California Commission on Teacher Credentialing: Updates from June meeting
Published: June 22, 2016
The California Commission on Teacher Credentialing has continued to discuss and take action on topics that affect how teachers are prepared as well as how districts and counties can meet their staffing needs. The teacher shortage, new standards and changes to the federal education law, have shaped much of what the commission has tackled this year.
CSBA has attended these meetings to ensure that the perspective of governance teams continues to be provided and to gain important information to share with our members. Below are some of the key actions taken at last week’s CCTC meeting:
Adopted regulations and amendments pertaining to a new Teaching Permit for Statutory Leave
These changes allow districts to request a TPSL for a substitute teacher when a teacher of record is unable to provide services due to a statutory leave, such as sick and family leave. The proposed TPSL would authorize service for the full length of the leave. While instruction by the teacher of record is ideal, this option will allow districts to provide students with a more stable learning environment than that of a classroom taught by a new substitute teacher every 20 or 30 days. In addition, TPSL holders will receive additional training, mentorship and lesson planning support from their district.
Districts should consider this option in meeting their staffing challenges when a teacher goes on long-term statutory leave. Districts should also be proactive in requesting a TPSL for candidates so they have a pool of authorized teachers ready when an unplanned long-term statutory leave occurs.
Voted to start the rule-making process to re-initiate subject matter programs for Multiple Subject candidates
Currently, Multiple Subject credential candidates must pass the CSET: Multiple Subjects in order to earn their credential. The proposed changes would reauthorize elementary subject matter programs as an alternative for Multiple Subject credential candidates. This would bring back an option that was eliminated to conform to No Child Left Behind’s designation of highly qualified teachers (HQT), which required passage of the CSET: Multiple Subjects. This change will also bring fairness to credentialing requirements: Candidates for the Single Subject credential currently retain the option of completing either an examination or Commission-approved coursework.
During a time of teacher shortage, reducing barriers to entry into the teaching profession for candidates who may otherwise be qualified to be effective teachers is the right step. The CSET examination requirement can pose a challenge to some candidates that have issues with tests due to disability or might not be good test takers. However, these candidates might still be able to demonstrate competence through strong undergraduate academic performance.
Voted to align the science subject matter requirements with the Next Generation Science Standards
The proposed subject matter requirements for the CSET: Multiple Subjects, and Single Subject examinations provide a stronger alignment with the NGSS, which is crucial to ensure that students have access to the most effective teachers. This process for updating the CSET examinations is typically a two-year process. Following the approval of the subject matter requirements, the CCTC will revise and develop test items that can assess the candidates’ knowledge. During the meeting, the CCTC also approved a revised test design. The commission expects to finalize this process, which began in summer 2015, by the end of fall 2017.
In addition, CCTC-approved subject matter preparation programs with science related content (such as multiple subjects, general science, biology/life science, chemistry, earth and planetary science and physics), will need to align their coursework and assessments with the revised subject matter requirements.
For more information on the CCTC, meeting dates, and agenda items, visit http://www.ctc.ca.gov/