SB 1209 In Support of a Unified Credentialing System Chapter 517, Statutes 2006

Center for the Future of Teaching and Learning (CFTL) Report, 12/05 California will likely face a shortage of 100,000 teachers within 10 years California will likely face a shortage of 100,000 teachers within 10 years 1/3 of California’s teachers are projected to retire in coming years 1/3 of California’s teachers are projected to retire in coming years In , there were 20,399 under-prepared teachers (those serving on emergency permits, waivers or intern credentials) In , there were 20,399 under-prepared teachers (those serving on emergency permits, waivers or intern credentials) 49% of first-year special education teachers are under- prepared; 10% of high school science teachers, 13% of high school math teachers, and 11% of middle school Algebra 1 teachers are under prepared 49% of first-year special education teachers are under- prepared; 10% of high school science teachers, 13% of high school math teachers, and 11% of middle school Algebra 1 teachers are under prepared

CFTL, cont’d. 85% of intern teachers are assigned to high minority schools while only 3% of interns are assigned to low minority schools 85% of intern teachers are assigned to high minority schools while only 3% of interns are assigned to low minority schools 70% of interns are assigned to schools where more than half the students receive free or reduced lunch 70% of interns are assigned to schools where more than half the students receive free or reduced lunch 3 out of 10 sixth graders in California’s lowest performing schools have had two or more under- prepared teachers 3 out of 10 sixth graders in California’s lowest performing schools have had two or more under- prepared teachers one of fifty sixth graders in the highest API schools have had more than one teacher who was not fully credentialed one of fifty sixth graders in the highest API schools have had more than one teacher who was not fully credentialed

The Legislature Responds SB 1209 represented a multifaceted approach to reform designed to support development and retention of a high quality teaching workforce. The bill aimed to: SB 1209 represented a multifaceted approach to reform designed to support development and retention of a high quality teaching workforce. The bill aimed to: Reduce barriers and expedite the process of employing teachers trained in other states Reduce barriers and expedite the process of employing teachers trained in other states Consolidate teacher testing requirements Consolidate teacher testing requirements Strengthen preparation, eliminate duplication and provide additional support to interns and other beginning teachers Strengthen preparation, eliminate duplication and provide additional support to interns and other beginning teachers

Legislature, cont’d. SB 1209 aimed to… SB 1209 aimed to… Improve the distribution of both new and experienced teachers so that the newest teachers work side by side with excellent, experienced teachers to meet the challenges of high priority schools Improve the distribution of both new and experienced teachers so that the newest teachers work side by side with excellent, experienced teachers to meet the challenges of high priority schools Alleviate the shortage of teachers in specific subject areas (special education, math, science) Alleviate the shortage of teachers in specific subject areas (special education, math, science) Improve hiring practices and encourage creative solutions to local teacher supply problems Improve hiring practices and encourage creative solutions to local teacher supply problems

Reducing Barriers for Teachers Prepared in Other States Ongoing priority for Senator Scott Ongoing priority for Senator Scott High priority for the Administration High priority for the Administration Teacher shortage important context Teacher shortage important context NCLB viewed as “equalizer” NCLB viewed as “equalizer” Retain focus on preparation to teacher English learners Retain focus on preparation to teacher English learners Use induction as the vehicle for development leading to credential Use induction as the vehicle for development leading to credential

Consolidating Tests MS teachers required to take and pass or complete: MS teachers required to take and pass or complete: CBEST CBEST CSET CSET RICA RICA TPA TPA Formative Assessment in Induction, i.e. CFASST Formative Assessment in Induction, i.e. CFASST Viewed as excessive, and needlessly burdensome Viewed as excessive, and needlessly burdensome TPA launched, consolidation examined TPA launched, consolidation examined

Strengthen preparation, eliminate duplication, additional support Focus on adequacy of preparation for interns, consistency in key components (“pre-service”, focus on ELs, mentoring) Focus on adequacy of preparation for interns, consistency in key components (“pre-service”, focus on ELs, mentoring) Duplication in induction a key theme in 1209 Duplication in induction a key theme in 1209 Focus on outcomes, allow for demonstration of competence rather than requiring NTs to complete duplicative program requirements Focus on outcomes, allow for demonstration of competence rather than requiring NTs to complete duplicative program requirements Focus on application and extension of knowledge and skill rather than additional teacher preparation Focus on application and extension of knowledge and skill rather than additional teacher preparation Focus on support and assistance in induction Focus on support and assistance in induction Elimination of professional growth requirements for licensure Elimination of professional growth requirements for licensure

