Commission on Teacher Credentialing SELPA Administrator’s Association May 4, 2018

Background 2013 Statewide Special Education Task Force March 2015 Statewide Special Education Task Force Report Published June 2016 General Education TPEs adopted September 2016 Preliminary Education Specialist Credential Work Group Established Summer 2017 Experts for VI, ECSE and DHH meet to discuss and draft standards and TPEs August 2017 last of 5 Work Group meetings takes place December 2017 Study Session on current Ed Specialist credentials and common trunk

February 2018 Commission Mtg The Commission approved a new Education Specialist credential structure with 5 preliminary credentials: Mild to Moderate Support Needs (K-22) Significant Support Needs (K-22) Early Childhood Special Education (Birth – Kindergarten) Deaf and Hard of Hearing (Birth-22) Visual Impairments (Birth-22)

April 2018 Commission Meeting An item was presented to the Commissioners for discussion about what appropriate content knowledge is required for special education teacher candidates. Option A: Maintain existing requirements Option B: Restrict Single Subject Content areas to English, Social Science, Math, and Science Option C: Multiple Subjects authorizations are sufficient for the Education Specialist credential.

Work in Progress Draft TPE language for each credential area will be presented at the June Commission meeting. Draft Program Standard language will be presented at the June Commission meeting. Surveys are currently out for draft TPE language for the Significant Support Needs credential. Transition requirements will be presented in the June 2018 agenda item for approved Education Specialist preparation programs. The estimate is Fall of 2020 for full implementation of the new credential structure, TPEs and program standards.

Teaching Performance Assessment (TPA) At the February 2018 Commission meeting, the Commission approved the recommendation that all (new – coming into the profession) special education teachers need to take and pass a TPA. This TPA still needs to be developed as it will be different for teachers of students with disabilities.

Key Issues Still to Consider Clinical practice requirements for Education Specialist candidates. How much time required in general education? What will constitute a range of experience with students with disabilities (the appropriate levels of depth/breadth)?

Recommendations from SELPA Administrator’s Association