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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 Latest Topics


UCCS looks to 2024 as cybersecurity camps fill for 2023 | Resources

© provided with the aid of KXRM Colorado Springs

(COLORADO SPRINGS) — The college of Colorado Colorado Springs (UCCS) Cybersecurity courses office is internet hosting a series of cybersecurity camps for core faculty college students and core and high school lecturers over the summer time.

UCCS spoke of camps filled up automatically for 2023 and demand turned into so high that two further scholar camps funded by way of UCCS had been being provided however have when you consider that been stuffed and further funding for greater camps turned into unavailable. the first two camps were funded with the aid of an NSA furnish.

The camps are freed from can charge to participants and may run from 9 a.m. to three p.m., Monday via Friday right through a number of weeks in June and July. The camps will train cybersecurity, networking, and established on-line defense.

every scholar camp presents training, online actions, and hands-on experiences equivalent to digital truth, ciphers, lock-picking out, trade speakers, and extra to help grow attendees’ realizing and schooling in cybersecurity ideas, issues, and career alternatives.

The camp for educators prepares teachers for a Cybersecurity Certification exam offered by using the EC-Council. teachers will even have eight lesson plans for their lecture rooms, cybersecurity card games, and lecture room cybersecurity career courses.

furthermore, all instructor attendees will have the opportunity to follow their newfound cyber training skills at the core faculty cyber camps before putting them to full use in their own school rooms within the fall.

folks and educators searching ahead to 2024 can keep an eye on UCCS’s Cybersecurity web site for when 2024 camps are announced, at the link above.

Copyright 2022 Nexstar Media, Inc. All rights reserved. This material might also now not be published, broadcast, rewritten, or redistributed.

For the newest information, weather, activities, and streaming video, head to FOX21 information Colorado.


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