Enrollment is limited to students who have completed EDUC 804.1, EDUC X 426, EDUC X 426.1, EDUC X 426.2, and EDUC X 426.3 and been approved for the CLAD through CTEL program.
Bring together learning and field experiences from the other CTEL courses in a cohesive manner
Explore how to include organized reflections and evidence of knowledge, skills, and abilities into your portfolio
About this course:
The CTEL Portfolio brings together learning and field experiences from the other CTEL courses in a cohesive manner. Candidates collaborate with instructors from each course individually to determine an appropriate field assignment based on academic and professional interests and establish the material that should be included in the CTEL Portfolio. Although field assignments differ between candidates, everyone must complete a CTEL Portfolio that documents their experiences, including organized reflections and evidence of knowledge, skills and abilities.
Prerequisites
Enrollment is restricted to students who have completed EDUC 804.1, EDUC X 426, EDUC X 426.1, EDUC X 426.2 and EDUC X 426.3 and submitted an approved application to UCLA Extension's English Learner Added Authorization program.
Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. Internet access required.
Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. Internet access required.
Refund Deadline
No refunds after March 14, 2025
Contact Us
Speak to a program representative. Hours: Mon-Fri, 8am-5pm.
We use cookies to understand how you use our site and to improve your experience, including personalizing content and to store your content preferences. By continuing to use our site, you accept our use of cookies.
Read our privacy policy.
