Please view our narrative responses below in black and hyperlinked evidence in gold below. Please note revisions for Program Standard 7, based on CTC feedback are highlighted in green; revisions for Program Standard 7, based on CTC Feedback #3 are highlighted in blue, including both narrative and evidence revisions.
GE Program Standard 7 is met as follows:
The Educators for Liberation, Justice, and Joy (ELJJ) teacher education program at Mills College at Northeastern University aims to prepare highly qualified teachers who are dedicated to meeting the diverse needs of students. Our program has been designed with the objective of shaping proficient and reflective educators, equipped to handle the nuances of both Multiple and Single Subject teaching in contemporary classrooms. In the Single Subject domain, we offer specialized tracks for STEM and Humanities, recognizing the distinct pedagogical approaches each demands. Furthermore, by offering both traditional and internship pathways, we aim to provide flexible yet comprehensive routes to credentialing that cater to diverse candidate needs, and that is informed by current demands schools face. We recognize the urgent need to develop multiliteracy skills and knowledge that builds on the rich cultural and linguistic diversity of California students.
The preparation of teacher credential candidates for literacy instruction for all students can be found throughout the facets of the ELJJ program. Throughout courses, clinical practice experiences, assessments, events, and communications, we stress the importance of comprehensive literacy development. Similarly, we emphasize the need for evidence-based practices in literacy instruction by making many assignments inquiry-based (e.g., Comprehension Inquiry). Furthermore, candidates have opportunities to observe cooperating teachers modeling literacy instruction in clinical practice placements and, in turn, teach, be evaluated and obtain feedback on corresponding TPEs. In order to achieve this, the program includes attention to literacy development among the selection criteria for clinical practice placements and the selection of program and district-employed (cooperating teacher and/or site) supervisors. These criteria and practices are designed to align with the literacy standards 7A - 7H, as detailed below:
7A: Foundational Skills
ELJJ faculty and staff are committed to ensuring that our teacher candidates are well-prepared to deliver effective literacy instruction for all students. Here’s how we address the elements of this standard for both Multiple and Single Subject preliminary teacher credential candidates:
Introduction of Foundational Skills:
Coursework: Both Multiple Subject candidates are introduced to the foundational reading skills in our “Multiliteracy in Elementary Schools” course sequence (EDUT 6106, EDUT 6107, & EDUT 6108); Single Subject candidates complete the “Multiliteracy for Single Subject” course sequence (EDUT 6109 & EDUT 6110). Especially EDUT 6106 and EDUT 6109, which candidates complete during the intensive summer session, course materials and assignments provide an overview of phonological awareness, phonics, and decoding strategies and foundations of content area literacy, respectively. Additionally, the courses emphasize the significance of early intervention and collaboration in promoting effective literacy instruction.
Clinical Experience: During the initial stages of their fieldwork, candidates observe mentor teachers applying foundational reading skills in real classroom settings. This observational phase ensures that candidates witness practical applications of theoretical knowledge.
Practice of Foundational Skills:
Coursework: Multiple Subject candidates have opportunities to design and execute lesson plans focused on foundational reading skills in EDUT 6107; Single Subject candidates have similar opportunities in EDUT 6110. Peer reviews and instructor feedback during these courses ensure that candidates refine their approaches to teaching these skills. We recognize the importance of the development of foundational skills in elementary schools, which is reflected in the three-course (in contrast with two, for Single Subject) design sequence.
Fieldwork: Candidates, especially those pursuing the traditional pathway, actively teach foundational reading skills during their student-teaching placements.
Assessment of Foundational Skills:
Coursework: Candidates' understanding and application of foundational skills are evaluated through various means:
Written assignments and reflections on the theoretical knowledge of phonological awareness, phonics, and decoding and the importance of foundational reading skills (EDUT 6108 & EDUT 6110).
Lesson plan evaluations, ensuring candidates incorporate effective strategies (EDUT 6108 & EDUT 6110).
Fieldwork: Fieldwork assessment for foundational skills includes:
Direct observation, support, and feedback from Cooperating Teachers and Program Supervisors.
Weekly professional reflections.
Mid-term and end-of-placement Clinical Experience Assessments, which include specific evaluation on their efficacy in teaching foundational reading skills.
