2 EDCAL July 3, 2017
CTC in supervising extracurricular activities.
Continued from page 1 New teacher support
stakeholders have been working hard with
the Legislature to create effective incentives
for increasing and retaining the supply of
teachers in California. However, the leg-
islative leadership and the Legislature as a
whole have failed to support these efforts,
as evidenced by their recent lack of action.
For example:
• AB 586 (Holden) would have allowed
up to a $2,500 tax deduction for teacher
professional development expenses during
the taxable year. Status: Failed deadline.
• AB 1217 (Bocanegra) would have
authorize the Superintendent of Public
Instruction to award grants to local educa-
tional agencies in establishing, maintaining,
or expanding teacher residency programs, as
defined, but was placed on suspense in the
Assembly Appropriations Committee.
• SB 807 (Stern) This bill, for taxable
years beginning on or after January 1, 2017,
and before January 1, 2027, would allow a
credit under the Personal Income Tax Law
in an amount equal to 50 percent of the
costs paid or incurred by a teacher to earn a
clear credential, as specified. Status: Failed
deadline. 2-year bill.
• SB 436 (Allen). Teachers: California
STEM Professional Teaching Pathway Act
of 2017. This bill would have established the
California STEM Professional Teaching
Pathway for the purpose of recruiting, train-
ing, supporting, and retaining qualified sci-
ence, technology, engineering, and math-
ematics professionals, including military
veterans, as mathematics and science teach-
ers in California. Requires the governor to
add funding in the annual state budget that
has not occurred.
Clinical practice
Clinical practice is defined as a devel-
opmental and sequential set of activities
that take place throughout each candidate’s
preparation program. These activities must
be purposely designed and selected under
the guidance and supervision of a master
teacher or course instructor. These hours
may include all instructional hours in which
a veteran practitioner (master teacher) or
program supervisor is present and providing
guidance, working with professional learn-
ing communities and other veteran practi-
tioners on instructional strategies, working
with the master teacher or other veteran
practitioner in addressing particular stu-
dent’s instructional needs, and co-planning
with the master teacher or other veteran
practitioner.
Among activities that cannot be included
in the 600 hours are general lesson planning
typically done independently or hours spent
New teacher candidates are completing
a more rigorous set of standards for teach-
ing and require greater level of support
than their veteran colleagues. Teachers need
greater flexibility given the diverse school
district geographic locations and require
collaborative planning with grade level and
subject matter teaching teams to ensure
greater success.
These challenges place greater respon-
sibility upon school site leadership and the
master teachers selected to work with the
new teachers. Supervision and support is
increasingly more of a challenge and vet-
eran teachers are resisting taking on the
responsibility for assisting new teachers.
School districts will need to provide greater
fiscal support for master teachers to help
ensure the new teachers receive the level
of support they require to attain their full
credential. The minimum standard for a
master teacher is three years of teaching, just
one year beyond their probationary period.
There are concerns this standard is too low
because the master teacher may be too new
or lack the pre-requisite experience to truly
help the new teacher.
More needs to be done to ensure that
TK-12 schools have the support, resources
and personnel to allow them to be full part-
ners in preparing future educators. There
is often a misconception that educator
preparation is the responsibility of colleges
and universities alone. In reality, TK-12
schools are an essential part of preparing
future educators during fieldwork place-
ments and throughout a new educator’s
career. Educator preparation programs are
required to ensure placements that will
provide candidates with environments in
which to practice strategies and refine their
teaching skills while being provided with a
strong system of support and guidance from
veterans.
CTC revision master plan
Performance
Assessments:
Both
Administrator (CalAPA) and Teacher
Performance Assessments (CalTPA) are
under revision. To assist the field in under-
standing and preparing for changes to these
assessments, staff has held webinar meet-
ings, in-person meetings, and specific office
hours so that program directors and other
institutional representatives engaged in the
pilot could ask questions as they came up.
Teacher induction: As part of the rede-
sign of the accreditation system, new pro-
gram standards for teacher induction were
adopted with approximately 180 institutions
sponsoring teacher induction programs.
Board of Institutional Review (BIR): As
a result of the changes to accreditation, the
training for the BIR is being revised and
now includes two distinct parts. One part
of the training is specific to the reviews that
occur during Year Five of the accreditation
cycle, specifically the review of Common
Standards and Program Review submis-
sions. The second part of the BIR training
is focused on the site visit, which occurs in
Year Six of the accreditation cycle.
Initial institutional approval: The pro-
cess by which a new institution is approved
to sponsor educator preparation programs
underwent a complete revision and now
includes the requirement that prospec-
tive institutions attend Accreditation 101:
Expectations and Responsibilities for CTC
Approved Institutions. Accreditation 101
will continue to be offered multiple times
each year as determined by interest and
need.
New CalAPA
The development and implementation of
an Administrator Performance Assessment
will likely have a significant impact on pro-
gram design prompting program leaders to
request more time to prepare for the embed-
ded leadership cycles of the CalAPA. Three
areas of challenge have been identified for
preliminary administrator programs:
• How will program providers identify
and provide sustainable field placements for
candidates? To complete the three leader-
ship cycles, candidates need to have access
to willing educators at their school or dis-
trict and be able to coach an individual or
volunteer teacher. In addition, they need to
have access to data and plans for the school
or district.
