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WHAT ARE THE NEW ADOPTED �DHH CREDENTIAL STANDARDS �AND �TEACHER PERFORMANCE EXPECTATIONS (TPES)?

Janice Smith Warshaw, Ed.D.

Gabrielle Jones, Ph.D.

Rachel Narr, Ph.D.

Ellen Schneidermann, Ph.D.

California Commission Teaching Credentialing Advisory Panel DHH Task Force

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Image: Seal of California Commission on Teacher Credentialing

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IN MEMORIAM ROBYN ZANE

Robyn zane was the director of the state special schools and services division (ssssd) at the california department of education serving both residential schools (fremont & riverside) when she passed away unexpectedly in january 2022. She had served in deaf education for more than 45 years in both ma and ca.

She was a strong advocate for asl/english bilingual education and pushed for equity strategies in special education. She was actively involved in ctc design team for the new tpes and ongoing caltpa assessment panel.

She was a delightful colleague, always came with a smile and truly believed in promoting a better future for all dhh students.

If you wish to contribute to honoring her memory by having her name engraved on a Garden bench, Go to

https://gofund.Me/2a4bd04e

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Reorganizational Changes in CTC

New DHH Credential Standards

What are Teacher Performance

Expectations (TPEs?)

TPEs for Deaf Education Teachers

A g e n d a

Hands-on activity

Summary and Qs & As

Image:

Seal of

California

Commission on

Teacher

Credentialing

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REORGANIZATIONAL CHANGES IN CTC

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CURRENT CREDENTIALING STRUCTURE

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Education Specialist Credential Structure

General Education:

Multiple Subject and Single Subject Credentials

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and

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Five Education Specialist Credentials:

  1. Early Childhood Special Education (Birth to K)
  2. Visual Impairments (Birth to age 22)
  3. Deaf and Hard of Hearing (Birth to age 22)
  4. Mild/Moderate Support Needs (K to age 22)
  5. Significant Support Needs (K to age 22)

“Common Trunk”

Image: A shape of tree with trunk “Common Trunk” and branches “General ED” and “Special ED”

Greater emphasis on “inclusive practices” Universal Design principles, & Multi-Tiered Systems of Support 

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TAKE A FEW MOMENTS AND WRITE YOUR THOUGHTS ABOUT THE NEW STRUCTURE THE COMMON TRUNK

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Standard

OLD STANDARDS

2008-2018

NEW STANDARDS

2018- CURRENT

DHH 1:

Characteristics of Learners

Program design and curriculum program standard

DHH 2:

Development of Professional Perspectives

Preparing candidates to master the teaching performance expectations (TPEs)

DHH 3:

Candidate Communication Skills

Clinical practice

DHH 4:

Language and Cognitive Development Strategies

Monitoring, supporting, & assessing candidate progress towards meeting the education specialist credential requirements

DHH 5:

Specialized Assessment

Implementation of a teaching performance assessment

DHH 6:

Instructional Techniques

Induction individual development plan (IDP)

DHH 7:

Early Childhood Intervention and Education

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DHH 8:

Hearing Loss &Additional Disabilities

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DHH 9:

Managing Student Behavior and Social Interaction Skills

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DHH 10:

Transition and Transitional Planning

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DHH 11:

Collaborative Partnerships

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CTC DHH Design Team Committee work

All old standards are embedded

within the new 6 standards

STANDARDS ARE NOW ALIGNED WITH TPEs

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CURRENT PROGRAM STANDARDS

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Program Standard

1

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PROGRAM DESIGN AND CURRICULUM PROGRAM STANDARD

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    • Ensures candidate can deliver services in a variety of instructional settings
    • Demonstrate knowledge of DHH, Deafblind characteristics
    • Identify unique characteristics of DHH students, DeafBlind, Deaf with additional challenges

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CURRENT PROGRAM STANDARDS

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Program Standard

2

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PREPARING CANDIDATES TO MASTER THE TEACHING PERFORMANCE EXPECTATIONS (TPES)

    • DHH teachers will master the unique set of TPEs for both general education and Deaf Education specialty

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    • Coursework, fieldwork, and clinical experiences will provide opportunities for candidates to learn, apply, and reflect on each TPE 

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CURRENT PROGRAM STANDARDS

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Program Standard

3

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CLINICAL PRACTICE

    • Ensures candidates have experiences across grades and disability categories, and the continuum of Deaf Ed. services
    • Clinical practice-minimum 600 hours across the arc of the program
    • At least 200 hours of supervised early field work in general and Deaf Ed. settings before final student teaching
    • Interns early field experience takes place in experienced mentor classrooms in both general and deaf education settings 

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CURRENT PROGRAM STANDARDS

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Program Standard

4

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MONITORING, SUPPORTING, AND ASSESSING CANDIDATE PROGRESS TOWARDS MEETING THE EDUCATION SPECIALIST CREDENTIAL REQUIREMENTS

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    • Program faculty and supervisors monitor and support candidates towards meeting all TPEs, including those unique to the credential specialty area
    • All other program requirements 

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CURRENT PROGRAM STANDARDS

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Program Standard

5

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IMPLEMENTATION OF A TEACHING PERFORMANCE ASSESSMENT

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    • Program determines that candidates have demonstrated satisfactory performance on the full range of required TPEs by passing a TPA
    • Upon Commission adoption of an Education Specialist TPA, new standards language specific to the TPA will be proposed for adoption

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Program Standard

5a

    • Administration of the Teaching Performance Assessment (TPA)

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Program Standard

5b

    • Candidate Preparation and Support

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Program Standard

5c

    • Assessor Qualifications, Trainings, and Scoring Reliability

CURRENT PROGRAM STANDARDS

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CURRENT PROGRAM STANDARDS

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Program Standard

6

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INDUCTION INDIVIDUAL DEVELOPMENT PLAN (IDP)

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    • Program, candidates, and supervisors collaborate on the Individual Development Plan for professional growth during the teacher induction program leading to a clear credential. 

