Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
California Teaching Performance Expectations
Commission on Teacher Credentialing
(TPEs) Adopted
June 2016
Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
This publication by the Commission on Teacher Credentialing is not copyright. It may be
reproduced in the public interest, but proper attribution is requested.
Commission on Teacher Credentialing
1900 Capitol Avenue
Sacramento, California 95811
(888) 921-2682 (toll free)
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Teaching Performance Expectations
This document includes Teaching Performance Expectations (TPEs) within the six California
Standards for the Teaching Profession (CSTP). Each TPE includes a narrative that provides the
context and intent of the TPE and a set of elements that identify key aspects of teaching
performance, along with a narrative providing context for subject-specific pedagogy. The
numbering and order of the six TPEs do not indicate relative importance or value; all TPEs are
considered equally important and valuable. In addition, the numbering and order of the
elements within each TPE do not indicate relative importance or value.
Copyright © 2016 by the California Commission on Teacher Credentialing
1900 Capitol Avenue, Sacramento, CA 95811
All rights reserved.
All materials contained herein are protected by United States copyright law and may not be reproduced, distributed,
transmitted, displayed, published or broadcast without the prior written permission of the California Commission on Teacher
Credentialing. You may not alter or remove any trademark, copyright or other notice from copies of the content. Any
redistribution or reproduction of part or all of the contents in any form is prohibited other than the following:
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you may print or download to a local hard disk extracts for your personal and non-commercial use only
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you may copy the content to individual third parties for their personal use, but only if you acknowledge the California
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Teaching Performance Expectations (TPEs)
Aligned with the California Standards for the Teaching Profession
TPE 1: Engaging and Supporting All Students in Learning
Elements .................................................................................................................... 5
Narrative .................................................................................................................... 5
TPE 2: Creating and Maintaining Effective Environments for Student Learning
Elements .................................................................................................................... 7
Narrative .................................................................................................................... 7
TPE 3: Understanding and Organizing Subject Matter for Student Learning
Content Specific Pedagogy
Elements .................................................................................................................... 8
Narrative .................................................................................................................... 9
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Elements .................................................................................................................... 10
Narrative .................................................................................................................... 11
TPE 5: Assessing Student Learning
Elements .................................................................................................................... 12
Narrative .................................................................................................................... 12
TPE 6: Developing as a Professional Educator
Elements .................................................................................................................... 13
Narrative .................................................................................................................... 14
Subject-Specific Pedagogy
Developmentally Appropriate Practices in Relation to Subject-Specific Pedagogy . 15
English Language Development in Relation to Subject-Specific Pedagogy ............... 15
Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments ....... 16
Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments ........... 21
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Teaching Performance Expectations (TPEs)
Aligned with the California Standards for the Teaching Profession
Introduction
The Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, and
abilities that beginning general education teachers have the opportunity to learn in approved
teacher preparation programs in California. Beginning teachers demonstrate their knowledge of
the TPEs by successfully completing course work, engaging in clinical practice, and passing a
Teaching Performance Assessment (TPA) based on the TPEs. Beginning teachers must meet
these requirements prior to being recommended for a preliminary teaching credential in
California. TPEs guide teacher preparation program development; candidate competency with
respect to the TPEs is measured through the TPA.
The TPEs are research-based and aligned to national teaching standards expectations. They link
to expectations set forth in California's adopted content standards for students. They require
beginning teachers to demonstrate the knowledge, skills, and abilities to provide safe, healthy,
and supportive learning environments to meet the needs of each and every student and to
model digital literacy and ethical digital citizenship. In addition, the TPEs explicitly require
beginning teachers to know and be able to apply pedagogical theories, principles, and
instructional practices for the comprehensive instruction of English learners. They know and
can apply theories, principles, and instructional practices for English Language Development to
assist students to achieve literacy in English within the content area(s) of their credential(s).
They create inclusive learning environments, in person or online, and use their understanding
of all students' developmental levels to provide effective instruction and assessment for all
students, including students with disabilities in the general education classroom.
The TPEs are directly and purposely aligned to the California Standards for the Teaching
Profession (CSTP) that guide California's teacher induction programs and ongoing teacher
development in California. This direct alignment signals to beginning teachers, preparers of
beginning teachers, and those who support and mentor teachers in their first years of
employment the importance of connecting initial teacher preparation with ongoing support
and development of teaching practice in the induction years and beyond.
The TPEs are organized by the six CSTP domains. Detail about expectations for beginning
teacher knowledge and performance is provided through TPE elements and narratives within
each of the six CSTP Domains:
• 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
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Section one of this document provides the TPE elements and narratives. Section two describes
subject-specific pedagogy expectations and provides additional descriptions of subject-specific
pedagogical strategies appropriate to the content area(s) of the teacher's multiple and/or single
subject California credential.
Throughout this set of TPEs, reference is made to "all students" or "all TK–12 students." This
phrase is intended as a widely inclusive term that references all students attending public
schools. Students may exhibit a wide range of learning and behavioral characteristics, as well
as disabilities, dyslexia, intellectual or academic advancement, and differences based on
ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language,
religion, and/or geographic origin. The range of students in California public schools also
includes students whose first language is English, English learners, and Standard English
learners. This inclusive definition of "all students" applies whenever and wherever the phrase
"all students" is used in the TPEs.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
TPE 1: Engaging and Supporting All Students in Learning
Elements
Beginning teachers:
1. Apply knowledge of students, including their prior experiences, interests, and social-
emotional learning needs, as well as their funds of knowledge and cultural, language, and
socioeconomic backgrounds, to engage them in learning.
2. Maintain ongoing communication with students and families, including the use of
technology to communicate with and support students and families, and to communicate
achievement expectations and student progress.
3. Connect subject matter to real-life contexts and provide active learning experiences to
engage student interest, support student motivation, and allow students to extend their
learning.
4. Use a variety of developmentally and ability-appropriate instructional strategies, resources,
and assistive technology, including principles of Universal Design of Learning (UDL) and
Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide
range of learners within the general education classroom and environment.
5. Promote students' critical and creative thinking and analysis through activities that provide
opportunities for inquiry, problem solving, responding to and framing meaningful questions,
and reflection.
6. Provide a supportive learning environment for students' first and/or second language
acquisition by using research-based instructional approaches, including focused English
Language Development, Specially Designed Academic Instruction in English (SDAIE),
scaffolding across content areas, and structured English immersion, and demonstrate an
understanding of the difference among students whose only instructional need is to acquire
Standard English proficiency, students who may have an identified disability affecting their
ability to acquire Standard English proficiency, and students who may have both a need to
acquire Standard English proficiency and an identified disability.
7. Provide students with opportunities to access the curriculum by incorporating the visual
and performing arts, as appropriate to the content and context of learning.
8. Monitor student learning and adjust instruction while teaching so that students continue to
be actively engaged in learning.
Narrative
Student Engagement
Beginning teachers understand and value the socioeconomic, cultural, and linguistic
background, funds of knowledge, and achievement expectations of students, families, and the
community and use these understandings not only within the instructional process but also to
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Teaching Performance Expectations (TPEs) – Adopted June 2016
establish and maintain positive relationships in and outside the classroom. They use
technology as appropriate to communicate with and support students and families.
Beginning teachers provide opportunities and adequate time for students to practice and apply
what they have learned within real-world applications and community-based instruction as
appropriate and as available. They use available community resources, prior student
experiences, and applied learning activities, including arts integration, to make instruction
individually and culturally relevant.
Beginning teachers use a variety of instructional principles and approaches such as UDL and
linguistic scaffolding to assure the active and equitable participation of all students and to
promote engagement of all students within general education environments using the
principles of Multi-Tiered System of Supports (MTSS) as appropriate.
Language Acquisition and Development
Beginning teachers understand and apply theories, principles, and instructional practices for
the comprehensive language instruction of English learners, Standard English learners, and
students whose first language is English. They understand and use appropriate instructional
approaches and programs for developing language proficiency and the use of academic
language for English language development, including structured English immersion, integrated
and designated English language development, and Standard English acquisition. They
appropriately apply theories, principles, and instructional practices for English language
development to assist students to achieve literacy in English. Beginning teachers understand
and apply pedagogical theories and principles and practices for the development of students'
academic language, comprehension, and knowledge across the subjects of the core curriculum.
Beginning teachers use a student's background and assessment of prior learning both in English
and the home language, if applicable, to differentiate instruction and to select instructional
materials and strategies, including the incorporation of visual and performing arts, to support
the student in comprehension and production of Standard English. They are able to determine
communicative intent, particularly with students at emerging and expanding English proficiency
levels and with students who may have an identified disability affecting their ability to acquire
Standard English proficiency.
Beginning teachers design and implement instruction based on the student's level of English
proficiency and academic achievement, keeping in mind that the student's individual needs
vary and may be multifaceted. Additionally, beginning teachers understand the difference
among students whose only instructional need is to acquire Standard English proficiency,
students who may have an identified disability affecting their ability to acquire Standard English
proficiency, and students who may have both a need to acquire Standard English proficiency
and an identified disability.
Beginning teachers assure that students understand what they are to do during instruction and
monitor student progress toward learning goals as identified in the academic content standards
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
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and Individualized Education Plans (IEPs), Individualized Family Service Plans (IFSPs),
Individualized Transition Plans (ITPs), and Section 504 plans, as applicable.
TPE 2: Creating and Maintaining Effective Environments for Student Learning
Elements
Beginning teachers:
1. Promote students' social-emotional growth, development, and individual responsibility
using 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.
2. Create learning environments (i.e., traditional, blended, and online) that promote
productive student learning, encourage positive interactions among students, reflect
diversity and multiple perspectives, and are culturally responsive.
3. Establish, maintain, and monitor inclusive learning environments that are physically,
mentally, intellectually, and emotionally healthy and safe to enable all students to learn,
and recognize and appropriately address instances of intolerance and harassment among
students, such as bullying, racism, and sexism.
4. Know how to access resources to support students, including those who have experienced
trauma, homelessness, foster care, incarceration, and/or are medically fragile.
5. Maintain high expectations for learning with appropriate support for the full range of
students in the classroom.
6. Establish and maintain clear expectations for positive classroom behavior and for student-
to-student and student-to-teacher interactions by communicating classroom routines,
procedures, and norms to students and families.
Narrative
Beginning teachers create healthy learning environments by promoting positive relationships
and behaviors, welcoming all students, using routines and procedures that maximize student
engagement, supporting conflict resolution, and fostering students' independent and
collaborative learning. Beginning teachers use a variety of strategies and approaches to create
and maintain a supportive learning environment for all students. They use principles of positive
behavior intervention and support processes, restorative justice and conflict resolution
practices, and they implement these practices as appropriate to the developmental levels of
students to provide a safe and caring classroom climate.