For our Single Subject candidates in Art, English, Social Science, and World Languages (French or Spanish), while the emphasis may vary slightly due to the nature of the subject, foundational reading skills are still embedded in curricula of Curriculum & Instruction for STEM or Humanities. For example, in Curriculum & Instruction 2 - Humanities (EDUT 6119), candidates are taught to recognize and support students struggling with foundational reading skills, even as they dive into more advanced literary topics.
California's diverse student population demands an emphasis on foundational reading skills to ensure equity and access for all students. Our program is dedicated to equipping our candidates with the skills and knowledge they need to address this vital educational foundation.
Multiple Subject candidates must complete a three-term Multiliteracies - Multiple Subject course sequence that focuses on curriculum and pedagogy for literacy development. The goals in all three courses have been revised to explicitly mention teaching and learning foundational literacy skills: EDUT 6106, EDUT 6107, and EDUT 6108. The revised goals in EDUT 6106 are explicitly addressed in the Reading Instruction and Literacy Integration Plan assignment and assessed via an analytic rubric. In the subsequent course (EDUT 6107), specific content reading assignment explicitly addresses teaching foundational skills. In the final course (EDUT 6108), candidates continue to develop their understanding of and skills to apply foundational literacy competencies by completing required assignments such as a Literacy Program Proposal. As with other similar assignments, candidates’ development is assessed utilizing an Analytic Rubric, which includes explicit mention of attention to the development of foundational skills as a criterion.
Single Subject candidates develop understanding of teaching foundational literacy skills in EDUT 6109 and EDUT 6110, Multiliteracies courses taught during the first and second terms in the program. As with the Multiple Subject course sequence, both Multiliteracies courses for Single Subject candidates are explicit in their respective goals and essential questions regarding the salience of foundational literacy instruction, which can be viewed here: EDUT 6109 and EDUT 6110. In EDUT 6109, candidates understand research and practice associated with vocabulary development. In EDUT 6110, candidates study assigned reading content discussing instructional strategies to teach foundational literacy skills, with a focus on word-learning. Furthermore, candidates explore and familiarize themselves with strategies for integrating foundational phonics skills into content areas and effective use of technology in teaching and learning of foundational literacy skills by completing a “Disciplinary Literacy Research Assignment.”
7B: Meaning Making
We are dedicated to ensuring our candidates are adept at fostering reading comprehension and critical thinking in students, emphasizing the use of culturally and linguistically relevant materials. Here's a detailed breakdown of how we incorporate each element of this standard:
Reading Comprehension and Critical Thinking in Coursework:
Multiple Subject Program: In the “Multiliteracies in Elementary Schools” course sequence, candidates delve deep into strategies that enhance comprehension and critical thinking (e.g., EDUT 6106). They learn to formulate questions, promote discussions, and use activities that foster deep thinking about texts.
Single Subject Program: In the "Curriculum & Instruction - STEM” (e.g., EDUT 6121) and “Curriculum & Instruction - Humanities (e.g., EDUT 6118)." course sequences, candidates learn to incorporate reading strategies tailored to specific subjects, ensuring students not only understand the content but also think critically about it.
Use of Culturally and Linguistically Relevant Texts:
Multiple Subject Program: Both, through texts they select and those that are assigned in courses throughout the program, candidates are introduced to a diverse set of texts. Candidates not only learn about the texts but also how to use them effectively to engage students of various cultural and linguistic backgrounds (e.g., EDUT 6106).
Single Subject Program: Candidates are provided with similar resources and strategies in activities and exercises to ensure representation and relevance in their readings (e.g., EDUT 6109).
Multiple and Single Subject candidates are provided further opportunities to select culturally and linguistically relevant and appropriate texts in “English Language Development Methods” EDUT 6112 course.
Promoting Deep and Sustained Reading:
Multiple Subject Program: In “Multiliteracies in Elementary School” (EDUT 6106), candidates experience deep and sustained reading by participating in book clubs. In doing so, they learn to appreciate sustained reading as well as analyzing the pedagogical and practical dimensions of promoting similar demeanors among students.
