The California Foreign Language Project's goals provide the foundation for the program evaluation design. The preceding guiding Principles outline the underlying philosophy which supports the California Foreign Language Project's mission of developing and implementing effective professional development programs for language teachers. These principles, which reflect the project's broad program areas, cluster into the five general categories given as priorities of AB 1734.

Goal 1: Strengthening Academic Content Knowledge

The California Foreign Language Project will support teachers to increase their academic content knowledge and strengthen their language competence and pedagogical practices. Focus will be placed on supporting teachers to enable students to acquire language and literacy skills in a language other than their own and develop the level of language and culture competence to successfully participate in a multilingual/multicultural world.

Goal 2: Development of Teacher Leadership

The California Foreign Language Project will sponsor multiple long-term, content-focused programs and opportunities for its participants to pursue professional growth and develop leadership capacity.

Goal 3: Service to Low-performing Schools and Districts

The California Language Project will focus its programs on the needs of all language teachers - particularly those from underrepresented minority groups, those who teach students from these groups and those who teach in schools where the majority of students achieving below expected levels of performance.

Goal 4: Establishment of Partnerships with Low-Performing Schools:

The California Foreign Language Project will establish partnerships with low-performing schools in each region to mutually support efforts for improving student learning as defined by established standards.

Goal 5: Establishment and Maintenance of a Professional Community and Teacher Networks

The California Foreign Language Project will support and maintain statewide and local foreign language networks involving representation from all partners in the language teaching community, including schools of education and other relevant academic departments and professional organizations.

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