Beginning teachers understand the role of learners in promoting each other's learning and the
importance of peer relationships in establishing a climate of learning. They encourage students
to share and examine a variety of points of view during lessons. Beginning teachers support all
students' mental, social-emotional, and physical health needs by fostering a safe and
welcoming classroom environment where students feel they belong and feel safe to
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communicate. Beginning teachers recognize that in addition to individual cultural, linguistic,
socioeconomic and academic backgrounds, students come to school with a wide range of life
experiences that impact their readiness to learn, including adverse or traumatic childhood
experiences, mental health issues, and social-emotional and physical health needs.
Beginning teachers design and maintain a fair and appropriate system of classroom
management that fosters a sense of community, incorporates student input, and engages
families. They regularly assess and adapt this system in response to students, families, and
school contexts. Beginning teachers align their classroom management plan with students' IEP,
IFSP, ITP, and 504 plans as applicable.
TPE 3: Understanding and Organizing Subject Matter for Student Learning
Elements
Beginning teachers:
1. Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum frameworks.
2. Use knowledge about students and learning goals to organize the curriculum to facilitate
student understanding of subject matter, and make accommodations and/or modifications
as needed to promote student access to the curriculum.
3. Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instruction, and design and implement disciplinary and
cross-disciplinary learning sequences, including integrating the visual and performing arts as
applicable to the discipline.
1
4. Individually and through consultation and collaboration with other educators and members
of the larger school community, plan for effective subject matter instruction and use
multiple means of representing, expressing, and engaging students to demonstrate their
knowledge.
5. Adapt subject matter curriculum, organization, and planning to support the acquisition and
use of academic language within learning activities to promote the subject matter
knowledge of all students, including the full range of English learners, Standard English
learners, students with disabilities, and students with other learning needs in the least
restrictive environment.
6. Use and adapt resources, standards-aligned instructional materials, and a range of
technology, including assistive technology, to facilitate students' equitable access to the
curriculum.
7. Model and develop digital literacy by using technology to engage students and support their
learning, and promote digital citizenship, including respecting copyright law, understanding
fair use guidelines and the use of Creative Commons license, and maintaining Internet
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See Subject-Specific Pedagogical Skills in Section 2 for reference.
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security.
8. Demonstrate knowledge of effective teaching strategies aligned with the internationally
recognized educational technology standards.
Narrative
Subject-Specific Pedagogy and Making Content Accessible
Beginning teachers use subject matter knowledge to plan, deliver, assess, and reflect on
content-specific instruction for all students, consistent with the California State Standards in
the content area(s) of their credential(s). Beginning teachers provide multiple means for
students to access content such as linguistic supports; technology, including assistive
technology; elements of UDL; integrating other content areas, such as the arts; and
accommodations and/or modifications to assessments and instruction. They also address
access to content standards as specified in plans such as IEPs, IFSPs, ITPs and 504 plans.
Beginning teachers design learning sequences that highlight connections, relationships, and
themes across subjects and disciplines. They also engage students in real-world applications to
make learning relevant and meaningful. Beginning teachers work with colleagues through
collaboration and consultation to support students' engagement with instruction.
Beginning teachers also articulate and apply pedagogical theories, principles, and practices for
the development of literacy, academic language, comprehension, and knowledge in the
subjects of the core curriculum for all students.
Integrating Educational Technology
Beginning teachers design, implement, and evaluate technology-rich learning environments to
customize and individualize learning opportunities and assessments for students. They
integrate knowledge of subject matter, pedagogy, and available instructional technology tools,
including assistive technology, to design learning experiences that engage and support all
students in learning the California State Standards, along with improving students' conceptual
understanding, cultivating their critical thinking, and promoting their creative learning.
Beginning teachers model knowledge, skills, and fluency in using digital tools. Beginning
teachers teach students how to use digital tools to learn, to create new content, and to
demonstrate what they are learning. Beginning teachers model and promote digital citizenship
and critical digital literacy, including respecting copyright law, understanding fair use guidelines,
understanding Creative Commons license, and maintaining Internet security. Beginning
teachers promote equal access of all students to digital tools and assure that students are safe
in their digital participation.
Beginning teachers use appropriate educational technologies to deepen teaching and learning
to provide students with opportunities to participate in a digital society and economy.
Beginning teachers use established learning goals and students' assessed needs to frame the
choices of digital tools and instructional applications consistent with standards of the
International Society for Technology in Education (ISTE) and the International Association for K–
12 Online Learning (iNACOL).
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TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Elements
Beginning teachers:
1. Locate and apply information about students' current academic status, content- and
standards-related learning needs and goals, assessment data, language proficiency status,
and cultural background for both short-term and long-term instructional planning purposes.
2. Understand and apply knowledge of the range and characteristics of typical and atypical
child development from birth through adolescence to help inform instructional planning
and learning experiences for all students.
3. Design and implement instruction and assessment that reflects the interconnectedness of
academic content areas and related student skills development in literacy, mathematics,
science, and other disciplines across the curriculum, as applicable to the subject area of
instruction.
4. Plan, design, implement and monitor instruction, making effective use of instructional time
to maximize learning opportunities and provide access to the curriculum for all students by
removing barriers and providing access through instructional strategies that include:
• appropriate use of instructional technology, including assistive technology;
• applying principles of UDL and MTSS;
• use of developmentally, linguistically, and culturally appropriate learning activities,
instructional materials, and resources for all students, including the full range of English
learners;
• appropriate modifications for students with disabilities in the general education
classroom;
• opportunities for students to support each other in learning; and
• use of community resources and services as applicable.
5. Promote student success by providing opportunities for students to understand and
advocate for strategies that meet their individual learning needs and assist students with
specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and
504 plans.)
6. Access resources for planning and instruction, including the expertise of community and
school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or
networking.
7. Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation in
learning.
8. Use digital tools and learning technologies across learning environments as appropriate to
create new content and provide personalized and integrated technology-rich lessons to
engage students in learning, promote digital literacy, and offer students multiple means to
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demonstrate their learning.
Narrative
Beginning teachers access and apply knowledge of students' prior achievement and current
instructional needs; knowledge of effective instructional techniques for supporting the
academic language needs of all students, the specific language needs of students whose first
language is English, English learners, and Standard English learners; the knowledge of effective
instructional techniques for students with disabilities in the general education classroom; and
knowledge of formative and/or summative student assessment results relative to the TK–12
academic content standards to improve teaching and learning for all students.
Beginning teachers are knowledgeable about typical and atypical child and adolescent abilities
and disabilities and their effects on student growth and development, learning, and behavior.
Beginning teachers also are knowledgeable about the range of abilities of gifted and talented
students in the general education classroom.
Beginning teachers understand how to effectively use content knowledge, content pedagogy,
and student learning targets to design appropriate instruction and assessment for all students.
Beginning teachers demonstrate the ability to design and implement instruction and
assessment that reflects the interconnectedness of academic content areas and related student
skills development in literacy, mathematics, science, and other disciplines across the curriculum
in alignment with California's adopted content standards and their underlying principles.
In planning for instruction consistent with California's TK–12 content standards, beginning
teachers access and apply their deep content knowledge of the subject area and use
appropriate content-specific pedagogy consistent with research-based practices in the field.
Beginning teachers understand the principles of UDL and MTSS and apply these principles in the
content field(s) of their credential(s) to plan instruction that meets individual student needs for
all students. Beginning teachers align instructional goals and student learning objectives,
including IEP, IFSP, ITP, and 504 plans, instructional procedures, assessment tools/processes,
and criteria for evaluation of learning. They provide access to the curriculum for all students by
removing barriers and providing access through a range of appropriate instructional strategies
tailored and adapted as necessary to meet individual student needs.
Beginning teachers research, evaluate, and utilize current technological practices to improve
teaching and learning (e.g., blended and online learning technologies).
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Teaching Performance Expectations (TPEs) – Adopted June 2016
TPE 5: Assessing Student Learning
Elements
Beginning teachers:
1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative,
and performance) to design and administer classroom assessments, including use of scoring
rubrics.
2. Collect and analyze assessment data from multiple measures and sources to plan and
modify instruction and document students' learning over time.
3. Involve all students in self-assessment and reflection on their learning goals and progress
and provide students with opportunities to revise or reframe their work based on
assessment feedback.
4. Use technology as appropriate to support assessment administration, conduct data analysis,
and communicate learning outcomes to students and families.
5. Use assessment information in a timely manner to assist students and families in
understanding student progress in meeting learning goals.
6. Work with specialists to interpret assessment results from formative and summative
assessments to distinguish between students whose first language is English, English
learners, Standard English learners, and students with language or other disabilities.
7. Interpret English learners' assessment data to identify their level of academic proficiency in
English as well as in their primary language, as applicable, and use this information in
planning instruction.
8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to
establish learning goals and to plan, differentiate, make accommodations and/or modify
instruction.
Narrative
Beginning teachers develop, implement, and use a range of effective classroom assessments to
inform and improve instructional design and practice. Beginning teachers demonstrate
knowledge of student assessment design principles, such as test construction, test question
development, and scoring approaches, including rubric design. They explain the importance of
validity and reliability in assessment and know how to mitigate potential bias in question
development and in scoring. Beginning teachers demonstrate knowledge of a variety of types of
assessments and their appropriate uses, including diagnostic, large-scale, norm-referenced,
criterion-referenced, and teacher-developed formative and summative assessments. They
effectively select and administer assessments to inform learning.
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Beginning teachers use multiple measures to make an informed judgment about what a student
knows and is able to do. Beginning teachers analyze data to inform instructional design, self-
reflect, reteach, provide resources, and accurately document student academic and
developmental progress. They support students in learning how to peer- and self-assess work
using identified scoring criteria and/or rubrics. Beginning teachers provide students with
opportunities to revise or reframe their work based on assessment feedback, thus leading to
new learning. They implement fair grading practices, share assessment feedback about
performance in a timely way, utilize digital resources to inform instruction, analyze data, and
communicate learning outcomes.
Beginning teachers utilize assessment data and collaborate with specialists to learn about their
students. They apply this information to make accommodations and/or modifications of
assessment for students whose first language is English, English learners, and Standard English
learners. They also utilize this process for students with identified learning needs, students with
disabilities, and advanced learners. Beginning teachers are informed about student information
in plans such as IEPs, IFSPs, ITPs, and 504 plans and participate as appropriate.
TPE 6: Developing as a Professional Educator
Elements
Beginning teachers:
1. Reflect on their own teaching practice and level of subject matter and pedagogical
knowledge to plan and implement instruction that can improve student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values
and implicit and explicit biases may positively and negatively affect teaching and learning,
and work to mitigate any negative impact on the teaching and learning of students. They
exhibit positive dispositions of caring, support, acceptance, and fairness toward all students
and families, as well as toward their colleagues.
