Existing law requires the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue a clear multiple subject, single subject, or education specialist teaching credential to an out-of-state applicant who satisfies specified requirements, including documenting, in a manner prescribed by the commission, that he or she has completed 150 clock hours of activities that contribute to his or her competence, performance, and effectiveness in the education profession, or that he or she has earned a masters degree or higher in a field related to the credential, or the equivalent semester units, from a regionally accredited institution of higher education.

This bill would eliminate that requirement as a condition for an out-of-state applicant to be issued a clear multiple subject, single subject, or education specialist teaching credential.

Existing law requires the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue a clear multiple subject, single subject, or education specialist teaching credential to an out-of-state applicant who satisfies specified requirements, including documenting, in a manner prescribed by the commission, that he or she has completed 150 clock hours of activities that contribute to his or her competence, performance, and effectiveness in the education profession, or that he or she has earned a masters degree or higher in a field related to the credential, or the equivalent semester units, from a regionally accredited institution of higher education.

This bill would eliminate that requirement as a condition for an out-of-state applicant to be issued a clear multiple subject, single subject, or education specialist teaching credential.

Existing law requires the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue a clear multiple subject, single subject, or education specialist teaching credential to an out-of-state applicant who satisfies specified requirements, including documenting, in a manner prescribed by the commission, that he or she has completed 150 clock hours of activities that contribute to his or her competence, performance, and effectiveness in the education profession, or that he or she has earned a masters degree or higher in a field related to the credential, or the equivalent semester units, from a regionally accredited institution of higher education.

This bill would eliminate that requirement as a condition for an out-of-state applicant to be issued a clear multiple subject, single subject, or education specialist teaching credential.

Existing law requires the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue a clear multiple subject, single subject, or education specialist teaching credential to an out-of-state applicant who satisfies specified requirements, including documenting, in a manner prescribed by the commission, that he or she has completed 150 clock hours of activities that contribute to his or her competence, performance, and effectiveness in the education profession, or that he or she has earned a masters degree or higher in a field related to the credential, or the equivalent semester units, from a regionally accredited institution of higher education.

This bill would eliminate that requirement as a condition for an out-of-state applicant to be issued a clear multiple subject, single subject, or education specialist teaching credential.

 CONSENT  

Bill No: AB 2285

Author:

:

Vote:

SENATE EDUCATION COMMITTEE: 6-0, 5/9/18

AYES: Allen, Wilk, Galgiani, Leyva, Pan, Vidak

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

ASSEMBLY FLOOR: 71-0, 4/19/18 (Consent) - See last page for vote

SUBJECT:

SOURCE: Author

DIGEST:

This bill removes certain educational and professional development requirements for out-of-state prepared teachers seeking a clear teaching credential, and provides additional options for these teachers to demonstrate English Language development knowledge when seeking a secondary teaching credential.

ANALYSIS: Existing law requires the following for out-of-state prepared teachers to earn a clear California teaching credential:

1. Completion of 150 hours of activities that contribute to competence, performance, and effectiveness in the education profession, and that assist in meeting or exceeding standards for professional preparation, or possession of a master’s degree or higher in a field related to the credential, or the equivalent semester units.
2. Demonstrated knowledge in English Language development by earning a Crosscultural, Language, and Academic Development (CLAD) certificate.

This bill removes the requirement for out-of-state prepared teachers seeking a clear teaching credential in California to earn a master’s degree or complete 150 hours of professional development. Further, this bill allows out-of-state prepared teachers seeking a secondary credential in California to demonstrate English Language development knowledge by earning either the CLAD certificate or an English Learner Authorization.

Comments

1. Need for the bill. According to the author, “School districts across California are experiencing a serious shortage of qualified teachers. Increased demand for K–12 teachers in California comes at a time when the supply of new teachers is at a 12-year low. Enrollment in educator preparation programs has dropped by more than 70% over the last decade, and has fallen below the number of estimated hires by school districts around the state.

“Due to the critical teacher shortage, many California school districts are recruiting teachers from out-of-state. Transferring an out-of-state credential to a California teaching credential presents unnecessary barriers.

“This bill would eliminate a double standard and streamline the credential process for out-of-state teachers.”

1. Learning Policy Institute (LPI) report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
2. Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
3. In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
4. The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
5. Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year while enrollment in the University of California and the California State University teacher education programs increased by only about 3.8 percent.

