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Exam Number : CTEL
Exam Name : California Teacher of English Learners
Vendor Name : Teacher-Certification
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CTEL Exam Format | CTEL Course Contents | CTEL Course Outline | CTEL Exam Syllabus | CTEL Exam Objectives

California Teachers of English Learners (CTEL)

Program Leading to Certification to Teach

The Commission is the agency of California government that licenses teachers and other professionals
who serve in the public schools. As the policy-making body that establishes and maintains standards for
the education profession in the state, the Commission is concerned with the quality and effectiveness of
the preparation of teachers and other school practitioners. On behalf of the education profession and
the general public, one of the Commissions most important responsibilities is to establish and
implement strong, effective standards of quality for the preparation and exam of teachers who
will teach English learners.

AB 2987, passed in 1992 (California Education Code sections 44253.1- 44253.6), created a two-tiered
teacher certification structure for teaching English learners. Known as the Bilingual, Crosscultural,
Language and Academic Development Exam and Certificate, this structure has been in effect
from 1994 to the present, and it consists of the following six tests or domains:

• Test 1: Language Structure and First- and Second-Language Development;

• Test 2: Methodology of Bilingual Instruction, English Language Development and Content Instruction;

• Test 3: Culture and Cultural Diversity;

• Test 4: Methodology for Primary-Language Instruction;

• Test 5: The Culture of Emphasis; and

• Test 6: The Language of Emphasis (listening, reading, speaking, and writing)

The first tier, called Crosscultural, Language and Academic Development (CLAD) Certificate, authorizes
instruction for English Language Development (ELD) and Specially Designed Academic Instruction in
English (SDAIE). Candidates must pass the first 3 Tests (above) to earn this certification. The second
level, called the Bilingual Crosscultural, Language and Academic Development (BCLAD) Certificate,
authorizes instruction in ELD and SDAIE as well as instruction for primary-language development and
content instruction in the primary language. Candidates must pass all six tests in order to earn the
BCLAD Certificate.

The Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs were
also referenced by the panel in its development of the CTEL Knowledge, Skills, and Abilities and the CTEL
Program Standards. This was to ensure that content of CTEL Programs and the CTEL Exam were
closely aligned with the relevant content in the 2042 multiple and single subject teaching credential,
since all of these routes lead to an equivalent English learner authorization. The standards of the
national professional organizations such as those adopted by TESOL (Teachers of English to Speakers of
Other Languages) also served as a guide and provided a comprehensive perspective for panel members

The ELIDT developed two types of standards to guide institutional responses and expert review for CTEL
Programs. The first type, called “Program Design Standards”, make up Category I of the CTEL Program
Standards. These standards inform institutions about the organizational structures and resources
required for sponsorship of a CTEL program. Category II of the Standards Specific to CTEL Programs
provides guidance on the instructional content of the curriculum as well as the competencies that
candidates must demonstrate in order to meet the requirements of the CLAD Certificate. These
standards, called the “Candidate Competency Standards” are closely aligned with the CTEL Knowledge,
Skills, and Abilities.

Once the ELIDT completed the draft CTEL standards, Commission staff worked with formatting and
organization in order to align with the most currently-developed standards of quality for teacher
preparation. The Commission adopted the Standards of Quality and Effectiveness for California
Teachers of English Learners (CTEL) Programs Leading to CLAD Certification on November 30, 2006.

Language and Language Development

Domain 1:

Language Structure

and Use

Phonology and Morphology

Syntax and Semantics

Language Functions and Variations



Domain 2:

Additive Language


Theories, Processes, and Stages of Language Acquisition

Theories, Models, and Processes of Second-Language Acquisition

Cognitive, Linguistic, and Physical Factors Affecting Language


Affective Factors Affecting Language Development

Sociocultural and Political Factors Affecting Language





Domain 1:

Assessment of

English Learners

Principles of Standards-Based Assessment and Instruction

Role, Purposes, and Types of Assessment

Language and Content-Area Assessment

Domain 2:

Foundations of



Development and

Content Instruction

Foundations of Programs for English Learners

Foundations of English Language Literacy

Instructional Planning and Organization for ELD and SDAIE

Components of Effective Instructional Delivery in ELD and SDAIE

Effective Resource Use in ELD and SDAIE

Domain 3:

Approaches and

Methods for ELD

and Content


ELD – Approaches and Methods

ELD – Listening and Speaking

ELD – Reading and Writing

Specially Designed Academic Instruction in English (SDAIE)

Culture and


Domain 1:

Culture and Cultural

Diversity and Their

Relationship to



Cultural Concepts and Perspectives

Cultural Contact

Cultural Diversity in California and the United States

Crosscultural Interaction

Domain 2:

Culturally Inclusive


The Role of Culture in the Classroom and School

Culturally Inclusive Learning Environment

Family and Community Involvement

Culturally Inclusive Curriculum and Instruction

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Teacher-Certification CTEL exam


Undergraduate teacher Certification necessities | Resources

Undergraduate instructor Certification necessities

Drexel presents a few education certification and degree classes that put together students for formal trainer certification. as soon as a scholar has correctly accomplished their undegraduate course of look at and all qualifying teacher certification exams required with the aid of the Pennsylvania department of training (PDE), Drexel recommends the pupil to the PDE for the appropriate educating certificates.

educating Certification GPA requirements

The school of education requires that college students preserve as a minimum a "B" average (3.0 GPA) in content classes vital for teacher certification apart from incomes a grade of "B" or stronger in every core pedagogy direction required for certification.

Pennsylvania teacher Certification requirements

All undergraduate college students are required to attain and submit updated and present copies of the required clearances to the faculty of education yearly with a view to participate in classroom observations and student instructing in Pennsylvania. All full-time undergraduates will get hold of advice in gaining these clearances all over their first term. Non-PA students may still contact their state's branch of schooling or school district office for a list of clearances required in their state.

instructor Certification manner academic I Certification

This preliminary certification qualifies a trainer to teach for a highest of six years. The six years don't need to be continuous. To continue instructing after the six years are accomplished, the instructor should get hold of an educational II Certification.

academic II Certification

The instructional II Certification is regarded a permanent certification. A instructor applying for academic II Certification have to have:

  • instructional I Certification
  • no less than three years and a highest of six years of teaching event on an academic I instructing certificates
  • 24 semester-hour (or 36 quarter-hour) credit beyond a bachelor’ degree
  • Completion of an induction software (generally offered with the aid of the teacher’ school of employment)
  • elementary Certification (Grades PreK–4) and special schooling Certification (Grades PreK–8 and Grades 7–12)

    The Pennsylvania Educator Certification exams (PECT) are required for Grades PreK–4 and special training. All undergraduate and twin diploma BS/MS students are required to pass the Pre-provider educational performance evaluation (PAPA) primary capabilities exam. moreover, college students will be required to take the acceptable exam examination for each and every enviornment of certification they want to gain.

    For extra information about examinations and registration:

    middle degree Certification (Grades 4–8) and Secondary Certification (Grades 7–12)

    All undergraduate and twin degree BS/MS college students in the hunt for certification in middle (grades 4–8) or secondary (grades 7–12) levels are required to flow exams from the PA schooling Certification checks (PECT) and the Praxis II sequence. students should circulate each the Pre-service educational performance evaluation (PAPA) basic advantage exam examination and the acceptable Praxis II content competencies examine for each and every area of certification they need to attain.

    For more tips about examinations and registration:

    Pennsylvania Act 48 requirements

    To hold academic I and instructional II Certifications, the PDE requires a instructor to comprehensive one of right here every five years:

  • Six semester-hour (or nine quarter-hour) credits. credits must be got from an accepted, 4-year, degree-granting faculty or university.
  • 180 hours of expert construction
  • a mix of credit and expert building hours every five years.
  • observe: For those working to acquire educational II Certification, the 24 semester credits or 36 quarter credits mandatory to practice for educational II may also additionally count towards Act forty eight requirements.

    down load the Pennsylvania branch of education’s generally asked questions on Act forty eight [PDF].


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