3. Establish professional learning goals and make progress to improve their practice by
routinely engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and to communicate effectively with
peers and colleagues, families, and members of the larger school community to support
teacher and student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom
management, including responsibility for the learning outcomes of all students, along with
appropriate concerns and policies regarding the privacy, health, and safety of students and
families. Beginning teachers conduct themselves with integrity and model ethical conduct
for themselves and others.
6. Understand and enact professional roles and responsibilities as mandated reporters and
comply with all laws concerning professional responsibilities, professional conduct, and
moral fitness, including the responsible use of social media and other digital platforms and
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tools.
7. Critically analyze how the context, structure, and history of public education in California
affects and influences state, district, and school governance as well as state and local education
finance.
Narrative
Beginning teachers seek opportunities to reflect on and improve their practice through
collaborative inquiry, observation feedback, and their own performance data. Beginning
teachers are aware of their potential implicit and explicit biases and the potential impact,
positive and/or negative, on their expectations for and relationships with students, families,
and colleagues. They understand their responsibility for ongoing professional learning and for
maintaining their certification as members of a profession. Throughout their preparation
program, beginning teachers develop an understanding of their fundamental responsibilities as
professional educators and of their accountability to students, families, colleagues, and
employers. Beginning teachers participate as team members with colleagues and families.
Beginning teachers take responsibility for all students' academic learning outcomes. They hold
high expectations for all students.
Beginning teachers articulate and practice the profession's code of ethics and professional
standards of practice, and they uphold relevant laws and policies, including but not limited to
those related to:
• professional conduct and moral fitness;
• use of digital content and social media;
• education and rights of all stakeholders, including students with disabilities, English
learners, and those who identify as LGBTQ+;
• privacy, health, and safety of students, families, and school professionals;
• mandated reporting; and
• students' acts of intolerance and harassment such as bullying, racism, and sexism.
Beginning teachers understand that they have chosen to become members of complex
organizations. Beginning teachers are familiar with issues of equity and justice within the
structures and contexts of public education, including state, district, and school governance;
curriculum and standards development; testing and assessment systems; and basic school
finance.
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Part 2: Subject-Specific Pedagogy
Introduction
This section provides additional required expectations for beginning teachers focused on
subject-specific pedagogies and strategies. The selection and use of subject-specific pedagogy
and strategies are dependent on students' levels of developmental ability and their English
language proficiency. Approved preliminary preparation programs provide opportunities for
beginning teachers to learn and practice subject-specific pedagogies and strategies, including
language development strategies. Beginning teachers demonstrate their knowledge of these
pedagogies and strategies for student support by passing a subject-specific Teaching
Performance Assessment (TPA), successfully completing course work that includes both
instructional and subject-specific pedagogy, and engaging in a range of clinical practice
experiences.
Developmentally Appropriate Practices in Relation to Subject-Specific Pedagogy
Beginning teachers understand that students' development varies across and within age ranges;
is influenced by social, cultural, linguistic, and other contexts; and that these factors influence
each other in complex ways. Beginning teachers understand that students' learning and
development are also influenced by the interaction between their prior experiences; ethnic,
cultural, and linguistic backgrounds; maturational status; and the range of environmental and
cultural experiences that they bring to the classroom.
Beginning teachers approach classroom practice with the belief that all students can learn, and
they recognize that the social and academic environment within their classroom has
tremendous impact on learning.
Literacy Practices in Relation to Subject-Specific Pedagogy
All multiple and single subject and education specialist beginning teachers understand that all
teachers have a critical role in literacy development for all TK-12 students. They understand and
demonstrate the ability to address the literacy, linguistic, and cognitive demands of different
content areas (multiple subject/education specialist) or the discipline(s) of their credential
(single subject/education specialist). They demonstrate foundational knowledge of identifying,
assessing, and supporting students with reading difficulties, including students with dyslexia,
with research based effective reading strategies. They provide integrated instruction
incorporating the five themes of literacy identified in the ELA/ELD Framework. They plan and
implement lessons that support students’ meaning making and subject-specific language
development as students read, write, and converse in each content area. They support
students’ ability to effectively express themselves in each content area as well as their ability to
analyze the effectiveness of text, presentations, visual representations, and other forms of
communication specific to each content area. They plan and implement literacy-based lessons
and discipline-specific literacy practices that contribute to building students’ content
knowledge (Framework, Chapters 2, 6 and 7). They plan and implement lessons that address
the foundational skills of literacy (e.g., decoding and word recognition) in the context of the
content area(s) of instruction, as appropriate based on students’ needs and students’ literacy
levels. Beginning teachers understand and plan lessons that build on students’ increasing level
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
of literacy skills across the grade levels and content area(s) to promote both continuity of
literacy skills development and subject-specific learning in accordance with the applicable
student content standards and framework. Beginning teachers observe and practice different
approaches to literacy teaching and learning, including but not limited to inquiry-based
learning, collaborating learning, and direct instruction.
All beginning teachers identify challenges posed by complex texts in their discipline(s) and help
students learn how to navigate increasingly complex text of a variety of forms and
organizational patterns as appropriate to the content area, including but not limited to
traditional texts, music, maps, graphica , graphics, charts, timelines, images, artworks, and
multimodal text such as podcasts and videos, to help students read strategically, analytically,
critically, and with a critical lens across the curriculum, and to monitor their understanding.
They use teaching strategies across the instructional cycle that promote meaning making as
students engage with text as readers and writers, and they integrate the use of language arts
skills of reading, writing, listening, and speaking across the curriculum.
Further information about the five themes of literacy development is available in the Part 2:
Teaching English Language Arts in a Multiple Subject Assignment and Teaching English
Language Arts in a Single Subject Assignment sections below.
English Language Development in Relation to Subject-Specific Pedagogy
Beginning teachers know and can apply pedagogical theories, principles, and instructional
strategies for comprehensive instruction of students whose first language is English, English
learners, and Standard English learners. They know and can apply theories, principles, and
instructional strategies for English language development leading to academic literacy in English
in relation to the subject-specific content area. Beginning teachers are familiar with the
philosophy, design, goals, and characteristics of programs for English language development.
They implement an instructional program that facilitates integrated English language
development, including all domains (reading, writing, listening, and speaking).
Subject-Specific Pedagogical Skills
Beginning teachers in all disciplines demonstrate knowledge of and the ability to teach content
aligned with the California State Standards and the English Language Development Standards.
The interdisciplinary nature of these standards requires beginning teachers to demonstrate
both the capacity and a disposition to collaborate with their colleagues to assure that all
students are provided curriculum and instruction that effectively merges literacy within each
content area. Moreover, beginning teachers embrace the concept that English Language and
literacy development is a shared responsibility of all content area
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
educators.
Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
1. Teaching English Language Arts in a Multiple Subject Assignment
2. Teaching Mathematics in a Multiple Subject Assignment
3. Teaching History-Social Science in a Multiple Subject Assignment
4. Teaching Science in a Multiple Subject Assignment
5. Teaching Physical Education in a Multiple Subject Assignment
6. Teaching Health Education in a Multiple Subject Assignment
7. Teaching Visual and Performing Arts in a Multiple Subject Assignment
1. Teaching English Language Arts in a Multiple Subject Assignment
Beginning multiple subject/Education Specialist teachers apply their knowledge of the California
Standards in English Language Arts/English Language (ELA/ELD) Development to frame their
planning, instruction, and student assessment in the area of literacy. They demonstrate the ability
to design and deliver literacy instruction that reflects the five key themes of a robust and
comprehensive literacy instructional program: (1) meaning making, (2) language development, (3)
effective expression, (4) content knowledge, and (5) foundational skills that assures that all
students develop English proficiency and meet or exceed the California standards. Beginning
teachers know how to determine the skill level of students through the use of meaningful
indicators of reading and language arts proficiency prior to instruction, how to determine
whether students are making adequate progress on skills and concepts, how to use this
information to inform instruction, and how to determine the effectiveness of instruction and
students' proficiency after instruction.
Beginning multiple subject/Education Specialist teachers demonstrate the ability to use formative
assessment processes and multiple measures to determine students’ progress towards the
California English language arts and English language development standards and advance the
learning of all students. They are able to analyze and interpret results to plan effective and
differentiated literacy instruction and appropriate interventions for students as needed. They
demonstrate foundational knowledge of identifying, assessing, and supporting students with
reading difficulties, including students with dyslexia, with research based effective reading
strategies. Beginning teachers demonstrate knowledge of how to organize and manage
differentiated literacy instruction and interventions to meet the needs of the full range of
learners.
They apply the five key themes of literacy instruction as described below:
Meaning Making
Beginning multiple subject/Education Specialist teachers understand that meaning making is the
central purpose of reading, writing, spoken/signed language, and all forms of communication in
all subjects. They effectively apply their knowledge of factors that affect meaning making, such as,
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
for example, students’ background knowledge and experiences (including cultural and linguistic
funds of knowledge), language (including students’ academic language), and motivation (including
connections to their daily lives and interests). They design lessons that capitalize on and expand
students’ existing knowledge and language, and they draw on and expand students’ interests and
experiences.
They teach literal and inferential comprehension of text as well as critical reading. They identify
challenges posed by complex texts and support students’ ability to navigate increasingly complex
text of a variety of forms and organizational patterns (including but not limited to traditional
texts, music, maps, graphica, graphics, charts, timelines, images, and multimodal text such as
podcasts and videos). They help students learn to read strategically, analytically, critically, and
with a critical lens, and write and converse meaningfully about content across the curriculum, and
monitor their understanding.
They use teaching strategies across the instructional cycle that promote meaning making as
students engage with text as readers and writers, and they integrate the use of language arts
skills of reading, writing, listening, and speaking. They help students develop increasingly
sophisticated oral and written interpretations of texts and presentations, including identifying and
citing specific evidence, expressing an opinion, explaining their reasoning and defending a point of
view, and developing and supporting an argument, as appropriate to the grade level, student
knowledge and skill level, and content area.
Language Development
Beginning multiple subject/Education Specialist teachers design instruction and create
environments that foster language development for all students, including English learners. They
provide opportunities and models for students to develop oral and written communication skills
on an increasingly complex level as students move through the elementary grades. They help
students understand the importance of well-developed vocabulary in their literacy development
and knowledge acquisition, and they demonstrate effective teaching of vocabulary both directly
through word study (including examination of morphology and etymology where and as
appropriate) and indirectly through the use of wide reading of appropriate high-quality literature,
informational, technical, and other texts in the discipline(s), rich oral language interactions, and
context. Beginning teachers learn how to facilitate students’ learning of complex sentence and
text structures. They plan for and encourage students' use of academic language across the
content areas. Beginning teachers demonstrate their knowledge about how English works,
language acquisition, relationships among languages (spoken and written), culturally and
linguistically sustaining instructional practices.