• The challenge will be how to best
support various candidates such as current
teachers and those in positions outside
of the classroom. Both of these types of
candidates reported different experiences
with handling the leadership cycles on the
CalAPA due to their current employment.
• Programs have raised concerns about
the amount of time needed to prepare facul-
ty, candidate’s coursework and fieldwork to
complete three new leadership cycles during
the preliminary administrator program.
Recognizing the challenges of the new
CalAPA, the CTC has revised the imple-
mentation date for 2019-20 thereby allow-
ing programs an additional year for full
administration of the CalAPA with all
candidates in all programs, without the
scores counting for licensure. CTC staff will
work with the administration on a strategy
for covering the costs of a non-consequen-
tial year. Neither candidates nor programs
would be required to pay for the assessment
and scoring during the non-consequential
year, as passing scores would not be required
for a credential.
Institutional approval
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ACSA Executive Director, Wesley Smith
Senior Director, Communications/PIO, Naj Alikhan
Senior Director, Ed Services, Margaret Arthofer
Chief Marketing Officer, Tatia Davenport
Senior Directors, Governmental Relations,
Edgar Zazueta and Adonai Mack
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Fortune School, a charter school autho-
rized by the Sacramento County Office
of Education, sought initial institutional
approval in order to offer credential pro-
grams for preliminary multiple subject, pre-
liminary single subject, preliminary educa-
tion specialist mild/moderate, and prelimi-
nary administrative services.
Prior to opening as a charter school,
Fortune School partnered with Sacramento
County Office of Education and Mount
Diablo Unified School District to offer
educator preparation programs. Because
California law restricts educator prepara-
tion programs to be sponsored by either
local education agencies or by colleges and
universities, Fortune School submitted its
application to be considered as a program
sponsor through its own charter school
and independent of another CTC-approved
sponsor. The CTC approved Fortune
School’s initial institutional approval with-
out exception.
Workload report
In the latest report to the CTC, staff
opened 381 new cases from all sources
including criminal arrest notices, district
reports, affidavits, and self reported cases
of misconduct. Accordingly, the staff also
closed 362 cases. The more involved cas es
are appealed to the Attorney General who
must litigate the cases on behalf of the
CTC and the citizens of California. These
are cases in which an educator requests an
administrative hearing to challenge the rec-
ommendation for discipline. An adminis-
trative hearing is an evidentiary proceeding
where an administrative law judge hears and
rules on the evidence. The number of cases
currently at the administrative hearing stage
is 289, a decrease of 18 from April. The
budget for the current fiscal year signifi-
cantly increased funds available to the CTC
to pay for legal services at the AG’s office.
In order to expedite cases before the
Attorney General, the CTC has authorized
the addition of two permanent staff posi-
tions to support ongoing investigators at the
CTC. These positions will help to support
and provide case preparation to the higher
standard needed by the Attorney General to
take cases to trial.
Accreditation activities
The changes to the accreditation system
have and will continue to result in greater
services provided to institutions and creden-
tial candidates as well as credential holders.
This will result in greater cost to the CTC
and can only be offset by recovery fees, as
the CTC does not receive any funding sup-
port through the state budget process
Additional fee: The initial institutional
approval process now includes multiple
stages for which documentation is sub-
mitted for review and action by the CTC.
This format requires a significant amount
of additional staff time to review eligibility
requirements, a step that was not part of the
previous accreditation system. An additional
fee of $1,000 is proposed to recover a por-
tion of the funds for staff time
Deleted fee: The program assessment
process has been renamed to “program
review” and streamlined to have only one
review session. For this reason, fees associ-
ated with multiple late reviews are no longer
necessary and will be deleted from the fee
structure.
The CTC anticipates that the proposed
regulations will result in an increase in
openness and transparency in government
by clarifying the cost recovery fees asso-
ciated with initial institutional and new
program review and accreditation activities
in excess of the regularly scheduled data
reports, program assessments, and accredi-
tation site visits. Proposed regulations will
not impose a mandate on local agencies or
school districts that must be reimbursed
from the state budget.
Senior Director, Information Technology, Tony Baldwin
EdCal Editor, London Roberts
Assistant Editor/Reporter, Cary Rodda
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Communications Content Specialist, Darcy Totten
ACSA CareerConnect Coordinator, Tracy Olmedo
ACSA Board of Directors
President, Lisa Gonzales
President-elect, Holly Edds
Vice President, Linda Kaminski
VP for Legislative Action, Terri Rufert
Past President, Ralph Gómez Porras
Members: Angel Barrett, Mike Berg, Ana Boyenga,
Blanca Cavazos, Craig Helmstedter, Charles
Hoffman, Linda Hutcherson, Sue Kaiser, Lisa
Ketchum, Jon LeDoux, Michael McCormick, Rafael
Placencia, Barbara Martinez, Robert Martinez, Denny
Rush, Karen Sakata, Kiela Snider, Jay Spaulding,
Victor Thompson, Roxanna Villaseñor,
Denise Wickham, Ron Williams
VIDEO
Continued from page 1
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In addition to the Every Student
Succeeding videos like Jespa’s you can find
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speakers from our conferences, roundtables
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Please join us in supporting students like
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