Improve Distribution Creation of the Certificated Staff Mentoring Program Creation of the Certificated Staff Mentoring Program Incentives for experienced teachers to move to Decile 1, 2 and 3 schools Incentives for experienced teachers to move to Decile 1, 2 and 3 schools Intended to retain BTs by ensuring support and assistance from accomplished veterans; Intended to retain BTs by ensuring support and assistance from accomplished veterans; Intended to encourage veteran teachers to serve as teachers and mentors in schools where they are most needed Intended to encourage veteran teachers to serve as teachers and mentors in schools where they are most needed Opportunity to combine with SB 1133 funds to make these schools places where teachers (and students!) want to come and stay Opportunity to combine with SB 1133 funds to make these schools places where teachers (and students!) want to come and stay

1209 and 2042 SB 1209 picks up several important themes from SB 2042 and updates them with a focus on closing the achievement gap SB 1209 picks up several important themes from SB 2042 and updates them with a focus on closing the achievement gap Reforms across the K-16 spectrum have brought achievement gap into sharp relief: distributing teaching resources equitably is one major goal of 1209 Reforms across the K-16 spectrum have brought achievement gap into sharp relief: distributing teaching resources equitably is one major goal of 1209 Overall, 1209 is an affirmation of the LTTS launched in SB 2042 Overall, 1209 is an affirmation of the LTTS launched in SB 2042

Ongoing questions Issues raised but not answered by 1209: Issues raised but not answered by 1209: How are we going to fund TPAs? How are we going to fund TPAs? What is the state’s policy stance regarding professional development for the teaching workforce? What is the state’s policy stance regarding professional development for the teaching workforce?

Professional Growth As of January 1, 2007 the requirement to submit professional growth hours and employment for credential renewal for teaching and service credentials is no longer in effect. As of January 1, 2007 the requirement to submit professional growth hours and employment for credential renewal for teaching and service credentials is no longer in effect. Clear credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every 5 years. Clear credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every 5 years. Section 3: Section 11: Section 19: Coded Correspondence #

Basic Skills Satisfy Basic Skills Requirement: Earn a passing score on the GRE General Test, SAT Reasoning Test or ACT Plus Writing Test. Passing scores will be set by the SPI by 7/31/07 Earn a passing score on the GRE General Test, SAT Reasoning Test or ACT Plus Writing Test. Passing scores will be set by the SPI by 7/31/07 Pass the CSET: Multiple Subjects plus basic writing skills (available 7/1/07) Pass the CSET: Multiple Subjects plus basic writing skills (available 7/1/07) Pass the CBEST or an OOS basic skills exam Pass the CBEST or an OOS basic skills exam Section 4: Section 5: Section 6: Coded #

Out-of-State Prepared Hold an OOS teaching credential based on completion of a BA and teacher preparation program or alternative program Two options for OOS prepared to earn Clear Credential. Two or more years of teaching experience and satisfactory evaluations Two or more years of teaching experience and satisfactory evaluations 150 hours and authorization to teach English learners 150 hours and authorization to teach English learners Less than two years of teaching experience Less than two years of teaching experience Complete Induction program Complete Induction program Earn authorization to teach English learners Earn authorization to teach English learners If special education, completion of Ed Spec Level II pgm If special education, completion of Ed Spec Level II pgm Section 15: Coded # , ,

Out-of-State English Learner If individual holds an authorization to teach English learners, from California or another state, then he or she may pay the fee and receive a California certificate to teach English learners. If individual holds an authorization to teach English learners, from California or another state, then he or she may pay the fee and receive a California certificate to teach English learners. Section 7: Coded # 07-03

Out-of-Country Prepared If prepared OOC, to earn Clear Credential: If prepared OOC, to earn Clear Credential: Pass CBEST within 1 year Pass CBEST within 1 year Demonstrate subject matter competence Demonstrate subject matter competence Satisfy US Constitution Satisfy US Constitution Complete BTSA Induction Complete BTSA Induction If special education, complete Ed Spec Level II If special education, complete Ed Spec Level II Satisfy teaching of reading Satisfy teaching of reading Section 17: Coded 07-01

Experienced Private School Teachers Adds an English learner requirement for teachers with 6 or more years of experience Adds an English learner requirement for teachers with 6 or more years of experience May be met by passing the CTEL Examination, completing CLAD courses or completing a CTEL program (CTEL standards were approved 12/06, no programs have been submitted as of 4/07) May be met by passing the CTEL Examination, completing CLAD courses or completing a CTEL program (CTEL standards were approved 12/06, no programs have been submitted as of 4/07) Section 9: Coded # 07-02

