EELB 313 - Murillo
RELEVANT PROFESSIONAL STANDARDS
2042 Course Standards:
13(a) The program provides opportunities for candidates to understand the philosophy, design, goals and characteristics of school-based organizational structures designed to meet the needs of English learners, including programs for English language development and their relationship to the state-adopted reading/language arts student content standards and framework
13(c) Through planned prerequisite and/or professional preparation, candidates learn relevant state and federal laws pertaining to the education of English learners, and how they impact student placements and instructional programs.
13(d) The program design provides each candidate opportunities to acquire knowledge of linguistic development, first and second language acquisition and how first language literacy connects to second language development.
13(h) The program is designed to provide opportunities for candidates to learn and understand the importance of Candidates’ family and cultural backgrounds and experiences.
2042 Course Objectives:
13(a) Candidates will be able to demonstrate conceptual understanding of school based
curricular approaches and research based instructional principles which can guide effective
teaching and learning for ELLs.
13(c) Candidates will be able to demonstrate declarative knowledge of the historical, legal, and
educational rationale for curricular and instructional approaches used in the schooling of ELLs.
13(d) Candidates will demonstrate awareness and knowledge of key language concepts and
current school practices through readings, lectures, group-work, discussions, videos and
selected field experiences.
13(h) Candidates will demonstrate awareness and knowledge of parental involvement in school related
activities through readings, lectures, group-work, discussions and selected field experiences.
The California Standards for the Teaching Profession (1997)
1. Engaging and supporting all students in learning
1.1 Connecting students’ prior knowledge, life experience, and interest with learning goals
1.2 Using a variety of instructional strategies and resources to respond to students’ diverse needs
1.3 Facilitating learning experiences that promote autonomy, interaction, and choice
1.4 Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful
1.5 Promoting self-directed, reflective learning for all students
2. Creating and maintaining effective environments for student learning
2.1 Creating a physical environment that engages all students
2.2 Establishing a climate that promotes fairness and respect
2.3 Promoting social development and group responsibility
2.4 Establishing and maintaining standards for student behavior
2.5 Planning and implementing classroom procedures and routines that support student learning
2.6 Using instructional time effectively
3. Understanding and organizing subject matter for student learning
3.1 Demonstrating knowledge of subject matter content and student development
3.2 Organizing curriculum to support student understanding
3.3 Interrelating ideas and information within and across subject matter areas
3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter
3.5 Using materials, resources, and technologies to make subject matter accessible to students
4. Planning instruction and designing learning experiences for all students
4.1 Drawing on and valuing students’ backgrounds, interests, and developmental learning needs
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing instructional activities and materials for student learning
4.4 Designing short-term and long-term plans to foster student learning
4.5 Modifying instructional plans to adjust for student needs
5. Assessing student learning
5.1 Establishing and communicating learning goals for all students
5.2 Collecting and using multiple sources of information to assess student learning
5.3 Involving and guiding all students in assessing their own learning
5.4 Using the results of assessments to guide instruction
5.5 Communicating with students, families, and other audiences about student progress
6. Developing as a professional educator
6.1 Reflecting on teaching practice and planning for professional development
6.2 Establishing professional goals and pursuing opportunities to grow professionally
6.3 Working with communities to improve professional practice
6.4 Working with families to improve professional practice
6.5 Working with colleagues to improve professional practice
Standard 20.5: Use of Computer-Based Technology in the Classroom
Candidates are able to use appropriate computer-based technology to facilitate the teaching and learning process. Factors to consider:
Prior to issuance of the Preliminary Credential (Level I)
* Each candidate interacts with others using e-mail.
* Each candidate is familiar with a variety of computer-based collaborative tools (e.g., threaded discussion groups, newsgroups, list servers, online chat, and audio/video conferences).
* Each candidate demonstrates competence in the use of electronic research tools (e.g., access the internet to search for and retrieve information).
Prior to the issuance of the Professional Credential (Level II)
* Each candidate interacts and collaborates with others using computer-based
collaborative tools (e.g., threaded discussion groups, newsgroups, electronic list
management applications, online chat, and audio/video conferences).