Beginning multiple subject/Education Specialist teachers understand and can explain the
advantages of multilingualism and multiliteracy, and how becoming increasingly literate in one
language supports and enhances literacy in another language. They also understand the
importance of transfer between languages, and for students who speak one or more languages
than English, they are able to support their students in transferring skills across these multiple
languages.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Effective Expression
Beginning multiple subject/Education Specialist teachers support students’ ability to effectively
express themselves in each content area as well as their ability to analyze the effectiveness of
text, presentations, visual representations, and other forms of communication within each
content area. They teach students how to effectively use language and other forms of
communication, such as images and graphics, for different purposes, including to share narratives
and convey ideas, information, opinions, and arguments as appropriate to students’ grade and
developmental levels.
They teach students to write, present, and discuss so that meaning is conveyed clearly, logically,
powerfully, and, when appropriate and desired, poetically. They ensure that students can apply
knowledge of conventions (e.g., grammar, punctuation, capitalization, and spelling) as
appropriate for the grade level and context. They use appropriate teaching strategies to develop
students’ abilities to write increasingly more sophisticated opinion/argumentative,
informative/explanatory, and narrative texts and for students to adapt their communication in
relation to audience, task, purpose, and discipline. They provide instruction that fosters students’
ability to identify and evaluate effective practices of authors and speakers (including through a
critical lens as they question authors’/speakers’ perspectives and intentions).
Beginning multiple subject/Education Specialist teachers demonstrate an understanding of the
value of the use of a variety of language strategies and practices whereby multilingual speakers
use their languages as an integrated system of communication, often simultaneously, within the
learning environment (translanguaging techniques) as an effective practice when supporting the
development of expression in a variety of contexts.
Content Knowledge
Beginning multiple subject/Education Specialist teachers understand the reciprocal relationship
between language and literacy development and content knowledge as well as the different
literacy, linguistic, and cognitive demands of each discipline. They demonstrate the ability to
address these demands as they integrate instruction in reading, writing, using and interpreting
visual representations, and oral/signed communication into every subject area.
They provide opportunities for students to read purposefully, listen attentively, and participate in
discussion to build discipline-specific knowledge in the content areas. They use strategies for
capitalizing on and extending students’ background knowledge and language relevant to a
particular text and/or discipline. Beginning teachers promote students’ engagement in research,
inquiry and project-based learning where and as appropriate to expand students’ knowledge and
pique their interest in the content. They provide access to the content curriculum through
appropriate integrated and designated language development practices and strategies for English
learners. They help students understand the strengths and limitations of media and multiple
information sources within the content discipline(s) and to evaluate the credibility of information
obtained through these sources.
Foundational Skills
Beginning multiple subject/Education Specialist teachers demonstrate understanding of the
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
crucial role of the foundational literacy skills of reading, and they are able to assess, plan for,
explicitly teach, and support students’ development of print concepts, phonological and
phonemic awareness, phonics, word recognition, and fluency. They demonstrate instruction that
ensures the application of these skills in learning to read and communicate their ideas, opinions,
and knowledge in writing in a variety of contexts and learning experiences. Beginning teachers
promote students’ understanding of the alphabetic principle, ability to read single-syllable and
multisyllabic words, and acquisition of accurate and rapid word recognition (including teaching
sight words). Beginning teachers demonstrate understanding of how to use the relationship
among foundational skills, spelling, and morphology to advance students’ reading and writing
development. They recognize in their planning, instruction, and assessment practices that
students’ literacy needs may be affected and influenced by the students’ prior schooling
experiences, current level of foundational skills knowledge, the language of instruction, the
relationship between the students’ primary language and English (for English learners), and the
students’ prior content knowledge.
2. Teaching Mathematics in a Multiple Subject Assignment
Beginning Multiple Subject teachers demonstrate the ability to understand and teach the
progression of the state-adopted academic content standards and applicable English Language
Development Standards for students in mathematics. They facilitate students' development of
the knowledge, skills, and academic language required to (a) appropriately use processes of
problem solving, reasoning and proof, communication, representation, and connections in real-
world situations, and (b) appropriately apply the strands of mathematical proficiency, including
adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and
productive disposition. Beginning teachers facilitate student understanding of mathematical
concepts and support students in making and testing conjectures and recognizing relationships
within and among concepts. They provide students the opportunity to use and evaluate
strengths and limitations of media and technology as integral tools in the classroom.
Beginning teachers provide a secure environment for taking intellectual risks, and they model
and encourage students to use multiple approaches to mathematical problems. They facilitate
student collaboration and written and oral communication that demonstrates students' ability
to construct logical arguments based on substantive claims, sound reasoning, and relevant
evidence. They foster positive attitudes toward mathematics and encourage student curiosity,
academic discourse, and persistence in solving mathematical problems. Beginning teachers
engage students in the Standards for Mathematical Practice: 1) Make sense of problems and
persevere in solving them; 2) Reason abstractly and quantitatively; 3) Construct viable
arguments and critique the reasoning of others; 4) Model with mathematics; 5) Use
appropriate tools strategically; 6) Attend to precision; 7) Look for and make use of structure;
and 8) Look for and express regularity in repeated reasoning. Beginning teachers assure that
students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
3. Teaching History-Social Science in a Multiple Subject Assignment
Beginning Multiple Subject teachers demonstrate the ability to teach the state-adopted
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
academic content standards and applicable English Language Development Standards for
students in history-social science. They enable students to learn and use basic analytic thinking
skills in history and social science while attaining the state-adopted standards for students.
Beginning teachers use history and the related social sciences to develop students'
understanding of the physical world, encourage their participation and responsibility within the
democratic system of government, teach students about our past, help students understand
basic economic principles, develop basic concepts of personal financial literacy, and improve
their ability to make reasoned decisions based upon evidence. Beginning teachers understand
the vital role these disciplines play in the development of student literacy because of their
shared emphasis on text, argumentation, and use of evidence. Beginning teachers use timelines
and maps to give students a sense of temporal and spatial scale. Beginning teachers teach
students how social science concepts and themes provide insights into historical periods and
cultures. Beginning teachers help students understand events and periods from multiple
perspectives by using primary sources, simulations, case studies, cultural artifacts, works of art
and literature, cooperative projects, and student research activities. Beginning teachers teach
students to independently read and comprehend instructional materials that include
increasingly complex subject-relevant texts and graphic/media representations presented in
diverse formats. Beginning teachers also teach students to write a variety of texts in which they
make claims and form interpretations based on a variety of primary and secondary documents.
They provide students the opportunity to use and evaluate strengths and limitations of media
and technology as integral tools in the classroom.
4. Teaching Science in a Multiple Subject Assignment
Beginning Multiple Subject teachers demonstrate the ability to teach the state-adopted
academic content standards and applicable English Language Development Standards for
students in science. They balance the focus of instruction between disciplinary core ideas,
crosscutting concepts, and scientific and engineering practices as indicated in the Next
Generation Science Standards. Their explanations, demonstrations, and class activities serve to
illustrate science concepts and principles, scientific investigation, and experimentation.
Beginning teachers emphasize the nature of science, the integration of engineering design, and
the connections between science, society, technology, and the environment. Further, beginning
teachers integrate mathematical concepts and practices, including the importance of accuracy,
precision, estimation of data, and literacy, into science pedagogy. Beginning teachers teach
students to independently read and comprehend instructional materials that include
increasingly complex subject-relevant texts, and graphic/media representations presented in
diverse formats. Beginning teachers assure that students at various English proficiency levels
have the academic language needed to meaningfully engage in the content. Beginning teachers
also teach students to engage in disciplinary discourse practices that foster evidence-based
explanations and argumentations to write opinion/persuasive and expository text in the
content area. They provide students the opportunity to use and evaluate strengths and
limitations of media and technology as integral tools in the classroom. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
5. Teaching Physical Education in a Multiple Subject Assignment
Beginning Multiple Subject teachers demonstrate the ability to design and implement
instruction that assures all students meet or exceed state-adopted content standards for
physical education and applicable English Language Development Standards. They balance the
focus of instruction between motor skill development and concepts, principles, and strategies
of physical education content. Beginning teachers know how to collect evidence of student
learning through the use of appropriate assessment tools and how to use the evidence they
collect to inform instructional decisions and provide feedback to students. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
Their explanations, demonstrations, and class activities serve to help students demonstrate
the motor skills and movement patterns needed to perform a variety of physical activities and
demonstrate knowledge of movement concepts, principles, and strategies that apply to the
learning and performing of physical activities. Further, beginning teachers demonstrate ability
to support students learning how to assess and maintain a level of physical fitness that
improves health and performance, as well as using their knowledge of psychological and
sociological concepts that apply to the learning and principles of physical activity.
Beginning teachers provide a safe environment for discussion of sensitive issues, taking
intellectual risks, and the risks associated with learning to move in a public environment.
Beginning teachers teach students to independently read and comprehend instructional
materials that include increasingly complex subject-relevant texts and graphic/media
representations presented in diverse formats. Beginning teachers also teach students to write
opinion/persuasive and expository text in the content area. They provide students the
opportunity to use and evaluate media and technology as integral tools for learning the
content of physical education.
6. Teaching Health Education in a Multiple Subject Assignment
Beginning Multiple Subject teachers demonstrate the ability to design and implement
instruction that assures all students meet or exceed state-adopted content standards for health
education and appropriate English Language Development Standards.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Beginning teachers balance the focus of instruction to support students in comprehending
essential concepts of good health; analyzing internal and external influences that affect health;
demonstrating the ability to access and analyze health information, products, and services; use
interpersonal communication skills to enhance health; use decision-making skills and goal
setting to enhance health; practice behaviors that reduce risk; and practice behaviors that
promote and support personal, family, and community health. They select appropriate teaching
strategies to enhance learning and provide appropriate feedback for students and align
instruction with assessment.
Beginning teachers assure that students at various English proficiency levels have the
academic language needed to meaningfully engage in the content. Beginning teachers teach
students to independently read and comprehend instructional materials that include
increasingly complex subject-relevant texts and graphic/media representations presented in
diverse formats. Beginning teachers also teach students to write opinion/persuasive and
expository text in the content area. They provide students the opportunity to use and evaluate
media and technology as integral tools for learning the content of health education.
7. Teaching Visual and Performing Arts in a Multiple Subject Assignment
Beginning Multiple Subject teachers are responsible for instruction in the four arts content
areas, per the California Education Code. They demonstrate the ability to teach the state-
adopted academic content and applicable English Language Development Standards for
students in the four arts content areas of dance, music, theatre, and visual arts. Beginning
teachers understand that students gain from sequential instruction in each art content area,
which extends student learning in the specific art discipline and students' realization that
learning in these content areas builds transferable college and career readiness skills.
