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

2. 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

3. 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)

4. 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.

5. 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.

6. 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.

7. 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)?

8. Recommendations from SELPA Administrator’s Association