§ 80615.3. Bilingual Teaching Performance Expectations (BTPE).
5 CA ADC § 80615.3Barclays Official California Code of RegulationsEffective: January 29, 2024
Effective: January 29, 2024
5 CCR § 80615.3
§ 80615.3. Bilingual Teaching Performance Expectations (BTPE).
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 for approval that meets the criteria set forth in sections 80615.1, 80615.2, and 80615.4 that has provided materials to demonstrate that the program addresses all bilingual teaching performance expectations as specified in this section.
(5) Plan instruction within a variety of teaching and learning environments that promote language education, encourage mindful interactions among students, reflect diversity and multiple perspectives, and are culturally, developmentally, and linguistically responsive to the strengths and needs of the students.
(1) Demonstrate knowledge of the linguistic repertoires and registers across contexts and content areas of the applicable content standards in both English and the target language as appropriate to the developmental language levels of the K-12 students in the bilingual education program through instructional planning and instructional activities with students.
(1) Design learning experiences for all students to help develop bilingualism and biliteracy that are supported by developmental linguistic processes including but not limited to cross-linguistic transfer, contrastive analysis, cognitive and metacognitive research-based processes, language use, and translanguaging.
(3) Demonstrate understanding of the advantages, disadvantages, goals, and instructional practices of different research-based bilingual program models (e.g., immersion, dual language) when designing learning experiences for all students consistent with the requirements and characteristics of the specific program model and instructional setting.
(4) Demonstrate knowledge of the most current English Language Arts/English Language Development Standards and Framework, the most current World Languages Standards and Framework, as well as the applicable state-adopted academic content standards and framework, when designing learning experiences for all students.
(2) Employ a variety of culturally relevant, unbiased instructional and assessment strategies, appropriate to student language proficiency and developmental levels in both languages, that assess student achievement while also providing opportunities as appropriate for students to demonstrate higher-order thinking skills.
(3) Apply knowledge of the purposes, characteristics, and appropriate uses of different types of language and content assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and implement classroom assessments, including use of appropriate scales and rubrics where applicable.
(4) Collaborate with colleagues across grade levels and subject areas, as applicable, to interpret formative and summative assessment results to identify students' level of academic proficiency in the languages of instruction as well as content knowledge and use this information in planning instruction.
(1) Demonstrate awareness of historical bias and practices of institutional racism and identify and mitigate these biases and practices in their own thinking, instructional planning, and interactions with students, colleagues, family, and community members to support and increase student biliteracy levels.
Credits
Note: Authority cited: Section 44225, Education Code. Reference: Sections 44227, 44253.4, 44253.6, 44253.7 and 44373, Education Code.
History
1. New section filed 1-29-2024; operative 1-29-2024 pursuant to Government Code section 11343.4(b)(3) (Register 2024, No. 5).
This database is current through 6/21/24 Register 2024, No. 25.
Cal. Admin. Code tit. 5, § 80615.3, 5 CA ADC § 80615.3
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