Single Subject Program: In the "Multiliteracies for Single Subject” course sequence, candidates have opportunities and are supported to create immersive reading experiences relevant to their subject, ensuring students stay engaged and derive deep understanding (e.g., EDUT 6109).
Supervised Field Experiences:
Both for the Multiple and Single Subject programs, during their fieldwork, candidates are required to plan and teach lessons that focus on comprehension and critical thinking using culturally and linguistically relevant texts. Cooperating Teachers and District-Employed Supervisors, in coordination with Program Supervisors, oversee these lessons, providing real-time feedback and post-lesson reflections to reinforce best practices. Additionally, candidates write weekly professional reflections where they record and analyze important experiences, particularly on how students interact with and respond to the texts.
We have taken care to weave the elements of Standard 7b throughout our coursework and field experiences, ensuring a holistic approach. We hope this provides a clearer picture of our commitment to the standard. We are always open to further insights and suggestions to enhance our program.
7C: Language Development
We recognize and appreciate the need for clarity and evidence regarding how Standard 7c is incorporated into supervised fieldwork experiences and specific aspects of the standard in the coursework. Here's a detailed breakdown:
Teaching of Vocabulary:
In “English Language Development Methods" course sequence (EDUT 6112 & EDUT 6113), candidates learn the dual importance of teaching vocabulary both indirectly and directly. They engage in modules on rich language experiences, word consciousness, explicit teaching of general academic terms, discipline-specific terminologies, and independent word-learning strategies. In addition, candidates plan curricula that include attention to language development in general and vocabulary in particular in their respective Curriculum and Instruction courses. Examples include EDUT 6116, in which Multiple Subject candidates examine the importance of vocabulary development in math and science lessons; STEM Single Subject candidates have similar experiences in EDUT 6110; Art, English, Social Sciences, and Spanish or French as world language candidates do it in EDUT 6119.
Candidates are also provided with explicit and direct support in developing praxis related to the teaching of vocabulary. This is done in EDUT 6113 to ensure that Multiple and Single Subject candidates understand the need to include language development for academic purposes in planning, teaching, and documenting their edTPA teaching events.
Interplay of Syntax and Vocabulary:
Especially in the second course of the aforementioned “English Language Development Methods” sequence (EDUT 6113), Multiple and Single Subject candidates delve deep into how syntax and vocabulary interact to form diverse text types. Modules are dedicated to understanding genres, purpose, audience, and discipline-specific variations. Furthermore, candidates are asked to design and teach lessons that specifically target the use of varied text types or genres, ensuring students recognize the syntactic and vocabulary variations.
Facilitation of Complex Language Structures:
Language as action is a construct that is but one of the components of a Pedagogical Language Knowledge (PLK) used in the EDUT 6112 & EDUT 6113 course sequence. The PLK model provides a framework for candidates to understand and appreciate complex sentence and text structures. They learn strategies to facilitate students' growth in understanding these structures and the importance of integrating reading, writing, speaking, and listening. In EDUT 6113, candidates have opportunities for and are supported in applying these strategies at their clinical placements by completing an Advanced Language Language Instruction Lesson Plan.
Instructional Planning Based on Analysis:
Single Subject credential candidates have opportunities to address and consider critical elements of planning instruction based on instructional materials, tasks, and assessments in “Multiliteracies 1 - Single Subject” (EDUT 6109); Multiple Subject candidates do the same in Multiliteracies in Elementary Schools (EDUT 6106). Modules focus on formal and informal assessments, English language proficiency, and integration of language development with other themes. Candidates demonstrate their assessment skills by analyzing student work, speaking engagements, and writings. Based on these assessments, candidates tailor their subsequent lessons, showcasing the ability to adapt to student needs. Feedback and reflective discussions from Cooperating Teachers and Program Supervisors ensure continuous improvement in this aspect.
7D: Effective Expression
Development of Effective Oral and Written Expression: In “English Language Development Methods (EDUT 6112 & EDUT 6113 ) both Multiple and Single Subject candidates study strategies and methods to cultivate students' oral and written communication skills. From understanding principles of oracy, to integrating translanguaging and scaffolding for language development, candidates get hands-on experience. In addition, Single Subject candidates in “Multiliteracies 1 - Single Subject” (EDUT 6109) and Multiple Subject candidates in “Multiliteracies 2 - Multiple Subject” (EDUT 6107) study ways in which listening, speaking, reading, and writing overlap with each other as a dynamic behavior and apply their understandings into teaching practice.