The LPI report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.

1. Legislative Analyst Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
2. Credentialing process for out-of-state prepared teachers. California has a two-tier credential structure. A preliminary credential is the first document issued after an individual meets basic credential requirements. The preliminary credential is issued for a maximum of five years. A clear credential is issued when all credential requirements have been completed. If the requirements for the clear credential are not completed before the expiration of the preliminary, the holder is deemed ineligible to teach in California's public schools.

Further, current law requires that every teacher who provides instructional services to an English-learner be authorized to provide specialized instruction for those learners. This instruction would either (a) help the learners understand instruction that is taught only in English, (b) help the learners develop their ability to listen, speak, read, and write in English, (c) be provided in the learners' primary language as English is acquired, or (d) be taught in a language other than English for those learners in a dual immersion program. 

For out-of-state prepared teachers, current law requires the applicant to attain a master's degree or demonstrate 150 hours of professional development to earn a clear teaching credential, in addition to demonstrating subject matter knowledge and complete the CLAD certificate.

FISCAL EFFECT: Appropriation: Fiscal Com.: Local:

SUPPORT: (Verified 6/27/18)

Association of California School Administrators

California Catholic Conference, Inc.

California Charter Schools Association

California School Boards Association

California State PTA

California Teachers Association

Los Angeles County Office of Education

Los Angeles Unified School District

OPPOSITION: (Verified 6/27/18)

None received

ASSEMBLY FLOOR: 71-0, 4/19/18

AYES: Acosta, Aguiar-Curry, Travis Allen, Arambula, Baker, Berman, Bigelow, Bloom, Bonta, Brough, Burke, Caballero, Carrillo, Cervantes, Chau, Chávez, Chen, Chiu, Choi, Chu, Cooley, Cooper, Cunningham, Dahle, Daly, Eggman, Flora, Fong, Frazier, Friedman, Gallagher, Gipson, Gloria, Gonzalez Fletcher, Gray, Grayson, Harper, Holden, Irwin, Jones-Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Muratsuchi, Nazarian, Obernolte, O'Donnell, Patterson, Quirk-Silva, Reyes, Rubio, Salas, Santiago, Steinorth, Mark Stone, Thurmond, Ting, Voepel, Waldron, Weber, Wood, Rendon

NO VOTE RECORDED: Calderon, Cristina Garcia, Eduardo Garcia, Melendez, Mullin, Quirk, Rodriguez

Prepared by:

6/26/18 13:09:50

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Benjamin Allen, Chair

2017 - 2018 Regular

Bill No: Hearing Date: May 9, 2018

Subject:

SUMMARY

This bill removes certain educational and professional development requirements for out-of-state prepared teachers seeking a clear teaching credential, and provides additional options for these teachers to demonstrate English Language development knowledge when seeking a secondary teaching credential.

BACKGROUND

Existing law requires the following for out-of-state prepared teachers to earn a clear California teaching credential:

1. Completion of 150 hours of activities that contribute to competence, performance, and effectiveness in the education profession, and that assist in meeting or exceeding standards for professional preparation, or possession of a master’s degree or higher in a field related to the credential, or the equivalent semester units.
2. Demonstrated knowledge in English Language development by earning a Crosscultural, Language, and Academic Development (CLAD) certificate.

ANALYSIS

This bill removes the requirement for out-of-state prepared teachers seeking a clear teaching credential in California to earn a master’s degree or complete 150 hours of professional development. Further, the bill allows out-of-state prepared teachers seeking a secondary credential in California to demonstrate English Language development knowledge by earning either the CLAD certificate or an English Learner Authorization.

STAFF COMMENTS

1. Need for the bill. According to the author, “School districts across California are experiencing a serious shortage of qualified teachers. Increased demand for K–12 teachers in California comes at a time when the supply of new teachers is at a 12-year low. Enrollment in educator preparation programs has dropped by more than 70% over the last decade, and has fallen below the number of estimated hires by school districts around the state.

Due to the critical teacher shortage, many California school districts are recruiting teachers from out-of-state. Transferring an out-of-state credential to a California teaching credential presents unnecessary barriers.”

“This bill would eliminate a double standard and streamline the credential process for out-of-state teachers.”

1. LPI report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
2. Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
3. In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
4. The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
5. Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year while enrollment in the University of California and the California State University teacher education programs increased by only about 3.8 percent.