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New DHH Teacher �Performance�Expectations�(TPEs)

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The Teaching Performance Expectations (TPEs) for credential candidates describe the set of professional knowledge, skills and abilities expected of a beginning level practitioner in order to effectively support the growth, development, and learning of all students and to work collaboratively with families to support all students in meeting the state-adopted academic content standards.

What is a TPE?

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As candidates progress through the curriculum, faculty and other qualified supervisors assess candidates’ performance in relation to the TPEs and provide formative and timely performance feedback regarding candidates’ progress toward mastering the TPEs.

The scope of the pedagogical assignments:

  1. addresses all of the TPEs as they apply to the subjects to be authorized by the credential, and
  2. prepares the candidate for course-related and other assessments of their competence with respect to both the Universal TPEs and the Education Specialist TPEs.

How do TPEs apply?

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Engaging and Supporting All Students in Learning

Creating and Maintaining Effective Environments for Student Learning

Understanding and Organizing Subject Matter for Student Learning

Planning Instruction and Designing Learning Experiences for All Students

Assessing Student Learning

Developing as a Professional Educator

TPE

1

TPE

2

TPE

3

TPE

4

TPE

5

TPE

6

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TPE

1

    • Engaging and Supporting All Students in Learning
      • Emphasis on language rich environment (ASL/English exposure)
      • Language planning (to support incidental learning)
      • Learning student centered that is personal, meaningful, and culturally relevant 
      • Differentiated multimodal environment and learning

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TPE

2

    • Creating and Maintaining Effective Environments for Student Learning
      • Use of bilingual trans-languaging techniques
      • Providing inclusive environment – language equity and intersectionality
      • Using culturally relevant resources to read a wider audience (BIPOC, LGBTQIA)

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TPE

3

    • Understanding and Organizing Subject Matter for Student Learning
      • Mastering ASL sign concepts in academic content matter.
      • Knowledge of translanguaging techniques in meaning making activities

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TPE

4

    • Planning Instruction and Designing Learning Experiences for All Students
      • strengthen the interconnectedness of academic content areas, critical thinking and language scaffolding using a variety of resources (ESL and ELL techniques, ASL/English bilingual strategies) accessible to all learners 
      • Include Deaf community expertise to engage learning

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TPE

5

    • Assessing Student Learning
      • administer linguistically and culturally appropriate assessments in the language understood by the students 
      • Multimodal student assessments (spoken, signed and written)

TPE

6

    • Developing as a Professional Educator
    • Build relationships with families and guardians, & deaf communities
    • knowledge second language development and the distinction between language disorders, disabilities, and language differences. 
    • Get training with deafblind practices (protactile)

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Hands-on�Activity

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TEACHERS

TPE 3.4

Demonstrate knowledge of translanguaging and transliterating techniques (ASL-printed English and/or spoken language-printed English) in the delivery of content knowledge.�

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SCHOOL ADMINISTRATORS

TPE 6.2

Demonstrate the ability to present unbiased information to families on the differences in perspectives on deafness, the range of educational opportunities available for deaf children, and support families in their decision-making process by providing information on the linguistic, cognitive, social, and emotional needs of deaf children, federal and state special education regulations, and connections with parent support groups, community agencies, and deaf role models.�

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PARAPROFESSIONALS

TPE 2.1 

Establish a caring, stimulating, and safe community for diverse deaf learners in which students assume responsibility for learning and self-advocacy, show willingness to take intellectual risks, develop self-confidence, and learn to work collaboratively and independently.�

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PARENTS�TPE 1.3 

Collaborate with students and families to make instruction learner-centered, developmentally appropriate, and meaningful, reflecting home and school connections, knowledge of child development (linguistic, cognitive, socio-emotional, & cultural development), and additional special needs.

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SUMMARY

Image: Seal of California Commission on Teacher Credentialing

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CALTPA ASL/ENGLISH BILINGUAL ASSESSORS WANTED

Contact CTC office or check on their newsletter website

  • If you have a California License and you’ve taught in California for more than 5 years
  • If you have experience mentoring a student teacher as a cooperative teacher
  • If you are currently teaching at the university level courses related to Deaf education and/or any core subjects (multiple subjects or single subject) related courses in education.
  • Once accepted, you will go through a pre training session prior to reviewing candidate’s materials.
  • CTC will pay 36 dollars per assessment.

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QUESTIONS AND ANSWERS

Background image: An image of blue person icon with three block shapes, “Q & A.”

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SPECIAL THANKS TO ALL MEMBERS WHO HAVE CONTRIBUTED TO CTC DHH TASK FORCE

William Hatrak, CTC Consultant in Teacher Preparation

Sarah Solari Colombini, CTC Consultant in Teacher Preparation

Janice Warsaw-Smith CSU, Fresno

Gabrielle Jones, UC San Diego

Colleen Smith, National University

Michelle Sumner, Long Beach USD DHH

Rachel Narr Friedman, CSU, Northridge

Ellen Schneidermann, CSU, Northridge

Mary McGinnis, Mount Saint Mary’s University

Maura Martindale, California Lutheran University

Jane Hankins, Monterey County of Education

Maurice Belote, California Deafblind Services

Bridget Weich, John Tracy Clinic

Robyn Zane, Former Director of SSSSD

Nancy Hlibok-Amann, Director of SSSSD (formerly CSDR Superintendent)

Erika Thompson, CSDR

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