Encouraging Collaborative Conversations: Classroom simulations in the aforementioned course emphasize the importance of fostering collaborative environments. Role-playing activities and group projects require candidates to practice and model collaborative conversations. Examples of these collaborative conversations include Multiple Subject candidates participating in book club groups in “Multiliteracies 1 - Multiple Subject” (EDUT 6106); and collaborating in Planning for Literacy Instruction and consideration of diverse learners (EDUT 6107); Single Subject candidates engage in collaborative work on types of multiliteracies and a detailed lesson plan project in “Multiliteracies 2 - Single Subject” (EDUT 6110); both Single and Multiple Subject candidates in “English Language Development Methods” (EDUT 6113) collaborate to analyze linguistic ideologies and enhancing language proficiency.
Valuing Students' Linguistic Diversity and Assets: A core tenet of our program is the acknowledgment and appreciation of linguistic diversity. Especially in the multiliteracy course sequences for Multiple Subject (EDUT 6106, EDUT 6107, & EDUT 6108) and Single Subject (EDUT 6109 & EDUT 6110) course sequences, as well as the English Language Development Methods course sequences for both Multiple and Single Subject, candidates learn about various global languages and dialects, understanding the richness they bring to the learning environment. Furthermore, they learn to apply this understanding to teaching practice. Examples include Multiple Subject candidates understanding translanguaging and building on it for literacy instruction in EDUT 6107; Single Subject candidates learning to teach to develop metalinguistic awareness among multilingual students or considering pedagogical implications of Black language in literacy and identity development in EDUT 6109. Both Multiple and Single Subject candidates analyze lesson plans from a linguistic diversity as asset lens and also study ways to build on the rich experience of newcomer students.
Communication Appropriateness: We prepare credential candidates in both traditional and internship options to understand teaching students to tailor communication to distinct audiences, purposes, contexts, and tasks. The curriculum includes modules on conventions of written and spoken English and extends to multilingual considerations. Examples of what we do with Multiple Subject candidates include examining approaches of curricula and pedagogy intended to teach students how to match text types to purposes in “Multiliteracies 2 - Multiple Subject” (EDUT 6107); with Single Subject, candidates understand teaching writing skills through text types in “Multiliteracies 2 - Single Subject” (EDUT 6110).
Valuing and Leveraging Students' Languages: Multiple Subject candidates are introduced to the concept of translanguaging as a linguistic asset among students in several courses, but especially in “English Language Development Methods” (EDUT 6112); Single Subject candidates also learn about translanguaging in relation to curriculum planning in “Multiliteracies 2 - Single Subject” (EDUT 6110); Multiple Subject candidates learn similar strategies in “Multiliteracies 2 - Multiple Subject” (EDUT 6107). In all these instances, candidates learn and practice leveraging students’ linguistic assets to bridge understanding and enhance effective expression.
Writing for Varied Purposes: Daily writing, including informal writing, is emphasized in almost all of our courses, but an explicit discussion of curricular and pedagogical approaches to writing in relation to reading are in our “Multiliteracy in Elementary Schools” course sequence (EDUT 6106, EDUT 6107) and “Multiliteracy for Single Subject” course sequence (EDUT 6109 & EDUT 6110). Examples of assigned content include Jacobs (2004) in (EDUT 6109) and Rief (2002) in EDUT 6107. Both reading assignments provide a summary of research with practical applications to teach higher-order cognitive skills of reasoning, perspective taking, and critical reading, writing, listening, and speaking across subjects and grade levels. Related activities are reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research in a secondary school classroom (EDUT 6109); and planning and implementing strategies and solutions in developing students' higher order thinking skills through writing (EDUT 6107).
