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CLAD Through CTEL

CLAD Through CTEL

Online Program

At-a-Glance

9-12 months

$2,800

18 Units

Online

The abundance of English Learners in schools across the nation has prompted the necessity for teachers to hold a CLAD/CTEL Authorization. Imagine trying to learn the fundamental concepts in math, science and language arts, without a solid grasp on the English language. This program provides you with the tools to significantly improve the learning experience for these students.

Earning your CLAD/CTEL Authorization through us carries an added benefit that very few programs offer; the “blended” option. Instead of having to pass all subtests of the CTEL exam or complete all of the required coursework to become certified, this “blended” option allows you the flexibility to combine passing CTEL exam subtests with coursework. Expand the scope of your teaching to include culturally inclusive instruction and simplify the acclimation process for English Learners. Build on the foundational elements of language development, and learn to deliver differentiated instruction across the curriculum.

Designed For

Teachers interested in teaching English Language Learners.

What You'll Learn

  • The relationship between culture/cultural diversity and academic achievement/development
  • Language systems, forms and functions
  • Factors that impact second language development
  • Effective assessment tools and strategies for English Learners
  • Second language acquisition
  • Methods for academic content instruction

What You Can Do With This Certificate

Teaching positions are available in both private and public schools.

“I have found the CLAD Through CTEL Program to be a great fit for me. The instructors are always available, and the online format gives me the flexibility to schedule my time effectively. Not only has the CTEL program helped prepare me to work with EL kids, I am also bringing the writing and assessment strategies to the mainstream classrooms.”

David Cole

Educator
Sonoma County Unified School District
Sonoma, CA

Earning the Certificate

Prior to enrolling, please ensure that you meet the following minimum requirements:

  1. CLAD/CTEL orientation
  2. Bachelor's degree or higher from an accredited institution
  3. Cumulative GPA of 3.0 or higher
  4. One of the following valid California teaching credentials:
    • Multiple Subject
    • Single Subject
    • Education Specialist Level I or II
    • Education Specialist Preliminary or Clear
    • Speech-Language Pathology or Clinical or Rehabilitative Services with a Special Class Authorization
    • School Nurse Services Credential with Special Teaching Authorization in Health
    • Visiting Faculty Permit
    • Children's Center Permit (excluding emergency)
    • Child Development Permit (excluding Assistant or Associate Permits)

Applying for Candidacy: Your first step is to enroll in the Orientation course. This course is open year-round and is comprised of a brief, 40-minute PowerPoint presentation and a mini-quiz. An application is also required to start the program. The application is only available to students enrolled in the Orientation course.

For more information see How to Earn a Certificate

Certificate Courses

Our certificate programs are designed to be flexible, allowing you the option to take just a few courses or to earn the complete certificate. If choosing to complete the certificate, we recommend you get the most out of your experience by following the suggested completion path below.

Quarter 1

Orientation: CLAD Through CTEL

EDUC 804.1

The CLAD through CTEL orientation provides individuals interested in the CLAD through CTEL Certificate Program with a clear understanding of the entire program, including its scope and goals, requirements, standards, the procedures that affect competencies, and field experience(s). It is mandatory for applicants entering UCR Extension's CLAD through CETEL.

Culture and Inclusion

EDUC X426

4 units

Examination of culture and cultural diversity and the relationship to academic achievement, development, implementation and evaluation of culturally inclusive instruction. Topics include:

  • Cultural concepts and perspectives
  • Cultural contact
  • Cultural diversity in California and the United States
  • Cross-cultural interaction
  • The roles of culture in the classroom and the school
  • Culturally inclusive learning environments
  • Family and community involvement
  • Culturally inclusive curriculum and instruction

The course is designed to provide candidates with the requisite knowledge, skills and abilities required by the California Commission on Teacher Credentials for Culture and Inclusion, CTEL Domains 1 (Culture and Cultural Diversity and Their Relationship to Academic Achievement) and 2 (Culturally Inclusive Instruction). EDUC X426 is a required course for the CLAD Through CTEL Program and an elective course for the University's Teaching English to Speakers of Other Languages (TESOL) Program.

Quarter 2

Language and Language Development

EDUC X426.1

4 units

Research-based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Language functions and variations, discourse and pragmatics can be applied directly to assessment and instruction of English learners and the specific linguistic and socio-linguistic challenges of English Learners are addressed. Materials, and methods for understanding and analyzing socio-cultural, and political factors that can affect second language development are presented. This course is designed to provide candidates with the requisite knowledge, skills and abilities required by the California Commission on Teacher Credentialing for Language and Language Development, CTEL Domain 1 (Language Structure and Use) and 2 (First and Second Language Development and their Relationship to Academic Achievement). It is a required course for the CLAD Certificate Through CTEL Program.

Assessment of English Language Learners

EDUC X426.2

3 units

Principles and design of standards-based assessment and instruction for English language learners and the relationship to identification of students' strengths and needs in English language/literacy development and academic achievement. Topics will include roles, purposes and types of formal and informal assessment that inform teachers in planning effective, differentiated instruction; monitoring English learners' progress with respect to a given standard; issues of norming, test reliability, validity, and cultural and linguistic biases with respect to children of diverse backgrounds.

Quarter 3

Foundations of English Language Development and Methods for Content Instruction

EDUC X426.3

6 units

Examination of current research-based theories of second language acquisition and cognitive, linguistic, affective, physical and sociocultural factors that accompany each stage of language development. Differences between first- and-second language acquisition and the foundations of English Language Literacy and the use of California's English Language Development Standards and the English Language Development Test for appropriate instructional planning are explored. The practices for teaching literacy to English learners that promote both language development and academic achievement are presented.

CTEL Portfolio

EDUC X426.9

1 units

The CTEL Portfolio course captures learnings and field experience from each of the courses and connects them together in a cohesive manner. Students will collaborate with instructors from each course on an individual basis to determine an appropriate field assignment based on academic and professional interests and to establish what types of materials should be included in the CTEL Portfolio. Although field assignments will differ between candidates, everyone must complete a CTEL Portfolio that documents their experiences, including organized reflections and evidence of knowledge, skills and abilities. The CTEL Portfolio runs concurrently with courses in the CLAD through CTEL program. instructors for each course will assist candidates in assembling the portfolio and reflections on learnings and field experiences, performing a portfolio check at the end of each course.

At the conclusion of the last course, candidates will present the contents of their portfolio, including what they have learned and how they intend to apply learnings in a culturally diverse and inclusive classroom/educational setting. In the context of this course, candidates will:

  • Collaborate with program instructors who will provide guidance and feedback in your work during the CTEL Portfolio.
  • Develop and deliver appropriate interventions based on findings from the pre assessment and affect changes based on formative (ongoing) assessments.
  • Report reflections and summative findings from experiences in the CLAD Through CTEL Program.
  • Submit a portfolio that documents your progress over the course of the Program that includes the appropriate forms and examples of student work and/or progress.

“No matter what subject matter you teach or where, teachers use language to communicate with students. My classes in language development are interactive, and my students learn from each other. We don't all need to be expert linguists, but knowing more about language makes us better teachers and communicators.”

Dr. Christine Petzar

Specialist in Educational Administration
Riverside, CA

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