California Code of Regulations › Title 5 - Education › Division 8 - Commission on Teacher Credentialing › Chapter 5 - Approved Programs › Article 2 - Professional Preparation Programs › Section 80615.2 - Bilingual Authorization Educator Preparation Program Standards

Current through Register 2024 Notice Reg. No. 28, July 12, 2024
Pursuant to Education Code sections
					 44225(h)
					 and
					 44370 and
					 in accordance with section 80615.4, the commission will assess applications for
					 a bilingual teacher preparation program that meets the criteria set forth in
					 this section and in section 80615.1 that has provided materials to demonstrate
					 that the program addresses all bilingual teaching performance expectations as
					 specified in 80615.3.
(a) Program
				  Design. The bilingual teacher preparation program provides an explicit guiding
				  statement of its philosophy, purpose, and rationale relating to bilingual
				  education. This guiding statement acts as a modality for teaching and learning,
				  advancing the educational success of bilingual learners and facilitating the
				  effective participation of bilingual citizens within schools and communities.
				  Consistent with the elements of the program's guiding statement, the program's
				  design of coursework and field experiences for candidates demonstrate valuing
				  the linguistic and cultural assets brought by students to the content and
				  practice of bilingual education; promoting policies and practices that are
				  racially sensitive for faculty, staff, and candidates consistent with the
				  ideals of ethnic, racial, and social justice; and supporting equity, inclusion
				  in all aspects of the program.
(1) The
				  program's design of coursework and field experiences is cohesive and effective
				  in providing candidates with a theoretical and practical understanding
				  necessary to design and implement instruction that addresses the sociocultural,
				  socioemotional, sociolinguistic, sociopolitical, and instructional needs of
				  bilingual learners in a variety of bilingual instructional settings in
				  California public schools.
(2) The
				  roles of the program's leadership team are clearly delineated, and program's
				  leadership is provided by faculty and staff with prior experience in a
				  bilingual setting in California and/or who hold a Bilingual Authorization (or
				  the equivalent), or an advanced degree in bilingual/multicultural education or
				  related field.
(3) The program
				  demonstrates initial, ongoing, and dynamic collaboration with Local Education
				  Agencies (LEA) which serve as sites for field experiences so that candidates
				  have opportunities to apply concepts and knowledge as described in the
				  Bilingual Teaching Performance Expectations (BTPEs) in section 80615.3. The
				  program ensures candidates gain knowledge and experience, through coursework
				  and fieldwork in bilingual LEA settings, about the types of bilingual programs
				  being offered to Transitional Kindergarten (TK)-12 students (e.g., one-way
				  immersion, dual immersion, developmental), so that candidates are prepared to
				  be effective in their field placements.
(4) The program helps candidates make
				  connections between the universal teaching performance expectations and the
				  BTPEs, so candidates understand how these two sets of related competencies are
				  reflected in both preparation and instructional practice with bilingual TK-12
				  students in California public schools. The program's curriculum ensures
				  candidates are offered opportunities such as peer collaboration and other ways
				  to learn, practice, and be assessed on the BTPEs, as well as to understand the
				  complex theoretical and practical theories of the bilingual field (e.g.,
				  language acquisition theory and practice, bilingual and multilingual
				  instructional approaches and methodologies, cultural products and respect for
				  cultural traditions, English Language Development instruction, and content
				  instruction and assessment using more than one language as the medium of
				  communication and assessment).
(5)
				  The design of the program includes options for candidates to complete the
				  program in a concurrent model and/or as a post-credential model and takes into
				  consideration a candidate's prior bilingual teaching experiences toward meeting
				  program requirements. The design also specifies how the program is responsive
				  to local needs and current contextual conditions. The program provides
				  opportunities for ongoing professional development in the field of bilingual
				  education and helps concurrent candidates transition to teacher
				  induction.