Teaching Performance Assessment As of July 1, 2008 the TPA will be a requirement to complete a multiple subject or single subject preparation program As of July 1, 2008 the TPA will be a requirement to complete a multiple subject or single subject preparation program California has developed the CA TPA California has developed the CA TPA Stanford and other institutions have developed the PACT Stanford and other institutions have developed the PACT An institution may develop its own TPA An institution may develop its own TPA Section 24:

Study Session: RICA into TPA Hold a study session on the implications of including the skills assessed by the RICA into the TPA Hold a study session on the implications of including the skills assessed by the RICA into the TPA Teachers, teacher educators, reading specialists, testing specialists, administrators, parents and the public Teachers, teacher educators, reading specialists, testing specialists, administrators, parents and the public Study Session at the Commission was held February 2007 Study Session at the Commission was held February 2007 Report to the Legislature and Governor is on the CTC Agenda for April 2007 Report to the Legislature and Governor is on the CTC Agenda for April 2007 Section 6: April 2007 Commission Agenda

Study Session: CSET Single Subject and Basic Skills Hold a study session on the implications of assessing basic skills through the single subject CSET examinations Hold a study session on the implications of assessing basic skills through the single subject CSET examinations Teachers, teacher educators, reading specialists, testing specialists, administrators, parents and the public Teachers, teacher educators, reading specialists, testing specialists, administrators, parents and the public Study Session at the Commission in June 2007 Study Session at the Commission in June 2007 Report to the Legislature by 10/1/07 Report to the Legislature by 10/1/07 Section 6: June 2007 & August 2007

Education Specialist Requirements Review standards for Education Specialist and Clinical Rehabilitation Credentials Review standards for Education Specialist and Clinical Rehabilitation Credentials Report to the Governor and Legislature by 12/1/07 Report to the Governor and Legislature by 12/1/07 Recommend modifications to enhance and expedite the preparation programs Recommend modifications to enhance and expedite the preparation programs Advisory Panel is currently meeting…monthly 2 day meetings Advisory Panel is currently meeting…monthly 2 day meetings Section 10:

BTSA Induction Funding Funding calculated per participating teacher Funding calculated per participating teacher Charter school teachers are eligible for funding in 06-07: 50% of the total funding since 1/1/07 Charter school teachers are eligible for funding in 06-07: 50% of the total funding since 1/1/07 All participants are eligible for two years of Induction funding independent of prior internship All participants are eligible for two years of Induction funding independent of prior internship Early completion candidates can generate two years of funding if the individual completes some work in the second year. Early completion candidates can generate two years of funding if the individual completes some work in the second year. Section 1: 41520Section 2: 41522

Clear Program Standards Programs are to be “application of knowledge and skills previously acquired in the preliminary preparation program.” Programs are to be “application of knowledge and skills previously acquired in the preliminary preparation program.” If a participant meets a Clear Program Standard while in teacher preparation (preliminary level) and the professional level program director agrees, the participant will not be required to ‘repeat’ the work. If a participant meets a Clear Program Standard while in teacher preparation (preliminary level) and the professional level program director agrees, the participant will not be required to ‘repeat’ the work. Section 8: 44259Section 22:

BTSA & Intern: Study Study the BTSA Induction and Intern programs Study the BTSA Induction and Intern programs University of California, Riverside University of California, Riverside Submit a report to the legislature by 12/1/07 Submit a report to the legislature by 12/1/07 Based on the report, revise Standards of Quality and Effectiveness by 7/1/08 Based on the report, revise Standards of Quality and Effectiveness by 7/1/08 Section 23:

Enhanced Intern Programs Increase Intern allocation to $3,500 per intern IF Provide pre-service of 120 hours or more with at least 40 hours focused on teaching English learners Provide pre-service of 120 hours or more with at least 40 hours focused on teaching English learners Provide an additional 40 hours of support Provide an additional 40 hours of support Maintain a ration of no fewer than 1 experienced teacher to 5 interns Maintain a ration of no fewer than 1 experienced teacher to 5 interns Schools in decile 1-3 have no higher percentage of interns than other schools in the district—07-08 Schools in decile 1-3 have no higher percentage of interns than other schools in the district—07-08 Section 25: Internship-Guidelines.pdf Internship-Guidelines.pdf

CDE Responsibilities Certificated Staff Mentoring Certificated Staff Mentoring Personnel Management Assistance Teams Personnel Management Assistance Teams Uniform Salary Schedule Uniform Salary Schedule Section 27: 44560Section 28: 44740Section 29:45028

For up-to-date information on SB 1209 Consult the SB 1209 Web Page Scroll down to SB 1209 or