7E: Content Knowledge
Multiple Subject Program:
While evidence was noted as lacking, we do have curriculum components addressing Standard 7E. We recognize the oversight in our previous submissions and rectify this by providing a detailed breakdown of relevant course materials, assignments, and assessments in the Multiliteracies - Multiple Subject course sequence (EDUT 6106, EDUT 6107, & EDUT 6108). Moreover, Multiple Subject candidates are provided with multiple opportunities to learn and apply theory and research associated with the relationship between subject matter and literacy development for all students in the Curriculum & Instruction - Multiple Subject course sequence (EDUT 6115, EDUT 6116, & EDUT 6117). Examples include constructing a comprehensive literacy instruction plan (EDUT 6115), considering reading materials that are directly related to subject matter (EDUT 6116), candidates finding textbooks, websites, and pacing guides to share with the class (EDUT 6116), candidates experiencing first-hand independent reading and the power of book clubs to foster affinity toward reading (EDUT 6106). Moreover, Multiple Subject candidates examine literacy development from a multilingual and multicultural perspective (EDUT 6112) and equipping candidates with both a foundational understanding of bilingual literacy development and actionable strategies to support their students (EDUT 6113), courses that make up the English Language Development Methods sequence.
Single Subject Program:
Content Knowledge Contribution to Comprehension: In our Multiliteracies - Single Subject course sequence, candidates delve into the relationship between content knowledge, including literary and cultural perspectives, and its role in text comprehension. Examples of course assignments that require candidates to design lessons reflecting this integrated approach include Comprehension Strategy Instruction for Multimodal Texts in academic subjects in the first course (EDUT 6109). The work continues in the next course in the sequence (EDUT 6110), where attention is given to the development of cognitive and language skills toward comprehension.
Integration of Literacy Across Disciplines: We require candidates to take Curriculum and Instruction courses that match their respective credential subjects: Humanities (EDUT 6119) (i.e., Art, English, Social Science, and French or Spanish as world languages) and STEM (EDUT 6122) (i.e., Math and Science). Content and related discussions in each course teach candidates about the reciprocal relationship between academic language, literacy, and content knowledge: Literacy skills as a hidden curriculum (Humanities) and technological literacy in STEM and reading skills; what’s the difference? (STEM).
Collaboration Across Disciplines: We facilitate collaboration workshops where candidates from various disciplines collaborate on lesson planning, ensuring integration of literacy skills and content knowledge. Evidence will include lesson plans co-designed by candidates from different disciplines, such as Introduction to Literacies and Multiliteracies Group Project (EDUT 6109) and Introduction to Language & Literacy Discourse Analysis Project (EDUT 6110).
Support Based on Proficiency and Learning Differences: In Perspectives on Disability, Inclusion, and Assessment (EDUT 6136), Multiple and Single Subject candidates study and discuss literacy development for students with learning differences. Moreover, they examine literacy development from a multilingual and multicultural perspective (EDUT 6112) and equipping candidates with both a foundational understanding of bilingual literacy development and actionable strategies to support their students (EDUT 6113), courses that make up the English Language Development Methods sequence.
Understanding of Disciplinary Literacy: In “Multiliteracies - Single Subject 2” (EDUT 6110), candidates learn about how different academic disciplines have unique ways of constructing knowledge and how literacy instruction should reflect these differences. In the same course, candidates are also provided with opportunities to apply their understanding of disciplinary literacy by writing a research paper.
Role of Content Knowledge in Complex Texts: In” Multiliteracies - Single Subject2” (EDUT 6110), the first course in the sequence, candidates study content area literacy instruction for adolescents and collaborate applying their understanding of content and subject matter to analyze disciplinary texts. These tasks and assignments require candidates to integrate content knowledge as students explore intricate texts, evaluate sources, and express their understanding both in writing and speaking.
Wide and Independent Reading: Single Subject candidates experience and learn about the importance of fostering a love for wide and independent reading, noting its significance in knowledge acquisition and literacy development by studying and discussing assigned reading content in “Multiliteracies - Single Subject 2” (EDUT 6109).
7F: Literacy Instruction for Students with Disabilities
Multiple and Single Subject Programs:
In the Multiliteracy course sequences for Multiple and Single Subject, candidates learn the foundations for evidence-based literacy instruction, including multiple strategies that support the learning of students who are multilingual and those with disabilities. Examples include designing a Comprehensive Literacy Instruction Plan in EDUT 6106 (Multiple Subject) and creating a Group Project - A Detailed Lesson Plan Incorporating Strategies Learned in Class in EDUT 6109 (Single Subject).
