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Description
In 1992, SB 1422 (Bergeson) established an advisory panel to review
the requirements for multiple- and single-subject credentials. Recommendations
from this panel led to proposals for a two-tier credential structure
with strengthened preparation requirements and assessments at each
level. In 1998, SB
2042 (Alpert, Mazzoni) set in motion several efforts related
to the panel’s recommendations. Many of these efforts are now
nearing fruition. The California Commission on Teacher Credentialing
(CCTC) has developed several sets of standards for teacher preparation
programs. They are:
- Standards of Quality and Effectiveness
for Professional Teacher Preparation Programs — for institutes
of higher education (IHEs) and districts with intern, fifth-year
postbaccalaureate or other programs that allow teacher candidates
to earn a recommendation for a credential.
- Standards of Program Quality and Effectiveness
for the Subject Matter Requirement for the Multiple-Subject Teaching
Credential — for IHEs that have coursework intended to
meet the subject matter requirements for a multiple-subject teaching
credential.
- Standards of Quality and Effectiveness
for Blended Programs of Undergraduate Teacher Preparation
— for IHEs that have programs allowing undergraduates to
concurrently take coursework for their academic major and a teaching
credential.
- Standards of Quality and Effectiveness
for Professional Teacher Induction Programs — for local
Beginning Teacher
Support and Assessment programs or other induction programs
(run by districts, county offices or IHEs) that intend to provide
the two years of induction required to recommend teachers for
a professional credential.
IHEs have several deadlines by which to meet the
standards pertinent to their teacher programs. Districts or county
offices of education generally run local induction programs and
are primarily responsible for meeting induction program standards.
The goal is for all programs to be approved by Jan. 1, 2004.
SB 2042 also makes significant changes to the
structure of the teacher credentialing process. The new credentialing
system consists of two parts: teacher preparation and induction.
Teacher preparation involves the courses and assessments teachers
take to earn a preliminary (Level I) credential, and induction occurs
during the first two years of teaching when teachers take courses
and the assessments necessary to earn a professional (Level II)
credential. The Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs specify that programs should incorporate
the new Teaching Performance Expectations (TPEs) also established
by SB 2042. TPEs highlight what teachers should know and be able
to do before earning a preliminary credential. A prospective teacher’s
performance on the TPEs is measured by the new Teaching Performance
Assessment, which currently is being field tested. An IHE may choose
to use a different assessment provided that the assessment meets
the same standards and is approved by CCTC. By winter 2004, California’s
IHEs should be ready to fully implement the two-tier credentialing
system outlined by the SB 1422 advisory panel and SB 2042.
Additional Resources
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