilities and the life span,
				  including typical and atypical language development, communication skills,
				  social pragmatics, language skills (e.g., executive functioning), and/or
				  vocabulary/semantic development as they relate to the acquisition of academic
				  knowledge and skills.
(L) Monitor
				  student progress toward learning goals as identified in the academic content
				  standards and the IEP/lndividual Transition plan (ITP).
(M) Demonstrate the ability to develop
				  IEPs/ITPs with students and their families, including goals for independent
				  living, post-secondary education, and/or careers, with appropriate connections
				  between the school curriculum and life beyond high school.
(N) Facilitate and support students in
				  assuming increasing responsibility for learning and self-advocacy based on
				  individual needs, with appropriate transitions between academic levels in
				  programs and developing skills related to career, college, independent living,
				  and community participation.
(O)
				  Use strategies to support positive psychosocial development and self-determined
				  behavior of students with disabilities.