In EDUT 6136 - “Perspectives on Disability, Inclusion, & Assessment,” Multiple and Single Subject candidates further explore various disabilities and their potential impact on literacy instruction. Simultaneously, candidates learn to determine individual students' strengths and needs instead of relying on disability-specific approaches, using the fundamentals of Universal Design for Learning. In small groups, students will research and present on a chosen disability, providing characteristics, myths vs. facts, information about how the disability can impact literacy learning, curriculum modifications and interventions, and accommodations, including assistive technology.
Candidates explore appropriate accommodations and modifications, including assistive technology, to support the literacy development of students with disabilities. Specifically, candidates examine multiple sample 504 plans for various disabilities produced by organizations. Candidates are presented scenarios and asked to identify individual accommodations and modifications based on strengths and needs of the individual student. They are also introduced to CA 504 plans and IEPs and how to complete those documents to ensure appropriate accommodations and modifications for student success.
Candidates learn the difference between characteristics of emerging bi/multilingualism and learning disabilities so that English learners are not neither over- nor under-identified with disabilities and to provide needed and appropriate interventions for their multilingual development. Specifically, candidates will learn about dyslexia as a language learning disability (CA Dyslexia Guide, Ch. 3) and the unique characteristics and needs of dyslexia in English Learners (CA Dyslexia Guide, Ch. 7; IRIS Module: Dual Language Learners with Disabilities). An in-class activity utilizes real (anonymous) assessments to provide practice and skill with reading and interpreting assessments to identify the differences between typical literacy development and issues from dyslexia and/or multilingual learning. Finally, Multiple and Single Subject candidates in EDUT 6136 engage with screening and assessments for dyslexia (CA Dyslexia Guide, Ch. 9) and how the assessments inform instruction and interventions.
7G: Integrated and Designated English Language Development
ELD Coursework:
We consider language diversity and development an important component of teacher education, which is why we have a designated course sequence to address this concern: “Methodologies of English-Language Development and Content Instruction” (EDUT 6112 & EDUT 6113. The content, activities, tasks, and assignments in the course sequence cover both integrated and designated ELD. The course aims to familiarize candidates with the ELD standards, guiding them on how to seamlessly integrate ELD into all content areas.
Building on Cultural and Linguistic Assets:
Our attention throughout the program, and explicitly in this course sequence, is dissolving widespread deficit mindsets that might be present among candidates and framing linguistic diversity as assets. These include reading and discussing “Becoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers," "Valuing Students' Linguistic Diversity: A Framework for Educators", and “Family narratives of biliteracy” in EDUT 6112; as well as ”Language, Culture, and Teaching: Critical Perspectives", “English as gatekeeper: Linguistic capital and American schools,” "’Black’ cultural capital, status positioning, and schooling conflicts for low-income African American youth,” and collaboratively analyzing teaching and assessment utilizing transformative literacy criteria in EDUT 6113.
Tailoring Instruction to Proficiency Levels:
The EDUT 6112 - EDUT 6113 course sequence also includes opportunities for candidates to create and present a lesson plan demonstrating an instructional strategy that both is informed by and enhances students' academic language proficiency (EDUT 6112), and discuss practical aspects and implications associated with ELPAC performance level descriptors in relation to ELD standards (EDUT 6113). Candidates utilize this information to practice designing lessons tailored to the varying English proficiency levels of students. Through practical exercises, candidates learn to differentiate instruction to meet the needs of beginning, intermediate, and advanced English learners. They apply this understanding to create an Advanced Language Instruction Lesson Plan that explicitly addresses designated ELD instruction (EDUT 6113).
