Impact of SB 1209 on Non-Public and Private Schools Teacher Credentialing Issues

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1 July 23, 2007 To: Ned Dolejsi California Catholic Conference From: Sandra Vargas Strategic Education Services Re: Impact of SB 1209 on Non-Public and Private Schools Teacher Credentialing Issues There have been a few inquiries from members of your organization regarding the implementation status of SB 1209 and its effect on private schools and teachers. The requirements in this new law apply mostly to teachers in publicly funded LEAS and programs. However, there are a few requirements for public schools that also apply to private schools. This memo is an attempt to answer the most pertinent questions regarding this recently enacted piece of legislation and its particular impact on non-public or private schools. It is important to emphasize that although most of these new requirements do not directly apply to nonpublic or private schools, there is increasing widespread agreement amongst the current Legislature, the Administration, state education agencies, and various stakeholders and advocates in the education community, that ALL teachers in California should receive the best preparation and training that is currently available. No one can argue with that premise. We can expect that there will be on-going efforts to continue to reform and streamline the teacher credentialing process, aimed at increasing the number of highly qualified teachers in our state. It is my recommendation, as we look towards the future, that all non-public and private schools should also be prepared to comply with any new and necessary credentialing requirements in order to be able to compete in the field of teaching in California. Background On September 28, 2006, the Governor signed SB 1209 (Chapter 517, Statutes of 2006), an omnibus education bill, impacting thirty different provisions of the Education Code. The bill became law starting on January 1, 2007, but many of the activities directed by this legislation are not effective until later in 2007 or SB 1209 implements recommendations from The Center for the Future of Teaching and Learning's report, The Status of the Teaching Profession The report's researchers found that while California reduced the numbers of under-prepared teachers by half, these teachers are assigned more often to lower performing schools with high percentages of poor and minority students. The researchers also found that California will need to replace at least 100,000 teachers over the next ten years. SB 1209 Updates The following is a list of specific updates and official correspondence from the California Commission on Teacher Credentialing, which can all be found on their website at: I have bolded the documents that should be of particular interest to your members:

2 Earning an Authorization Based on an Out-of-State English Learner Authorization English Learner Authorization for Experienced Private School Teachers Changes for Multiple and Single Subject Teachers Prepared Outside the United States Implementation of Senate Bill 1209 For Out-of-State Prepared Multiple and Single Subject Teachers Transition Renewal Options for Out-of-State Prepared Multiple Subject, Single Subject, and Special Education Teachers per the Provisions of Senate Bill 1209 Implementation of Senate Bill 1209 For Out-of-State Prepared Special Education Teachers Options for Meeting the Basic Skills Proficiency Requirement Senate Bill 1209 Changes in Professional Growth Requirements for Credential Renewal Enhanced Intern Guidelines Implementation of SB 1209 and the Impact on SB 2042 Fifth Year of Study and Induction Programs Summary of Commission responsibilities for major provisions of SB 1209 SB 1209 (Chapter 517, Statutes of 2006) Overview and Implementation Plan The Teaching Performance Assessment: (I) Overview; (11) The California Teaching Performance Assessment Model; (Ill) Assessment Quality Standards for Professional Teacher Preparation Programs; and (IV) Request for Proposals for a Validity Study of the California Teaching Performance Assessment The following Q&A section should provide the most relevant information regarding SB 1209: 1 Do these new requirements for publicly funded schools, or other local education agencies (LEAs), apply to non-public or private schools? As you know, the CA Department of Education (CDE) and the County Offices of Education (COE) only have the authority to monitor publicly funded LEAs and programs. They generally do not monitor or review the programs in non-public or private schools, unless ordered by a court of law, or unless otherwise required under the participation guidelines of the federal No Child Left Behind Act (2001). Therefore, most of these requirements do not apply to the teachers in non-public and private schools -no matter whether they are first-time credential holders or whether they are seeking renewals. 2. Does the new requirement to obtain a CLAD or BCLAD Certificate in order to be able to continue to teach English Learners apply to private school teachers (and administrators) who currently hold a clear credential, even if they were issued a clear credential prior to January 1, 2007?. Yes. As you are aware, Senate Bill 57 (Chapter 269, Statutes of 2001) added Section to the Education Code allowing the Commission to accept six years of full-time accredited private school teaching experience in lieu of a teacher preparation program including the fieldwork/student teaching component to earn a multiple or single subject credential. Therefore, in conjunction with the above requirement, beginning issuance date January 1, 2007, teachers with six or more years of appropriate private school experience, in addition to other requirements, must also earn an English learner authorization in order to qualify for the clear credential.