Beginning teachers understand that learning in an arts discipline supports students in other
academic subjects, fosters engagement in school and motivation to learn, and builds students'
skills in collaboration and communication and in navigating and understanding the diversity of
the world needed for success in college and career. Beginning teachers assure that students at
various English proficiency levels have the academic language needed to meaningfully engage
in the content.
Beginning teachers:
• Understand and teach the foundational academic content of each arts discipline within
the standards.
• Facilitate the students' literacy development in the art form as well as in English.
• Craft a progression of complexity within each of the four arts content areas.
• Know the difference of discrete and interdisciplinary approaches and how to craft
instruction in each arts discipline within multiple subject settings.
• Assess student learning in each art content area to promote student learning.
• Provide students with opportunity to see the value of arts learning and skill
development for their future schooling and careers.
• Collaborate where possible with single subject arts teachers and/or community arts
resources.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
• Facilitate students' abilities to identify the aesthetic qualities of works of art and artistic
performances.
• Assure that students are provided access to works of art that are broadly representative
of cultural diversity.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
1. Teaching English Language Arts in a Single Subject Assignment
2. Teaching Mathematics in a Single Subject Assignment
3. Teaching History-Social Science in a Single Subject Assignment
4. Teaching Science in a Single Subject Assignment
5. Teaching Physical Education in a Single Subject Assignment
6. Teaching Art in a Single Subject Assignment
7. Teaching Music in a Single Subject Assignment
8. Teaching World Languages in a Single Subject Assignment
9. Teaching Agriculture in a Single Subject Assignment
10. Teaching Business in a Single Subject Assignment
11. Teaching Health Science in a Single Subject Assignment
12. Teaching Home Economics in a Single Subject Assignment
13. Teaching Industrial and Technology Education in a Single Subject Assignment
14. Teaching English Language Development in a Single Subject Assignment
15. Teaching Theatre in a Single Subject Assignment
16. Teaching Dance in a Single Subject Assignment
1. Teaching English Language Arts in a Single Subject Assignment
Beginning Single Subject English Language Arts (ELA) teachers understand and use the California
Standards in English Language Arts, Literacy, and English Language Development (ELD) as required
resources for planning and implementing instruction with students. Beginning single subject ELA
teachers study, observe, and practice the five key themes of a robust and comprehensive literacy
instructional program: (1) meaning making, (2) language development, (3) effective expression,
(4) content knowledge, and (5) foundational skills. They integrate and apply the five key themes
of literacy instruction, consistent with the grade levels, developmental levels, literacy learning
needs, and prior knowledge and experiences of their students, to advance students’ English
Language Arts/English Language Development as described below. They understand how to plan
and deliver instruction of increasing complexity in reading, writing, speaking, listening, and
language to assure that students meet or exceed the standards.
They understand principles of language acquisition and learning (including first, dual, and multiple
languages as well as Standard English), consistent with the principles of the ELA/ELD Framework.
They demonstrate how to make English Language Arts comprehensible to students at various
English language proficiency levels and they model and encourage the use of all forms of language
as tools for thinking, learning, and communicating, including academic discourse and structured
conversations across disciplines.
Beginning single subject teachers know how to determine or assess the skill level of students
through the use of meaningful indicators of literacy proficiency prior to instruction, how to
determine whether students are making adequate progress on skills and concepts, how to use
this information to inform and adjust instruction, and how to determine the effectiveness of
instruction and students’ proficiency after instruction.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Beginning single subject teachers demonstrate the ability to use formative assessment processes
and multiple measures to determine students’ progress towards the California English language
arts and English language development standards and advance the learning of all students. They
are able to analyze and interpret results to plan effective and differentiated literacy instruction
and appropriate interventions for students as needed. Beginning teachers demonstrate
knowledge of how to organize and manage differentiated literacy instruction and interventions to
meet the needs of the full range of learners.
Meaning Making
Beginning single subject /ELA teachers help students understand that meaning making is the
central purpose of reading, writing, oral/signed language, and all other forms of communication
in all subjects. Beginning teachers effectively apply their knowledge of factors that affect meaning
making, such as, for example, students’ background knowledge and experiences (including
cultural and linguistic funds of knowledge), language (including students’ academic language), and
motivation (including connections to their daily lives and interests). They design lessons that
capitalize on and enrich students’ knowledge and language, draw on and expand students’
interests and experiences, and help motivate students’ interest in the content of the curriculum.
Beginning single subject ELA teachers teach literal and inferential comprehension of text as well
as reading with a critical lens. They teach students to recognize and use text features and
structures to facilitate and communicate meaning, and they teach them to cite specific evidence
when offering an oral or written analysis of a text or presentation and supporting an argument
with claims. Beginning single subject ELA teachers identify challenges posed by complex texts and
support students’ ability to navigate text of a variety of forms and organizational patterns
(including but not limited to traditional texts, music, maps, graphica, graphics, charts, timelines,
images, and multimodal text such as podcasts and videos), to read strategically, analytically,
critically, and with a critical lens, and to monitor their understanding as they become increasingly
independent in reading texts inside and outside of class. They employ teaching strategies
throughout the instructional cycle—before, during, and after students engage with text as
readers and writers—that promote meaning making and integrate the language arts (i.e., reading,
writing, listening, and speaking).
Language Development
Beginning single subject ELA teachers design instruction and create environments that foster
language development for all students, including English learners. They provide opportunities and
models for students to develop oral and written communication skills. They understand the
importance of well-developed vocabulary as well as its role in literacy development and
knowledge acquisition, and they understand how to teach vocabulary both explicitly through
word study (including examination of morphology and etymology) and indirectly through the use
of wide reading of high quality literature and other text, rich oral language interactions, and
context. Beginning teachers learn how to facilitate students’ deeper understandings of syntax
(i.e., the way that words are combined into phrases and sentences and the way that sentences
are structured and ordered to convey particular meanings) and the structure of complex texts.
They plan for and foster students’ use of general academic and subject-specific language across
the content areas. Beginning single subject ELA teachers demonstrate their knowledge about how
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
English works, language acquisition, relationships among languages (spoken and written), and
culturally and linguistically sustaining instructional practices. Beginning teachers understand the
advantages of multilingualism and multiliteracy, how becoming increasingly literate in one
language supports and enhances literacy in another language, as well as the importance of
transfer between languages, and they are able to support their students in transferring skills
across their multiple languages.
Effective Expression
Beginning single subject ELA teachers teach students how to effectively use language and other
forms of communication, such as images and graphics, for different purposes, including to share
narratives and convey ideas, information, opinions, and arguments. They teach students to write,
present, and discuss so that meaning is conveyed clearly, logically, powerfully, and, when
appropriate and desired, poetically. They select appropriate teaching strategies to develop
students’ abilities to write increasingly more sophisticated argumentative,
informative/explanatory, and narrative texts and for students to adapt their communication in
relation to audience, task, purpose, and discipline. They provide instruction that fosters students’
ability to identify and evaluate effective practices of authors and speakers (including through a
critical lens as they question authors’/speakers’ perspectives and intentions). They support
students in learning to critically view their own writing, to strengthen the focus or controlling
idea, to improve support and organization, and to edit or proofread text for correctness, for
logical progression and connection of ideas, syntax, grammar, punctuation, and spelling.
Beginning single subject ELA teachers demonstrate an understanding of the value of
translanguaging techniques as an effective practice when supporting the development of
expression in a variety of contexts.
Content Knowledge
Beginning single subject ELA teachers understand the reciprocal relationship between language
and literacy development and content knowledge as well as the different literacy, linguistic, and
cognitive demands of literary and informational texts. They demonstrate the ability to pair literary
and informational texts and integrate instruction in reading, writing, using and interpreting visual
representations, and oral/signed communication across text genres. They use strategies for
capitalizing and extending students’ background knowledge and language relevant to a particular
text genre. Beginning single subject ELA teachers promote students’ engagement in research,
inquiry, and project-based learning and help students develop research questions, locate
information from multiple sources, and evaluate its credibility.
2. Teaching Mathematics in a Single Subject Assignment
Beginning Single Subject Mathematics teachers demonstrate knowledge of and ability to teach
mathematics content aligned with the California State Standards and applicable English
Language Development Standards. The interdisciplinary nature of these standards requires
beginning teachers to demonstrate both the capacity and the disposition to collaborate with
their colleagues to assure that all students are provided curriculum and instruction that
effectively merges literacy within each content area. Beginning teachers understand the
concept that English language and literacy development is a shared responsibility of all content
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
area educators.
Beginning teachers enable students to understand basic mathematical computations, concepts,
and symbols; to use them to solve common problems; and to apply them to novel problems.
Beginning teachers help students understand different mathematical topics and make
connections among them. Beginning teachers help students solve real-world problems using
mathematical reasoning and concrete, verbal, symbolic, and graphic representations. They
require student collaboration and written and oral communication that demonstrates students'
ability to construct logical arguments based on substantive claims, sound reasoning, and
relevant evidence. They provide students the opportunity to use and evaluate strengths and
limitations of media and technology as integral tools in the classroom.
Beginning teachers provide a secure environment for taking intellectual risks, model and
encourage students to use multiple ways of approaching mathematical problems, and
encourage discussion of different solution strategies. They demonstrate positive attitudes
toward mathematics and encourage student curiosity, flexibility, and persistence in solving
mathematical problems.
Additionally, beginning teachers use developmentally appropriate and diverse strategies to
engage students in grades 7–12 to understand mathematics as a logical system that includes
definitions, axioms, and theorems, and to understand and use mathematical notation and
advanced symbols. They assign and assess work through progress-monitoring and summative
assessments that include illustrations of student thinking, such as open-ended questions,
investigations, and projects.
Beginning teachers engage students in the Standards for Mathematical Practice: 1) Make sense
of problems and persevere in solving them; 2) Reason abstractly and quantitatively; 3)
Construct viable arguments and critique the reasoning of others; 4) Model with mathematics;
5) Use appropriate tools strategically; 6) Attend to precision; 7) Look for and make use of
structure; and 8) Look for and express regularity in repeated reasoning. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
3. Teaching History-Social Science in a Single Subject Assignment
Beginning Single Subject History-Social Science teachers demonstrate the ability to design and
implement instruction that assures all students meet or exceed state-adopted standards in
history-social science and applicable English Language Development Standards. They enable
students to learn and use analytic thinking skills in history and social science while attaining the
state-adopted standards for students. Beginning teachers should use history and the related
social sciences to develop students' understanding of the physical world, encourage their
participation in the democratic system of government, teach students about the past, help
students understand advanced economic principles and personal financial literacy, and improve
their ability to make reasoned decisions based upon evidence. Beginning teachers help students
understand that these disciplines play a vital role in the development of student literacy
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because of their shared emphasis on text, argumentation, and use of evidence. Beginning
teachers should help students engage with questions and topics of disciplinary significance
rather than learn to memorize discrete pieces of information that do not appear to connect to
broader issues. Beginning teachers also use timelines and maps to reinforce students' sense of
temporal and spatial scale. They teach students how social science concepts and themes
provide insights into historical periods and cultures. They help students understand events and
periods from multiple perspectives by using primary sources, simulations, case studies, cultural
artifacts, works of art and literature, cooperative projects, and student research activities.