The Learning Policy Institute (LPI) report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.

1. Legislative Analyst Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
2. Credentialing process for out-of-state prepared teachers. California has a two-tier credential structure. A preliminary credential is the first document issued after an individual meets basic credential requirements. The preliminary credential is issued for a maximum of five years. A clear credential is issued when all credential requirements have been completed. If the requirements for the clear credential are not completed before the expiration of the preliminary, the holder is deemed ineligible to teach in California's public schools.

Further, current law requires that every teacher who provides instructional services to an English-learner be authorized to provide specialized instruction for those learners. This instruction would either (1) help the learners understand instruction that is taught only in English, (2) help the learners develop their ability to listen, speak, read, and write in English, (3) be provided in the learners' primary language as English is acquired, or (4) be taught in a language other than English for those learners in a dual immersion program. 

For out-of-state prepared teachers, current law requires the applicant to attain a master's degree or demonstrate 150 hours of professional development to earn a Clear teaching credential, in addition to demonstrating subject matter knowledge and complete the Crosscultural, Language, and Academic Development certificate.

SUPPORT

Association of California School Administrators

California Catholic Conference, Inc.

California Charter Schools Association

California School Boards Association

California State PTA

California Teachers Association

Los Angeles County Office of Education

Los Angeles Unified School District

OPPOSITION

None received

-- END --

Date of Hearing: April 11, 2018

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez Fletcher, Chair

ABPCA Bill Id:AB 2285

Author:(O'Donnell) – As Amended Ver:March 13, 2018

Urgency: No State Mandated Local Program: No Reimbursable: No

SUMMARY: This bill modifies requirements for teachers prepared out of state to earn their California teaching credential. Specifically, this bill:

1. Eliminates the requirement that teachers prepared out of state complete 150 clock hours of professional development or earn a master's degree.
2. Provides an additional option for teachers prepared out of state to fulfill the requirement that they demonstrate their knowledge of English language development. Under current law, teachers prepared out of state must complete the Crosscultural, Language, and Academic Development (CLAD) certificate. This bill will allow teachers to complete the CLAD certificate or a preparation program that imbeds English language development in its curriculum to fulfill the requirement.

FISCAL EFFECT:

1. Significant Proposition 98 General Fund cost savings to school districts which pay for their teachers’ professional development ranging from the hundreds of thousands of dollar to millions of dollars. The California Commission on Teacher Credentialing (CTC) reports that in 2015-16, they issued about 4,000 teaching credentials to teachers prepared out of state. If half of school districts payed $3,000 for their teachers to complete a professional development program of 150 hours (about three weeks of full-time training), districts would experience savings of $6 million.
2. Unknown effects to school district Proposition 98 General Fund, depending on whether the preparation program that imbeds English language development in its curriculum is more expensive or less expensive than the CLAD certificate and the extent to which school districts pay for their teacher’s certifications.
3. Significant cost savings for teachers prepared out of state who pay for their own professional development programs. If half of teachers payed $3,000 to complete a professional development program of 150 hours (about three weeks of full-time training), teachers would experience total savings of $6 million.
4. Unknown effects to teachers prepared out of state who pay for their own certifications, depending on whether the preparation program that imbeds English language development in its curriculum is more expensive or less expensive than the CLAD certificate and the extent to which school districts pay for their teacher’s certifications.
5. To the extent that this bill is successful in recruiting additional teachers to fill vacancies, school districts may experience Proposition 98 General Fund cost pressures to cover additional teacher salaries and benefits.

COMMENTS:

1. Purpose. According to the author, school districts are experiencing a shortage of qualified teachers and many are recruiting teachers from out of state to fill vacancies. However, there currently are burdensome requirements for teachers prepared out of state to earn their California teaching credential. This bill intends to streamline some of these processes and better align credential requirements for teachers prepared out of state with teachers who are prepared in state.
2. Background. California law requires both teachers prepared in state and out of state to meet certain requirements to earn a teaching credential from the CTC. Prior to 2006, all California teachers were required to complete 150 clock hours of professional development to renew their teaching credential. This requirement was eliminated in 2007 for teachers prepared in state. Teachers prepared out-of-state currently are required to complete 150 hours of professional development or get a master’s degree to earn their credential. In-state teachers generally fulfill the requirement that they demonstrate their knowledge of English language development by completing a preparation program which has this content imbedded in the curriculum. Although some teachers prepared out of state complete these programs as well, current law requires them to also earn a CLAD certificate.

Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081

Date of Hearing: March 21, 2018

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 2285 (

Author:O'Donnell) – As Amended Ver:March 13, 2018

SUBJECT: Teacher credentialing: out-of-state prepared teachers: clear credential

SUMMARY: Eliminates the requirement for out-of-state prepared teachers to complete 150 clock hours of professional development or earn a master's degree in a field related to the credential, in order to earn a Clear California teaching credential, and; authorizes an out-of-state prepared teacher to demonstrate knowledge of English Language development by earning either the Crosscultural, Language, and Academic Development (CLAD) certificate or an English Learner Authorization as part of a secondary credential in California.

EXISTING LAW:

1. Requires an out-of-state prepared teacher to complete 150 clock hours of activities that contribute to his or her competence, performance, and effectiveness in the education profession, and that assist the applicant in meeting or exceeding standards for professional preparation established by the commission, or earn a master’s degree or higher in a field related to the credential, or the equivalent semester units, from a regionally accredited institution of higher education, in order for the commission to issue a clear multiple subject, single subject, or education specialist teaching credential to an applicant.
2. Requires an out-of-state prepared teacher to demonstrate their knowledge in English Language development by earning a CLAD certificate, in order to earn a Clear California teaching credential.

FISCAL EFFECT: Unknown

COMMENTS: This bill eliminates an unnecessary barrier for out-of-state prepared teachers from attaining a Clear California teaching credential, by removing the requirement for these teachers to attain a master's degree or 150 clock hours of professional development. Further the bill authorizes an out-of-state prepared teacher to demonstrate knowledge of English Language development by earning either the Crosscultural, Language, and Academic Development (CLAD) certificate or an English Learner Authorization as part of a secondary credential in California.

According to the author, school districts across California are experiencing a serious shortage of qualified teachers. Increased demand for K–12 teachers in California comes at a time when the supply of new teachers is at a 12-year low. Enrollment in educator preparation programs has dropped by more than 70% over the last decade, and has fallen below the number of estimated hires by school districts around the state. Due to the critical teacher shortage, many California school districts are recruiting teachers from out-of-state. Under current law, transferring an out-of-state credential to a California teaching credential presents unnecessary barriers. This bill would eliminate a double standard and streamline the credential process for out-of-state teachers. This measure would eliminate the inconsistent requirement for out-of-state teachers to earn a master's degree or demonstrate 150 clock hours of professional development in order to earn a Clear credential in California. This change in law will help align the credential requirements for out-of-state teachers with teachers who are trained in-state.

Additionally, this measure will authorize out-of-state prepared teachers to attain a Clear teaching credential by earning either an English Learner authorization or a CLAD certificate. Existing law only allows the CLAD certificate to count toward earning a Clear credential for out-of-state prepared teachers, when in reality some teachers earn a secondary credential once they move to California which has the English Learner authorization imbedded in the credential. This bill allows teachers to earn a Clear California credential if they receive an English Lerner authorization or a CLAD certificate.

Credentialing Process: First, an out-of-state prepared teacher is issued a Preliminary teaching credential and must complete further requirements within five years before earning a Clear teaching credential. Current law requires out-of-state prepared teachers to attain a master's degree or demonstrate 150 clock hours of professional development in order to earn a Clear teaching credential, in addition to demonstrating subject matter knowledge and complete the CLAD certificate.

Prior to SB 1209 (Scott) in 2006, all California teachers were required to complete 150 clock hours of professional development to renew their credential every five years. This requirement was eliminated in 2007 for in-state teachers, yet remains in place as a requirement for out-of-state prepared teachers to earn a Clear California credential.

During the five years that a teacher holds a Preliminary teaching credential the law also requires a teacher to complete the CLAD certificate before earning a Clear teaching credential. Some teachers complete a secondary credential during the five year Preliminary teaching credential and with that secondary credential they earn an English Learner authorization. This bill updates the Education code to authorize an out-of-state prepared teacher to earn a Clear credential by either completing the CLAD certificate or earning an English Learner authorization.

REGISTERED SUPPORT / OPPOSITION:

Support

Association of California School Administrators

California School Boards Association

California State PTA

Opposition

None on file

Analysis Prepared by: Chelsea Kelley / ED. / (916) 319-2087