3 An individual must hold a California English learner authorization prior to issuance of a clear multiple or single subject credential based on the six or more years of private school experience route. The Commission may issue a preliminary multiple or single subject credential to applicants who have not yet met the EL requirement. 3. Does this new requirement also apply to teachers (and administrators) who wish to renew their credential after January 1, 2007? Yes. Teachers who renew their credential or professional clear credential after January 1, 2007 must complete the requirement as a condition of certification regardless of whether they are teaching in a public, non-public, or private school. 4. What if your program receives supplementary funds? If you are a non-public or private school whose program receives supplementary funds related to compliance with the Williams settlement (2004), the requirement probably applies to the teachers in your programs because you agreed to the mandates as a condition of receiving the funds. 5. Is it still necessary for teachers wishing to renew their professional clear credentials to complete 150 hours of approved professional growth activities? No. As of January 1, 2007, the California Commission on Teacher Credentialing no longer requires verification of professional growth requirements as a requirement for the renewal of professional clear credentials. The new policy encourages, but does not require teachers, "...to engage in an individual program of professional growth that extends their content knowledge and teaching skills." The bill also encourages school districts "...to establish professional growth programs that give individual teachers a wide range of options to pursue as well as significant roles in determining the course of their professional growth." According to the CCTC, "...the bill shifts the professional growth requirements from a state requirement for credential renewal to local employing agencies." In the case of private school teachers, the private school is the "employing agency." The bottom line is that private schools are encouraged to identify and facilitate opportunities for participation in appropriate professional growth activities, but that teachers need not confirm such participation as a requirement for the renewal of their professional clear credentials. 6. Does SB 1209 enact changes to requirements for the BTSA Induction and SB 2042 Fifth Year of Study Professional Clear Credential programs? Yes. The Education Code section pertaining to the requirements for a professional clear credential has changed emphasis as a result of SB These changes move the focus of the program from the current preparation that addresses specified curriculum to the "application of knowledge and skills previously acquired in a preliminary credential program." The necessary revisions pursuant to SB 1209 for approved BTSA Induction and Fifth Year of Study programs will be implemented over time in the following stages:

4 Stage 1: Minor, but Appropriate Program Revisions The first stage of the implementation of SB 1209 regarding the requirements for a professional clear credential will begin at the program level during the academic year. The expectation for this time period is that programs will make appropriate program revisions that will serve the foundational purpose of moving programs, in sequenced advancement, away from coursework that is based on the study of content and towards a program that meets the requirements in law for the application and enhancement of skills previously acquired in a preliminary credential program. Under SB 1209 any coursework that is part of a program will need to focus on the application of skills in the classroom and the enhancement of prior knowledge in the work of the beginning teacher. Stage 2: Commission and California Department of Education (CDE) Study of BTSA SB 1209 (Chapter 51 7, Statutes of 2006) adds Education Code : "(a) By December 1, 2007, the Superintendent and the Commission shall report to the Legislature and the Governor on the current state of the Beginning Teacher Support and Assessment System. The report shall review the articulation of teacher preparation programs and teacher induction programs to eliminate duplicative requirements..." A study of BTSA Induction is being conducted by the University of California, Riverside and will focus on Induction and Intern program implementation. Stage 3: Review and Revise the Standards Once the study has been completed, recommendations from the study will be contained in a report that is due to the Legislature and the Governor by December 1, Continuing in the new section , SB 1209 requires a review and revision of the Induction Standards as follows: (b) By July 1, 2008, the Superintendent and the commission shall review and revise, if necessary, the Standards of Quality and Effectiveness for Professional Teacher Induction Programs of March 2002 to ensure that these standards address the application of knowledge and skills previously acquired in a preliminary credential program and remove any requirements or activities that require the candidates to duplicate the acquisition of knowledge through coursework." Once the induction program standards have been modified, comparable modifications will be made to the Standards of Quality and Effectiveness for Advanced Course Work for the Multiple Subject and Single Subject Professional Clear Teaching Credential. The modifications to the Standards of Quality and Effectiveness for Professional Teacher Induction Programs of March 2002 will be adopted by the Superintendent and Commission. The revised standards that apply to Fifth Year of Study programs will be adopted by the Commission. Stage 4: Programs Submit Amendments Therefore, the fourth stage in the implementation of SB 1209 regarding the requirements for a professional clear credential takes place after July 1, At this time all approved BTSA Induction and Fifth Year of Study programs will be expected to revise their programs to meet the adopted standards. Approved programs will need to submit amendments that describe how the program will be modified to meet the revised standards. Note: Questions related to the implementation of SB 1209 (Chapter 517, Statutes of 2006) and approved Induction programs or SB 2042 Fifth Year of Study programs should be directed to Karen Sacramento (ksacramento@ctc.ca.gov).

5 7. What are the new options for meeting the state requirement for basic skills proficiency, besides passage of the California Basic Educational Skills Test (CBEST)? One of the changes made by SB 1209 was to add five new options to meet the basic skills requirement, in addition to passage of the California Basic Educational Skills Test (CBEST). Since 1983, CBEST has been the only option for meeting the state requirement for basic skills proficiency. Currently, there is only an update on two of the new options. The current three options may be used to satisfy the basic skills requirement for all types of documents requiring that basic skills be met. These three options are: Passage of the CBEST (existing law) Passage of a basic skills examination from another state (NEW) Passage of the revised CSET: Multiple Subjects examination (CSET: Multiple Subjects Plus Writing Skills) which includes an assessment of writing skills. This option became available on May 19,2007 and has a passing score of 220. (NEW). The remaining three options are not available at this time, although the required passing score for the following options is to be set by the Superintendent of Public Instruction by July 31, Additional options to meet the basic skills requirement will include: Passage of the ACT Plus Writing Passage of the GRE (Graduate Record) Passage of the SAT Reasoning examinations For further information about any of the changes now required under SB 1209, please contact the Commission's Information Services Unit at , Monday through Friday between I:00 PM to 4:45 PM or by at credentials@ctc.ca.gov. -o-