Beginning teachers teach students to independently read, comprehend, and evaluate
instructional materials that include increasingly complex subject- relevant texts and
graphic/media representations presented in diverse formats. Beginning teachers also teach
students to write argumentative and expository text in the content area.
Additionally, beginning Single Subject History-Social Science teachers connect understandings
of people, events, and debates to broad themes, concepts and principles; and they relate
history-social science content to broader contextual understandings so that students better
understand their current world. They teach students how cultural perspectives inform and
influence understandings of history. They select and use appropriate primary and secondary
documents and artifacts to help students understand a historical period, event, region, or
culture. Beginning teachers ask questions and structure academic instruction to help students
recognize implicit and explicit bias and subjectivity in historical actors. They create classroom
environments that support the discussion of sensitive issues (e.g., social, cultural, religious,
race, and gender issues) and encourage students to reflect on and share their insights and
values. They design activities to illustrate multiple viewpoints on issues. They provide students
with the opportunity to use media and technology as tools to enhance their understanding of
the content area. Beginning teachers monitor the progress of students as they work to
understand, debate, and critically analyze social science issues, data, and research conclusions
from multiple perspectives. They provide students the opportunity to use and evaluate
strengths and limitations of media and technology as integral tools in the classroom. Beginning
teachers assure that students at various English proficiency levels have the academic language
needed to meaningfully engage in the content.
4. Teaching Science in a Single Subject Assignment
Beginning Single Subject Science teachers demonstrate the ability to teach the state-adopted
academic content standards for students in science and applicable English Language
Development Standards. They balance the focus of instruction between disciplinary core ideas,
crosscutting concepts, and scientific and engineering practices as indicated in the Next
Generation Science Standards. Their explanations, demonstrations, and class activities serve to
illustrate science concepts and principles, scientific investigation, and experimentation.
Beginning teachers emphasize the nature of science, the integration of engineering design, and
the connections between science, society, technology, and the environment. Further, beginning
teachers integrate mathematical concepts and practices including the importance of accuracy,
precision, and estimation of data and literacy into science pedagogy. They provide students the
opportunity to use and evaluate strengths and limitations of media and technology as integral
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
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tools in the classroom. Beginning teachers encourage students to pursue science and
engineering interests, especially students from groups underrepresented in science and
engineering careers. When live animals are present in the classroom, beginning teachers teach
students to provide ethical care. They demonstrate sensitivity to students' cultural and ethnic
backgrounds in designing science instruction. Beginning teachers also teach students to engage
in disciplinary discourse practices that foster evidence-based explanations and argumentations
to write opinion/persuasive and expository text in the content area.
Beginning teachers teach students to independently read, comprehend, and evaluate
instructional materials that include increasingly complex subject-relevant texts and
graphic/media representations presented in diverse formats. Beginning teachers also teach
students to write argumentative and expository text in the content area. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
Additionally, beginning teachers guide, monitor, and encourage students during investigations
and experiments. They demonstrate and encourage use of multiple ways to measure and
record scientific data, including the use of mathematical symbols. Beginning teachers structure
and sequence science instruction to enhance students' academic knowledge to meet or exceed
the state-adopted academic content standards for students. They establish and monitor
procedures for the care, safe use, and storage of equipment and materials and for the disposal
of potentially hazardous materials.
5. Teaching Physical Education in a Single Subject Assignment
Beginning Single Subject Physical Education teachers demonstrate the ability to design and
implement instruction that assures all students meet or exceed state-adopted standards for
physical education and applicable English Language Development Standards.
They balance the focus of instruction between motor skills development, knowledge of
concepts related to learning movement skills, assessing physical fitness, knowledge of concepts
related to physical fitness, and the psychological and sociological concepts related to physical
activity. Beginning teachers build content-rich instructional sequences that connect to prior
learning and establish pathways to future learning in physical education and other academic
disciplines.
Beginning teachers know how to collect evidence of student learning through the use of
appropriate assessment tools and how to use the evidence they collect to inform instructional
decisions and provide feedback to students.
Beginning teachers provide a safe environment for discussion of sensitive issues, taking
intellectual risks, and the risks associated with learning to move in a public environment.
Further, beginning teachers know how to establish the learning environment that includes a
variety of strategies and structures for best meeting students' needs in learning the content of
physical education.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
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Beginning teachers support students learning to independently read, comprehend, and
evaluate instructional materials that include increasingly complex subject-relevant texts and
graphic/media representations that contribute to learning the content of physical education.
Beginning teachers also teach students to write argumentative and expository text in physical
education, and they understand how to teach speaking and listening skills, including
collaboration, conversation, and presentation of knowledge and ideas that contribute to the
learning of the content of physical education. They provide students with the opportunity to
use media and technology as tools to enhance their understanding of the content area. They
provide students the opportunity to use and evaluate strengths and limitations of media and
technology as integral tools in the classroom. Beginning teachers assure that students at
various English proficiency levels have the academic language needed to meaningfully engage
in the content.
Beginning teachers design instruction that supports the development of dispositions toward a
healthy lifestyle, to think critically and analytically, and to reflect on and solve problems to
minimize barriers to physical activity participation throughout life. In addition, beginning
teachers create class environments that support students' cultural and ethnic backgrounds,
assure safe and productive participation in physical activity by developing procedures for care
and use of equipment, carefully organizing and monitoring activities, and designing instruction
to best meet students' needs in learning the content.
6. Teaching Art in a Single Subject Assignment
Beginning Single Subject Art teachers demonstrate the ability to teach the state-adopted
standards for art and applicable English Language Development Standards. They are able to
strategically plan, implement, and evaluate instruction that assures that students meet or
exceed the state standards for art. They are able to design instruction that engages students
through inquiry in researching for information and resources needed to explore an artistic
question; support students' development in creative processes, artistic skills and techniques;
and support students' literacy in expression and communication of ideas in both written and
visual forms.
Beginning Single Subject Art teachers model and encourage student creativity, flexibility,
collaboration, and persistence in solving artistic problems given to them and of their own
making. They provide secure and safe environments that allow students to take risks and
approach artistic, design, or aesthetic problems in multiple ways. Their explanations,
demonstrations, and planned activities serve to involve students in learning experiences that
help students process and respond to sensory information through the languages and skills
unique to the visual arts. Beginning teachers build students' creative problem-solving process
and skills, innovative and critical thinking, communication, and collaborative and technical skills
through engagement of translating thoughts, perceptions, and ideas into original works of art
or design using a variety of media and techniques. They establish, teach, and monitor
procedures for the safe care, use, and storage of art equipment and materials used during the
creative process.
Beginning teachers understand and are able to teach students about the historical, cultural, and
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
contemporary contributions and dimensions of art, providing insights into the role and
development of the visual arts in past and present contexts throughout the world. They
emphasize the contributions of art to historical and contemporary culture, society, and the
economy, especially in California. Beginning teachers guide students as they make informed
critical judgments, evaluations, and responses about the quality, impact, and success of
artworks through perceiving, analyzing, and applying differing sets of criteria. Beginning
teachers also provide their students with the skills and knowledge to develop their own
relevant criteria for evaluating a work of art, design, or collection of works. They assure that
students are provided access to works of art that are broadly representative of cultural
diversity.
Beginning teachers teach students to independently read both literal text and visual texts and
comprehend and evaluate instructional materials that include increasingly complex subject-
relevant texts, visual and written, and graphic/media representations presented in diverse
formats. Beginning teachers also teach students to write evaluative, argumentative, and
expository visual arts texts, and create visual images and/or structures or curate a collection of
objects/images to express views, statements, or facts.
They provide students the opportunity to use and evaluate strengths and limitations of media
and technology as an integral creative, expressive, and communication tool. They are able to
raise students' awareness of ethical responsibilities and safety issues when sharing images and
other materials through the Internet and other communication formats. They demonstrate and
teach an awareness of practices, issues, and ethics of appropriation, fair use, copyright, open
source, and Creative Commons as they apply to creating works of arts and design.
Beginning teachers understand how to design and implement instruction for their students to
uncover the connections of visual arts content and skills to college and career opportunities, life
skills, and lifelong learning. They provide students the opportunity to use and evaluate
strengths and limitations of media and technology as integral tools in the classroom. Beginning
teachers assure that students at various English proficiency levels have the academic language
needed to meaningfully engage in the content.
7. Teaching Music in a Single Subject Assignment
Beginning Single Subject Music teachers demonstrate the ability to teach the state-adopted
standards in music and applicable English Language Development Standards. They model
highly developed aural musicianship and aural analysis skills; teach music theory and analysis,
including transcription of musical excerpts; error detection; analysis of form, style, and
compositional devices; harmonic progressions and cadences; and can teach students to read
and notate music, compose, improvise, understand the techniques of orchestration, and have
facility in transposition.
Beginning teachers model expressive and skillful performance on a primary instrument or voice
and are proficient in keyboard skills. They use effective conducting techniques and teach
students to sight-sing, sight-read, improvise, compose, and arrange music. Beginning teachers
use wide knowledge of Western and non-Western works in their instruction. They help
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
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students understand the roles of musicians, composers, technology, and general instruments in
diverse cultures, contexts, and contemporary and historical periods, and identify contributions
of diverse cultural, ethnic, and gender groups and well-known musicians in the development of
musical genres.
Beginning teachers instruct students in voice, keyboard, woodwinds, brass, strings, guitar, and
percussion. They use a variety of instrumental, choral, and ensemble rehearsal techniques and
employ an understanding of developmental stages of learning in relation to music instruction.
Beginning teachers enable students to understand aesthetic valuing in music and teach them to
respond to, analyze, and critique performances and works of music, including their own.
Beginning teachers teach students to independently read, comprehend, and evaluate
instructional materials that include increasingly complex subject-relevant texts, domain-specific
text, and graphic/media representations presented in diverse formats. Beginning teachers also
teach students to write argumentative and expository texts in music through literal text and
create musical compositions or select a collection of music that expresses views, positions, or
facts.
They teach the connections and relationships between music and the other arts as well as
between music and other academic disciplines. They inform students of career and lifelong
learning opportunities available in the field of music, media, and entertainment industries.
