New CTC Standards and Expectations: Teachers and Administrators
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.
Click on the new standards and expectations in the links below which also contain key content areas highlighted in the documents for easy identification:
- Teaching Performance Expectations (TPEs)
- Administrator Standards and Expectations – CAPE/CPSEL Alignment Table
- Administrative Services Credential Handbook
How are you incorporating these new standards and expectations into your program? We hope you find the following resources helpful and we welcome your suggestions for the best resources for educators covering the topics below.
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!
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.
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 together 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 ethical practices highlighted in these resources. Like Restorative Justice, the research and writing in this field is evolving.
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.” 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.
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.
“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!
Research has shown that schools that “beat the odds,” with higher student achievement scores than anticipated, are distinguished by having significantly more positive school climates regardless of student characteristics and resource levels.
California’s new standards and expectations for teachers and administrators now deeply embed expectations that improve school climate through the knowledge and understanding of culturally responsive, research-based, student centered, non punitive classroom management practices including restorative justice and school-wide positive intervention and prevention strategies that address the social-emotional and mental health needs of the child with the goal of keeping all students in school and on course toward graduation.
For example, the new California Administrator Performance Expectations (CAPE) in CAPE 2B 4, expects all new educational leaders to be able to “Recognize discriminatory practices, signs of trauma, manifestations of mental illness, and promote culturally responsive, positive and restorative strategies to address diverse student and school needs.”
So one might ask, “Where do I start?”
- The FixSchoolDiscipline Educator Toolkit is the perfect starting place to learn about the why, where and how.
- Understanding Multi-Tiered System of Supports (MTSS) provide an overarching framework in which to think about, plan and implement a comprehensive system of supports addressing the academic, behavioral and social-emotional needs of every child.
- The actual CTC Standards and Expectations for teachers and administrators provide the specific content, performance expectations and examples of what all educators should be able to know and do.
Details of each of these are provided in the links above.