Multiple Subject candidates are required to take a three-course Curriculum & Design sequence. EDUT 6115 emphasizes approaches to integrating specific strategies for embedding ELD into lessons on science, math, social studies, and the arts. Therefore, candidates are required to complete an Integrated, Accessible Learning Opportunity and Assessment Design assignment in which they are guided and required to combine subject matter learning and language development. EDUT 6116 continues candidates’ learning by focusing on advanced language skills and their application in content demonstrating how English language development supports understanding in academic subject areas. This includes a Final Project: Unit Plan, which requires them to develop a comprehensive multi-week unit plan for either math or science, with detailed daily lessons, required resources, and assessment methods. The assignment's focus on planning for linguistically diverse learners makes this course requirement an ideal opportunity to incorporate strategies for integrating English language development across content areas, aligning with CCTC's feedback. Finally, in EDUT 6117, candidates learn to integrate ELD instruction into complex subject matter and critical thinking exercises. Course content and assignments highlight how language proficiency aids in understanding sophisticated concepts in various subjects. Thus, the Integrated Project: Book Club & Curriculum Design assignment involves collaborative curriculum design focused on an elementary school subject grounded in social justice principles. It requires the development of learning objectives, strategies, and assessment tools, making it suitable for embedding advanced English language development strategies within complex content areas and critical thinking activities.
Single Subject Humanities candidates, in turn, complete a similar three-course Curriculum & Instruction - Humanities sequence. In EDUT 6118, candidates read assigned readings for explicit ELD instruction that require candidates to examine the manner in which language proficiency influences access to academic content. In addition, candidates must complete a Curriculum Design and Presentation assignment. This assignment scaffolds their development of teaching skills by guiding them to incorporate Integrated and Designated ELD strategies into this assignment. In EDUT 6119, candidates read assigned content on explicit ELD instruction, readings that focus on effective ELD integration in humanities education, ensuring candidates understand the practical aspects of this approach. Further, candidates view an Integrating ELD Into Secondary ELA and Social Studies Webinar. This is followed by discussions on how to integrate ELD strategies in teaching humanities subjects, using the practices discussed in the webinar. Finally, in EDUT 6120, candidates must complete a Detailed ELD Lesson Plan in which they must include a specific focus on integrating ELD strategies, demonstrating how they would adapt their instructional techniques and materials to meet the needs of English learners. Candidates’ development is assessed with an Analytic Rubric that explicitly considers ELD instruction.
Single Subject Mathematics and Science candidates follow a similar three-course sequence on Curriculum & Instruction where they learn how Integrated and Designated ELD are related and how designated ELD is taught in connection with Mathematics and Science. As such, the course goals on the EDUT 6121 syllabus make this outcome explicit. Furthermore, the Culturally Responsive Lesson Plan (Group Assignment) requires candidates to integrate designated ELD strategies that align with the STEM content in the curriculum. Candidates are provided with additional opportunities to reflect on their growth via Reflective Journal prompts on the integration of ELD strategies into STEM teaching, focusing on challenges and successes. Similarly, in EDUT 6122, course goals are explicit about candidates’ expected continued growth. In one of the major course assignments, Final Project: Curriculum Unit Design, candidates are expected to apply and demonstrate their ability to integrate advanced ELD strategies within the STEM content, showcasing a deep understanding of both content and language development needs. The path forward is clearly defined in the course goals for EDUT 6123, the third course in the sequence. In a Culturally Responsive STEM Unit Design & Assessment assignment, candidates yet again must demonstrate their ability to integrate advanced ELD strategies, supporting both language development and STEM content understanding. with. As with other assignments, candidates’ growth is explicitly assessed with an analytic rubric.
7H: Literacy Teaching Performance Expectations and Supervised Clinical Practice
Explicit Integration of Literacy TPEs:
Given that TPE 7 is new, we have included information in the training materials for Cooperating Teachers, Program-Employed Supervisors, and District-Employed Supervisors. By training all three groups of professionals involved in ensuring productive and successful clinical practice experiences for both traditional and intern single and multiple subject candidates on the newly-adopted Literacy TPEs, we bring literacy instruction for all learners to the foreground of candidates’ clinical experiences. Recognizing the vital role that supervising mentors play in the clinical practice experience, we are instituting content, tasks, and activities that explicitly and purposefully address literacy development as an important component in teaching practice. Below are links to pages with training materials for each of the Clinical Practice professional groups:
Furthermore, Clinical Experience Assessment Forms and assessment forms completed by Site Supervisors and Program Supervisors for Single Subject English and Multiple Subject candidates explicitly literacy development for all in their assessment of teaching practice. In closing, we are committed to ensuring that all candidates graduate from our program not only understanding the Literacy TPEs but also confidently demonstrating them in real classroom settings.
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