Beginning teachers use various learning approaches and can instruct students in using
movement to demonstrate rhythm and expressive nuances of music. They instruct using a
broad range of repertoire and literature and evaluate those materials for specific educational
purposes. They use various strategies for sequencing, planning, and assessing music learning in
general music and ensemble classes, including portfolio, video recording, audio recording,
adjudication forms, and rubrics. They provide students the opportunity to use and evaluate
strengths and limitations of media and technology as an integral creative, expressive, and
communication tool. They are able to raise students' awareness of ethical responsibilities and
safety issues when sharing musical compositions and other materials through the Internet and
other communication formats. They demonstrate and teach an awareness of practices, issues,
and ethics of appropriation, fair use, copyright, open source, and Creative Commons as they
apply to composing music. They provide students the opportunity to use and evaluate strengths
and limitations of media and technology as integral tools in the classroom. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
8. Teaching World Languages in a Single Subject Assignment
Beginning Single Subject World Languages teachers demonstrate the ability to design and
implement instruction that assures all students meet or exceed state-adopted standards in
world languages and applicable English Language Development Standards. They demonstrate a
high proficiency in the language and culture that allows them to conduct their classes in the
target language and to the extent possible in authentic cultural settings. In addition, beginning
teachers demonstrate the ability to teach in a proficiency-oriented program with a commitment
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Teaching Performance Expectations (TPEs) – Adopted June 2016
to teaching and learning, using the three communicative modes (interpretive, interpersonal,
and presentational) and the enabling skills (listening, reading, speaking, and writing) that
support them, thus enabling beginning teachers to support their students to demonstrate
communicative ability in the target language and culture from level one to advanced.
Beginning teachers teach students to independently read, comprehend, and select instructional
materials, including authentic resources that include increasingly complex subject-relevant
texts and graphic/media representations presented in diverse formats. Beginning teachers also
teach students to write argumentative and expository text in the target language.
Beginning teachers demonstrate knowledge of the nature of language, basic linguistics, and a
thorough understanding of the structural conventions and practical use of the target language.
Beginning teachers also demonstrate an in-depth knowledge and understanding of the cultures
and societies in which the target language is spoken, with validation and expansion of the
language and cultures of heritage and native speakers. They demonstrate that they have the
requisite knowledge necessary to plan and deliver challenging lessons and to assess their
students using a variety of formative and summative assessment tools by using current
methodology in second-language acquisition, with attention to critical thinking and emphasis
on evidence of student learning to inform their best practices in teaching. Beginning teachers
also demonstrate that they have the knowledge of using technology to support and enhance
their instruction. They provide students the opportunity to use and evaluate strengths and
limitations of media and technology as integral tools for learning or demonstrating their
linguistic and cultural competency.
9. Teaching Agriculture in a Single Subject Assignment
Beginning Single Subject Agriculture teachers demonstrate the ability to teach the state-
adopted standards for agriculture and applicable English Language Development Standards.
They understand how to deliver a four-year comprehensive program of systematic instruction
and application of basic and advanced subject matter in animal science, plant and soil science,
ornamental horticulture, agriculture business management, environmental science and natural
resource management (e.g., water, genetic engineering), and agricultural systems
management. They use explanations, demonstrations, and class and laboratory activities to
illustrate agricultural concepts and principles, scientific investigation and experimentation, and
the application of new learning. Beginning teachers encourage students to pursue agricultural
interests, especially students from groups underrepresented in agricultural careers.
Beginning teachers teach students to independently read, comprehend, and evaluate
instructional materials that include increasingly complex subject-relevant texts and
graphic/media representations presented in diverse formats. Beginning teachers also teach
students to write argumentative and expository text in the content area.
Beginning teachers structure and sequence agricultural instruction to support and enhance
students' academic knowledge to meet or exceed the state-adopted academic content
standards. Additionally, beginning teachers guide, monitor, and encourage students during
hands-on laboratory investigations, experiments, and practicum. They establish and monitor
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
procedures for the care, safe use, and storage of equipment and materials, and for the disposal
of potentially hazardous materials. Beginning teachers teach students to provide ethical care
and handling of live animals. They demonstrate sensitivity to students' cultural and ethical
backgrounds in designing agriculture instruction.
They provide students the opportunity to use and evaluate strengths and limitations of media
and technology as integral tools in the classroom. Beginning teachers assure that students at
various English proficiency levels have the academic language needed to meaningfully engage
in the content.
10. Teaching Business in a Single Subject Assignment
Beginning Single Subject Business teachers demonstrate the ability to teach the state-adopted
career technical education (CTE) model curriculum standards in business and applicable English
Language Development Standards. They prepare students to carry out business management
functions with an understanding of organizational theory and development, leadership, and
motivational concepts. Beginning teachers enable students to solve real-world business
problems that include methods of decision making based on legal and ethical principles, the
application of mathematical operations leading to quantitative and qualitative analysis, and the
understanding and application of accounting concepts, principles, procedures, and financial
analysis. They prepare students to apply key marketing principles and concepts including, but
not limited to, customer service, selling, promotion, and distribution in both domestic and
international markets. Beginning teachers teach students to apply principles and procedures
related to applications, networking systems, and basic concepts of programming and systems
development along with the ethical use of information technology in business situations.
Beginning teachers instruct students in the basic economic principles as they apply to
microeconomic and macroeconomic theories and principles in domestic and international
economies. Beginning teachers assist students in a variety of procedures to address individual
career development and provide ample opportunities for students to develop their own
employment and entrepreneurial skills. Beginning teachers assist students to apply the
knowledge of technology, reading, writing, mathematics, speaking, and active listening skills in
a variety of business situations. Beginning teachers teach students to independently read,
comprehend, and evaluate instructional materials that include increasingly complex subject-
relevant texts and graphic/media representations presented in diverse formats. Beginning
teachers also teach students to write argumentative and expository text in the content area.
They provide students the opportunity to use and evaluate strengths and limitations of media
and technology as integral tools in the classroom. Beginning teachers use a variety of authentic,
performance-based assessment strategies to assess students' skills and abilities. Beginning
teachers assure that students at various English proficiency levels have the academic language
needed to meaningfully engage in the content.
11. Teaching Health Science in a Single Subject Assignment
Beginning Single Subject Health Science teachers demonstrate the ability to design and
implement instruction that assures all students meet or exceed state-adopted standards for
health education and applicable English Language Development Standards.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
Beginning teachers demonstrate the ability to teach the state-adopted academic content
standards for students in health science. Beginning teachers demonstrate a fundamental
understanding of professional, legal, scientific, behavioral, and philosophical principles of health
education and the role of the school health educators within a coordinated school health (CSH)
program. They demonstrate problem-solving and critical-thinking skills that develop confidence
in the decision-making process and promote healthy behaviors. Beginning teachers recognize
and are sensitive to differences in individual growth and development and variation in culture
and family life. They assess individual and community needs for health education by
interpreting health-related data about social and cultural environments. They differentiate
between health education practices that are grounded in scientific research and those that are
not research-based. They identify opportunities for collaboration among health educators in all
settings, including school and community health professions.
Beginning teachers use their analytical skills to identify behaviors that enhance and/or
compromise personal health and well-being. They recognize the short-term and long-term effects
of the lifestyle choices and habits of individuals and integrate higher-level thinking skills within
the context of various health topics. They apply a variety of risk assessment skills and prevention
strategies to health-related issues. Beginning teachers demonstrate effective and culturally
sensitive communication and advocacy skills as they relate to personal, family, and community
health and health education needs in order to effectively motivate California's diverse youth to
adopt a healthy lifestyle. They understand the role of communication and communication skills in
interpersonal relationships and identify strategies that encourage appropriate expression.
Beginning teachers teach students to independently read, comprehend, and evaluate
instructional materials that include increasingly complex subject- relevant texts and
graphic/media representations presented in diverse formats. Beginning teachers also teach
students to write argumentative and expository text in the content area, and they understand
how to teach speaking and listening skills including collaboration, conversation, and presentation
of knowledge and ideas that contribute to the learning of the content of health education. They
provide students the opportunity to use and evaluate strengths and limitations of media and
technology as integral tools in the classroom. Beginning teachers assure that students at various
English proficiency levels have the academic language needed to meaningfully engage in the
content.
12. Teaching Home Economics in a Single Subject Assignment
Beginning Single Subject Home Economics teachers demonstrate the ability to teach the state-
adopted career and technology standards for students in home economics and applicable
English Language Development Standards. They understand how to create home economics
career pathways by planning sequences of courses for two complementary, fiscally responsible,
inclusive instructional programs, Consumer and Family Studies (CSF) and Home Economics
Related Occupations (HERO). They know how to employ Future Homemakers of America-Home
Economics Related Occupations (FHA-HERO) as a teaching strategy for developing
interpersonal, leadership, citizenship, and career skills. They teach students the essential
knowledge and skills for managing their personal, family, and work responsibilities through
engaging learning activities appropriately selected for the eight content areas of CFS. They
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
provide students the opportunity to use and evaluate strengths and limitations of media and
technology as integral tools in the classroom.
In the HERO program, beginning teachers work closely with industry partners and plan
authentic learning experiences to prepare students for entry-level careers or advanced training
and education. They plan and supervise student work, including group assignments, laboratory
work, and on-the-job training. They help students understand underlying theories and complex
concepts (e.g., developmental theories in child development, organic chemistry in food science)
and solve real-life problems using appropriate problem-solving, creative-thinking, and critical-
thinking skills. Beginning teachers teach students to independently read, comprehend, and
evaluate instructional materials that include increasingly complex subject-relevant texts and
graphic/media representations presented in diverse formats. Beginning teachers also teach
students to write argumentative and expository text in the content area. They plan assessments
of student learning, provide frequent feedback, assist students in the achievement of the
standards, and use evidence of student learning to improve their program. Beginning teachers
assure that students at various English proficiency levels have the academic language needed to
meaningfully engage in the content.
13. Teaching Industrial and Technology Education in a Single Subject Assignment
Beginning Single Subject Industrial and Technology Education (ITE) teachers demonstrate the
ability to teach the state-adopted content standards for students in technology education,
traditional industrial arts, computer education, and applicable English Language Development
Standards. They provide students with an understanding of the nature of technology and of its
core technological concepts. They provide students the opportunity to use and evaluate
strengths and limitations of media and technology as integral tools in the classroom.
They prepare students to understand and use the design process as a problem-solving model.
They design and provide to students problems, exercises, and projects that require the
application of core academic knowledge, including, but not limited to, the fields of science,
mathematics, economics, social science, and data analysis. Beginning teachers teach students
to independently read, comprehend, and evaluate instructional materials that include
increasingly complex subject-relevant texts and graphic/media representations presented in
diverse formats. Beginning teachers also teach students to write argumentative and expository
text in the content area. Beginning teachers assure that students at various English proficiency
levels have the academic language needed to meaningfully engage in the content.
