Excerpts from the CCTC Standards
The Standards prescribed for teacher preparation programs by the Commission on Teacher Credentialing of the State of California are excerpted below.
Category III-- Curriculum
Category IV -- Field Experience
Category V-- Candidate Competence & Performance
Standard 12--Preparation for Teaching Responsibilities
Prior to assuming daily teaching responsibilities, each candidate in the program has adequate opportunities to acquire knowledge and skills that underlie the standards of competence and performance in Category V. The program offers adequate opportunities to learn knowledge and skills that are pertinent to standards 22 through 30 as they relate to the teaching of (a) subjects to be authorized by the credential and (b) communication skills, including reading.
Standard 13--Development of Professional Perspectives
Prior to or during the program, each candidate demonstrates an understanding of essential themes, concepts, and skills related to the subjects to be taught, including knowledge of the field's history and traditions, its role in public education curriculum, and ethical issues embedded in it. Each candidate develops professional perspective by examining contemporary schooling policies and teaching practices in relation to fundamental issues, theories, and research in education.
Standard 14--Orientation to Human Development and Equity
Prior to or during the program, each candidate is oriented to common traits and individual differences that characterize children and adolescents during several periods of development. Each candidate examines principles of educational equity and analyzes the implementation of those principles in curriculum content and instructional practices.
Standard 15--Preparation for Crosscultural Education
Prior to or during the program, each candidate engages in crosscultural study and experience, including study of language acquisition and experience with successful approaches to the education of linguistically different students.
Standard 16--Collaboration with Local Educators
The institution collaborates with local school administrators and teachers in the selection of excellent training schools and supervising teachers and in the placement of candidates in appropriate field settings.
Standard 17--Field Experience Prior to Teaching
Before assuming daily teaching responsibilities, each candidate in the program has one or more supervised field experiences that (a) relate to the candidate's professional goals, (b) provide opportunities to interrelate theories and practices, (c) prepare the candidate for daily teaching responsibilities, and (d) enable the program staff to determine
when the candidate is ready for daily teaching duties.
Standard 18--Advancement to Daily Teaching Responsibilities
In each program, advancement to daily teaching responsibilities is limited to candidates who are ready for such responsibilities, have demonstrated proficiency at basic academic skills, and have either (a) attained the commission's standard for advancement on the relevant subject-matter examination or (b) completed at least four-fifths of a program of subject matter preparation that waives this examination.
Standard 19--Qualifications and Recognition of Supervising Teachers
Each classroom teacher who supervises one or more student teachers is (a) certified and experienced in teaching the subject(s) of the class, (b) trained in supervision and oriented to the supervisory role, and (c) appropriately evaluated, recognized, and rewarded by the institution.
Standard 20--Guidance, Assistance, & Feedback
Throughout the course of student teaching, each candidate's performance is guided, assisted, and evaluated in relation to each standard in Category V by at least one supervising teacher and at least one institutional supervisor, who provide complete, accurate, and timely feedback to the candidate.
Standard 21--Readiness for Diverse Responsibilities
Each candidate teaches students of diverse ages and abilities. Each assumes the responsibilities of full-time teachers.
Standard 22--Student Rapport and Classroom Environment
Each candidate establishes and sustains a level of student rapport and a classroom environment that promotes learning and equity, and that fosters mutual respect among the persons in a class.
Standard 23--Curricular and Instructional Planning Skills
Each candidate prepares at least one unit plan and several lesson plans that include goals, objectives, strategies, activities, materials, and assessment plans that are well defined and coordinated with each other.
Standard 24--Diverse and Appropriate Teaching
Each candidate prepares and uses instructional strategies, activities, and materials appropriate for students with diverse needs, interests, and learning styles.
Standard 25--Motivation, Involvement, and Conduct
Each candidate motivates and sustains student interest, involvement, and appropriate conduct equitably during a variety of class activities.
Standard 26--Presentation Skills
Each candidate communicates effectively by presenting ideas and instructions clearly and meaningfully to students.
Standard 27--Student Diagnosis, Achievement, and Evaluation
Each candidate identifies students' prior attainments, achieves significant instructional objectives, and evaluates the achievements of the students in a class.
Standard 28--Cognitive Outcomes of Teaching
Each candidate improves the ability of students in a class to evaluate information, think analytically, and reach sound conclusions.
Standard 29--Affective Outcomes of Teaching
Each candidate fosters positive student attitudes toward the subjects learned, the students themselves, and their capacity to become independent learners.
Standard 30--Capacity to Teach Crossculturally
Each candidate demonstrates compatibility with, and ability to teach, students who are different from the candidate. The differences between students and the candidate should include ethnic, cultural, linguistic, and socioeconomic differences.
Standard 31--Professional Organizations
Each candidate adheres to high standards of professional conduct, cooperates effectively with other adults in the school community, and develops professionally through self-assessment and collegial interactions with other members of the profession.
Standard 32--Determination of Candidate Competence
Prior to recommending each candidate for a teaching credential, one or more persons who are responsible for the program determine, on the basis of thorough documentation and written verification by at least one supervising teacher and one institutional supervisor, that the candidate has satisfied each standard in Category V. The institution determines that each candidate has attained standards 22 through 30 as they relate to the teaching of (a) subjects to be authorized by the credential and (b) communication skills, including reading.
The next few pages contain sample forms used to assess the performances of student teachers, master teachers, and university supervisors.
Continue to "Assessment Forms & Other Information" [Page 34 in the Handbook]
Go back to SED index
Category III-- Curriculum