Teacher Credentialing Program- General Information
The Public-School Teaching Credentials in the State of California are regulated by legislative actions which are subsequently interpreted by appropriate regulatory agencies.
With the guidance provided by the California Commission on Teacher Credentialing (CCTC), United States University has developed the 2042 Credential Program for candidates seeking to serve in a variety of positions in public schools in the state of California.
The Board of Trustees, the Administration and the College of Education are committed to the concept that continuous screening and evaluation are necessary to ensure the candidates who are recommended for a credential are well prepared to be effective members of the teaching profession.
Instructors and supervisors assess candidates on basic skills, personal qualifications, and on course and teaching performance according to the Teacher Performance Expectations (TPEs) mandated by the state of California.
Commission on Teacher Credentialing (CTC) Information
Commission on Teacher Credentialing: https://www.ctc.ca.gov/
Contact the Certification Division: https://www.ctc.ca.gov/commission/contact-the-commission/CERT-contact
Teacher Performance Expectations (TPES) Program Learning Outcomes
There are six Teaching Performance Expectations (TPEs) within the six California Standards for the Teaching Profession (CSTP). Each TPE includes a narrative that provides the context and intent of the TPE and a set of elements that identify key aspects of teaching performance, along with a narrative providing context for subject-specific pedagogy. All TPEs are considered equally important and valuable. For more information regarding the TPEs, visit the California Teacher Performance Expectations website.
-
TPE 1: Engaging and Supporting All Students in Learning
-
TPE 2: Creating and Maintaining Effective Environments for Student Learning
-
TPE 3: Understanding and Organizing Subject Matter for Student Learning
-
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
-
TPE 5: Assessing Student Learning
-
TPE 6: Developing as a Professional Educator
InTASC Model Core Teaching Standards for Beginning Teachers
The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), offers a model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. These standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement.
More importantly, these Model Core Teaching Standards articulate what effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and that leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. A transformed public education system requires a new vision of teaching. Please see the standards below and to learn more, visit: InTASC Model Core Teaching Standards.
The Learner and Learning
-
Standard #1: Learner Development
-
Standard #2: Learning Differences
-
Standard #3: Learning Environments
Content Knowledge
Instructional Practice
Professional Responsibility
Professional Dispositions
Highly qualified teachers, by definition, meet professional standards of excellence in knowledge, skills, and dispositions. The College of Education expects Student Teachers to nurture, uphold, and sustain professional dispositions at all times. Student Teachers are expected to demonstrate professional behavior and dispositions on school sites, in university classes, and in all other professional settings.
Of utmost importance to Student Teachers successful completion of the credential program toward becoming an employable new professional, is the ability to work with others. Essential elements of professional dispositions that Student Teachers must display and demonstrate include but are not limited to the following:
-
Being open to new ideas
-
Respecting the opinions of others
-
Creating and sustaining positive rapport and respectful communication with all members of the university and school communities
-
Respecting the experience and knowledge of all members of the university and school communities
-
Solving problems instead of complaining
-
Maintaining a positive attitude
-
Acting with integrity and kindness
-
Holding oneself personally and professionally accountable
-
Applying feedback and seeking ways to improve, grow, and develop
-
Using mature judgment
-
Maintaining a strong work ethic and is well-prepared for all endeavors
Being an effective teacher is more than just having and imparting content knowledge and skillfully delivering lessons. Being an effective teacher is about being a professional. If Student Teachers fail to display and demonstrate professional dispositions, they can and will be held accountable for their actions, or lack of actions.