CTC Standards and Expectations

 

The California Commission on Teacher Credentialing adopted major revisions to the California Administrator Performance Expectations (CAPEs), California Professional Standards for Educational Leaders (CPSEL) and the California Teaching Performance Expectations (TPEs) in June of 2016. These revisions completely overhaul the standards and expectations for administrator and teacher preparation programs in California. As programs transition to these new standards and expectations, CLEAR and an alliance of faculty and stakeholders are curating this site to assist with the transition by providing education faculty and practitioners with useful resources aligned with the new standards.

Starting in July of 2017, all of the expectations must be introduced, practiced and assessed during the preliminary credential program. Specifically, these now include an understanding of mental health, social-emotional, and health needs of students in addition to expectations related to trauma, culturally responsive, racism, implicit and explicit bias. These changes also ensure candidates are trained in the foundations of positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

We hope you find the following resources helpful and we welcome your suggestions for the best resources for educators covering the topics below.

Restorative Justice

Restorative Justice (RJ) is about relationships, not rules. RJ practices provide students, teachers, administrators and their communities of support with the tools to both prevent and respond to harms. Justice resonates with youth often caught in the web of punitive discipline. RJ is an expansive and holistic philos-ophy, actualized by practices that can accommodate social and emotional learning, cultural responsive-ness including implicit biases, and trauma informed practices. It represents a paradigm shift from punish-ment to understanding and compassion.

The writing and research in this area is evolving, stay tuned, more to come. . . think SEL Guide, Dalai Lama and a curriculum for teaching secular ethics, and a long-awaited report on emerging and promising RJ practices!

Positive Behavior Interventions and Supports (PBIS)

Is your school encouraging good behavior in a way that shows up in better grades, less disciplinary incidents, and more smiles? Can its implementation of Positive Behavior Interventions and Supports (PBIS) be improved so that it reaches more students and impacts not only their behavior, but their academic and personal growth. How about teachers? Can your teachers benefit from more support so that they can implement PBIS with more ease, confidence and results?

PBIS is a framework designed to help schools establish effective behavior systems at all levels: Tier 1 School-Wide, Tier 2 Targeted/At-Risk, and Tier 3 Individualized. The PBIS framework aligns with Response to Intervention (RtI) Behavior and Multi-Tiered System of Supports (MTSS). Check out the resources below to help you with some best practices, expert how-to’s and valuable information.

Social Emotional Learning

The Academic Collaborative for Social and Emotional Learning (CASEL) defines Social and Emotional Learning (SEL) as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make respon-sible decisions.”

What this means in the classroom is that students learn how to better know themselves, how to effectively show kindness and empathy for others, how to express positive emotions, and how to deal with negative emotions. These practices lead to a classroom and school culture of caring and support. SEL brings to-gether cognitive learning with social and emotional learning to teach to the whole student. SEL also casts the educator in the role of a more complete person leading to an enriching school experience for all. SEL can be implemented in concert with Culturally Responsive or Restorative Justice practices and other ethi-cal practices highlighted in these resources. Like Restorative Justice, the research and writing in this field is evolving.

Culturally Responsive Resources

You’ve heard the term, but what does “culturally responsive teaching“ really mean? More importantly, how do you build the practices, processes, and structures in your classroom to bridge who your students are (i.e. background, knowledge, values and experiences) with how and what they learn (i.e. your lesson plans, standards, pedagogy and teaching strategies) so that ALL students thrive?

In 1992, Dr. Gloria Ladson-Billings coined the term culturally relevant pedagogy to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural references to impart knowledge, skills, and attitudes.1” Some of the characteristics of culturally responsive teaching include:

  • Positive perspectives on parents and families
  • Communication of high expectations
  • Learning within the context of culture
  • Student-centered instruction
  • Culturally mediated instruction
  • Reshaping the curriculum
  • Teacher as facilitator

Since then, an increasing body of research, practice and programs demonstrate the importance of addressing the ethnic, racial, linguistic, geo-nationality, and socioeconomic diversity that is growing in our schools. In fact, our network of culturally responsive teaching experts curated resources below to make it easier for you to strengthen your learning environments so that all students learn and grow.

Dismantling Racism and Bias Resources

Most schools experience a dynamic shift in student populations over time as it relates to culture, ethnicity and race. With these changes, a student’s academic, social and personal needs change too. Districts who do not recognize this shift, finds themselves in educational shock when their system of education including supports no longer work for students.

Districts must catch up fast before this shock translates into low expectations for some students and limited opportunity and access to strong educational programming for others.

We all agree that a diverse student body is a beautiful configuration that allows cultures to coexist under the umbrella of school to promote appreciation and understanding and sensitivity for one another.

Reality tells us that few teachers or administrators are trained or confident enough to immerse themselves in an agenda that promotes a district wide program of valuing diversity and promoting racial and ethnic understanding and sensitivity. The following is a list of resources that educational leaders can use to help them address cultural, racial and/or ethnic issues in an ongoing fashion.

Trauma Informed Practices

“The question we should ask is not ‘what’s wrong with you,’ but rather ‘what happened to you?” The American Psychological Association describes trauma as “an emotional response to a terrible event like an accident, rape or natural disaster.” Immediate reactions can include shock and denial, while longer-term reactions include unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches or nausea.

“Traumatic events are extraordinary, not because they occur rarely, but rather because they overwhelm the ordinary human adaptations to life.” — Judith Herman, Trauma and Recovery

Traumatic experiences can directly and immediately impact the way a child’s brain develops (how they learn) as well as how they behave (how they cope) inside and outside of your classroom. Between half and two-thirds of all school-aged children experience trauma. This leaves many children feeling alone, misunderstood, and powerless to move on with their lives. Psychologists can help students impacted by trauma manage their emotions, but only IF the child has been properly diagnosed. Unfortunately, most go undiagnosed for childhood trauma.

As an educator, regardless of your student’s race or socioeconomic background, many youth in your class/school will experience and/or are impacted by trauma. Learning to be sensitive to your student’s needs and experiences with trauma can be overwhelming, however, you are not alone. Continue reading below for resources, experts and networks that can help transform your class/school into a trauma sensitive learning environment. Be a part of the movement that ends the cycle of trauma!