Secondary Education

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    Welcome to the Secondary Education Department

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CTEL/CLAD Certificate Program

California Teachers of English Learners Program (CTEL) - CTEL is the California Teachers of English Learners Program that leads to CLAD certification. This applies to teachers with preliminary credentials from other states since regular SB 2042 Single Subject Credential includes CLAD certification.

Instructions for CTEL Program Exit Portfolio

CTEL candidates are required to demonstrate their knowledge, skills, and abilities in teaching English learners in the major domains of the California Teachers of English Learners (CTEL) Program Standards. At CSU Northridge, candidates’ demonstration of these domains is through successful completion of Portfolio Tasks 1-4, below. Please provide a cover page with the title ‘CTEL Program Exit Portfolio,’ as well as your full name, CSUN student number, email address, and date. The cover page is then to be followed by your responses to the four tasks below. Please place the commentary before the lesson plan.

  1. Create or select from the work you submitted in SED 525ESL, CHS 433, or LING 427, a one- or two-day lesson plan for a Level 1 or Level 2 ELD class. For this lesson, write a 2-3 page (double-spaced) commentary that addresses the following:
    1. After identifying the class/students, describe a key strategy or approach in the lesson and explain why it is an effective choice for these students.
    2. Describe an aspect or aspects of language use or structure addressed in the lesson.
    3. Explain thoroughly how the lesson demonstrates your knowledge of second language development.
  2. Create or select from the work you submitted in SED 525ESL, CHS 433, or LING 427, a one- or two-day lesson plan for a SDAIE content area class. For this lesson, write a 2-3 page (double-spaced) commentary that addresses the following:
    1. After identifying the class/students, describe a key strategy or approach in the lesson and explain why it is an effective choice for these students.
    2. Describe an aspect or aspects of language use or structure addressed in the lesson.
    3. Explain thoroughly how the lesson demonstrates your knowledge of specially-designed academic instruction (SDAIE).
  3. Create or select from the work you submitted in SED 525ESL, AAS/CHS/ELPS 417, CHS 433, or LING 427, a one- or two-day multicultural lesson plan for an ELD class or a class in your subject area. For this lesson, write a 2-3 page (double-spaced) commentary that addresses the following:
    1. After identifying the class/students, describe a key strategy or approach in the lesson and explain why it is an effective choice for these students.
    2. Describe an aspect or aspects of language use or structure addressed in the lesson.
    3. Explain how the lesson demonstrates your knowledge of culturally inclusive instruction.
  4. Create or select from the work you created for SED 525ESL, CHS 433, or LING 427, an informal assessment intended for English learners. Write a 2-3 page (double-spaced) commentary that addresses the following:
    1. After identifying the class/students, describe the assessment, explain its purpose, and tell why it is an appropriate assessment for the students identified.
    2. Describe an aspect or aspects of language use or structure addressed in the assessment.
    3. Explain how you will score the assessment, and provide examples of the types of feedback you would give to students.
    4. What information will the assessment provide to you about student learning? In what ways will the assessment outcomes influence future teaching decisions?