Beginning teachers teach students how to work and behave in a safe manner, and they model
safety in the laboratory. They prepare students to use all types of tools safely, correctly, and
effectively. Additionally, beginning teachers prepare students to understand the connections
and interactions between technology and all aspects of society so that students gain a
heightened awareness of cultural, social, economic, and environmental concerns related to and
impacted by technology. Beginning teachers provide connections between industry and
students to facilitate real-world understandings of industry, provide external experiences,
establish internships, and reinforce for students the critical role of lifelong learning, as well as
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
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provide a foundation for making ITE-related career choices.
14. Teaching English Language Development in a Single Subject Setting
During interrelated activities in program coursework and fieldwork, beginning Single Subject
teachers learn specific teaching strategies that are effective in supporting them to deliver a
comprehensive program of systematic instruction in English language development (ELD). They
learn and practice ways to design and deliver direct, explicit, and systematic ELD instruction
that addresses English learners' oral language, aural language, reading, and writing
development needs across the curriculum. Beginning teachers demonstrate fundamental
understanding of first, second, and multiple language development, applied linguistics, and
cultural foundations. They are well-versed in culturally relevant pedagogy and strategies for
effectively communicating with families from a variety of cultures and backgrounds. They
demonstrate effective communication and advocacy skills as these relate to English learner
student, family, and community needs. Beginning teachers are knowledgeable in composition
and rhetoric and can apply principles of literature and textual analysis to both literary and
informational texts. They provide students the opportunity to use and evaluate strengths and
limitations of media and technology as integral tools in the classroom. Beginning teachers are
knowledgeable in identifying the academic English language demands across the curriculum
and in providing instruction for English learners to meaningfully engage in content area
learning.
They understand the background, history, and legal requirements for English learner education
in California and the United States.
Beginning teachers of ELD understand, plan, design, implement, and assess instructional
outcomes for the full range of English learners. They learn and practice ways to:
• Design and implement differentiated instruction based on the levels of English
proficiency, needs and strengths of the range of English learners, as well as struggling
readers and writers, advanced learners, students who use nondominant varieties of
English, students with exceptional needs, and students from a variety of educational and
linguistic backgrounds.
• Address the unique needs of long-term English learners that distinguish them from
newcomers and other types of English learners.
• Teach students about the norms and values of U.S. cultures, the culture of schooling,
and how to access school and community resources.
• Assess student progress, both formally and informally, and use the results to inform and
plan instruction that advances the learning of all English learner students.
• Connect and contextualize reading, writing, aural, and oral language development
instruction.
• Implement effective English language development strategies to engage students and
promote numerous opportunities for developing oral language across the curriculum.
• Improve students' reading comprehension, including students' ability to access grade-
level texts of increasing depth and complexity and activate background knowledge,
make connections, synthesize information, and evaluate texts.
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
• Improve students' ability to critique texts and media for point of view, implicit and
explicit bias, power, validity, truthfulness, persuasive techniques, and appeal to both
friendly and critical audiences.
• Provide writing instruction (inclusive of the writing process) on conventions, domains
(i.e., response to literature, informational, persuasive, and technical), research, and
applications that address all levels of proficiency from formulation of sentences to multi-
paragraph essays.
• Incorporate technology into language arts as a tool for conducting research.
• Provide academic language development instruction emphasizing discourse that leads
to the production of complex texts.
• Provide systematic vocabulary development that emphasizes high utility words used
across curricular areas.
15. Teaching Theatre in a Single Subject Assignment
Creating: Beginning Single Subject Theatre teachers demonstrate the ability to teach the state-
adopted student standards for theatre and applicable English Language Development Standards,
and are literate in the artistic discipline of drama and theatre, including helping students understand
the history, purposes, and roles of theatre in society. They understand and are able to teach both
broad and in-depth conceptual knowledge of the processes and roles involved in drama and theatre
production, including understanding how to envision/conceptualize and generate works of drama
and theatre and how to organize, develop, refine, rehearse, and complete theatrical works. They
enable students to understand the techniques, skills, and tools used in the creative process, as well
as technical theatre skills and the collaborative nature of theatrical work.
Performing: Beginning Single Subject Theatre teachers apply broad and in-depth conceptual
knowledge of theatrical performance to select, analyze, interpret, develop, and refine artistic work
for student presentation and are able to convey meaning through the presentation of artistic work.
They are able to explain to students the components of dramatic structure and technical theatre
elements, the ways in which actors use a variety of exercises and techniques to create and refine
character and create meaning, and the factors involved in presenting drama/theatre works to
specific audiences, including both physical and visual aspects and impacts of performance.
Beginning teachers are able to implement student casting and other selection processes relating to
drama and theatre design, development, and performance in an equitable manner and provide
equitable opportunities for student involvement in artistic processes. Beginning teachers are able to
help all students develop their own artistic ideas relating to creating and implementing theatre
movements within performances.
Beginning teachers understand and implement appropriate ways of working with all students to
guide them and assist them in performing body movements relating to acting, especially when such
assistance requires demonstrating, guiding, or helping students understand how to correctly
position the body relative to artistic performance and movements. Beginning teachers assist
students with understanding appropriate actions and boundaries between students when students
are participating in theatre activities that require interpersonal physical contact. Beginning teachers
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Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
make appropriate accommodations for students with special needs and with disabilities to ensure
equitable participation in theatre instruction, activities, and performance.
Beginning teachers are able to identify and apply criteria for the selection of drama, theatre or other
performance works appropriate for the context, the students, and the community, and to adapt
such materials as legally permissible and as appropriate for use in a school setting. Beginning
teachers understand and teach students about copyright and intellectual property rights as these
pertain to the selection and use of drama and theatre-related materials and works for both
instructional and performance purposes.
Beginning teachers understand and implement appropriate organization of available classroom or
other performance space for theatre instruction, and they assist students with understanding how
to behave appropriately and safely in an open classroom space or other performance space
organized for theatre instruction purposes. Beginning teachers are able to organize and supervise a
variety of different theatre-related processes being practiced and/or carried out by students during
an instructional period.
Responding: Beginning teachers understand and teacher students how to perceive and analyze
artistic work, identify the aesthetics and effects of technical theatre elements, and interpret intent
and meaning in individual works of drama/theatre. They recognize and can explain to students the
importance of reflection in understanding the impact of drama processes and theatre experiences,
the role of emotions in connecting with and responding to drama/theatre works, how
interpretations of drama/theatre work are influenced by and connected to personal experiences,
cultural contexts, and aesthetics; and how criteria are applied to evaluate drama and theatre work.
Beginning teachers demonstrate both broad and in-depth conceptual knowledge of the societal,
cultural, and historical contexts of drama/theatre. They understand and teach students western and
non-western theatre traditions, the history and diversity of theatre, and the roles. forms, and uses
of theatre in societies past and present.
Connecting: Beginning teachers understand and teach students how empathy and the
interrelationships between self and others influence and inform drama/theatre works. They enable
students to understand both broad and in-depth conceptual knowledge of ways in which theatre is
connected to other art forms. They demonstrate knowledge of and teach students about the
important role that research plays in theatre.
Beginning teachers help students understand the value of arts, and of participating in arts activities
as actors, audience members, and arts advocates. They help students understand the types of
potential careers available in theatre, theatre arts, and theatre production. Beginning teachers
understand how analysis of and participation in a variety of forms of theatre contributes to the
development of theatre literacy and ways that literacy in theatre can be integrated with learning
and literacy in other arts and academic subjects.
16. Teaching Dance in a Single Subject Setting
Creating: Beginning Single Subject teachers of Dance demonstrate the ability to teach the state-
adopted student standards for dance, are familiar with national student content standards for
dance, and are literate in the artistic discipline of dance, including helping students understand the
41
Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
history, purposes, and roles of dance in society. They demonstrate and help students understand
the principles, processes, skills, and content of dance creation, performance, evaluation, and
interpretation through teaching both broad and in-depth conceptual knowledge of these processes
to students. They demonstrate and help students gain the
knowledge and skills to embody dance and they engage students in the expressive elements of
dance.
Beginning teachers help students develop a variety of dance movement techniques and technical
skills, and to demonstrate aesthetic awareness, critical analytical skills, and proficiency in the
creative solution of dance problems. They demonstrate and help students develop the ability to
generate and conceptualize artistic ideas, organize artistic work, and reflect on and refine artistic
expression. They help students understand various perspectives related to the creation and
performance of dance globally, including the historical development, cultural functions, purposes
and uses of the art form, and they help students develop the ability to synthesize and relate that
knowledge in the creation and performance of artistic and culturally expressive movement.
Beginning teachers understand and teach students about copyright laws and intellectual property
rights relating to dance sequences created by others as well as to the selection and use of music
used to support dance creation, instruction and performance.
Performing: Beginning teachers help students develop their own artistic ideas relating to creating
and implementing dance movements and dances. Beginning teachers are also knowledgeable about
and help students understand the mind-body connection and the anatomical and physiological
processes through which the body becomes an instrument for artistry and expression.
Beginning teachers understand and implement appropriate ways of working with students to guide
them and assist them in performing body movements relating to dance, especially when such
assistance requires illustrating, guiding, or demonstrating correct positioning of the body relative to
dance movements. Beginning teachers help students understand appropriate actions and
boundaries between students when students are participating in dance activities that require
interpersonal physical contact. Beginning teachers make appropriate accommodations for students
with special needs and with disabilities to ensure equitable participation in dance instruction,
activities, and performance.
Beginning teachers help students understand how to work with space, time, and energy to
communicate artistic intent and expression through dance.
Beginning teachers understand and implement appropriate organization of available classroom or
other space for dance instruction with students, and they help students understand how to behave
appropriately and safely in an open classroom or other space organized for dance instruction
purposes.
Responding: Beginning teachers help students understand how to perceive and analyze artistic
dance and learn how to recognize and interpret intent and meaning in individual dance
performances. They help students understand the importance of reflection in identifying the impact
of dance experiences, the role of emotions in connecting with and responding to dance, how
interpretations of dance works are influenced by and connected to personal experiences,
42
Preliminary Multiple and Single Subject Credential Program Standards – Adopted December 2015
Teaching Performance Expectations (TPEs) – Adopted June 2016
cultural contexts, and aesthetics; and how criteria are applied to evaluate dance. Beginning teachers
teach both broad and in-depth conceptual knowledge of the societal, cultural, and historical
contexts of dance. They help students acquire knowledge of western and non-western dance
traditions, of the history and diversity of dance, and of the roles, forms, and uses of dance in
societies past and present.
Connecting: Beginning teachers help students understand the value of arts, and of participating in
arts activities as participants, audience members, and advocates for the arts. They help students
understand how analysis of and participation in a variety of forms of dance contributes to the
development of dance literacy and they demonstrate with students the ways that literacy in dance
can be integrated with learning and literacy in other arts and academic subjects. They enable
students to reflect on, critique, and analyze dance performance and to understand the connections
of dance to personal and cultural experience. They help students understand the types of potential
careers available in dance.
