commission on teacher credentialing ensuring educator excellence ctc update capea conference october...

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing

Ensuring Educator Excellence

CTC UpdateCTC Update

CAPEA Conference CAPEA Conference October 1, 2011October 1, 2011San Diego, CASan Diego, CA

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Administrative Services CredentialAdministrative Services CredentialAdvisory PanelAdvisory Panel

24 members from variety of arenas24 members from variety of arenas 8 CAPEA members served8 CAPEA members served Completed work in July, 2011Completed work in July, 2011 Fifteen recommendationsFifteen recommendations Will be presented to the Commission Will be presented to the Commission

on October 5on October 5thth

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Administrative Services Advisory Administrative Services Advisory PanelPanel

October Commission Item 3AOctober Commission Item 3A

http://www.ctc.ca.gov/commission/http://www.ctc.ca.gov/commission/agendas/2011-10/2011-10-3A.pdfagendas/2011-10/2011-10-3A.pdf

Tentatively scheduled for Tentatively scheduled for approximately 10:00 am approximately 10:00 am

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumption 1Assumption 1 The art of leadership develops over time, through The art of leadership develops over time, through

reflective practice. The structural changes we reflective practice. The structural changes we propose emphasize the importance of the theory-propose emphasize the importance of the theory-to-practice connectionto-practice connection. . We recognize that there is We recognize that there is a difference between capability and capacity. We a difference between capability and capacity. We are trying to build capacity and candidates do so are trying to build capacity and candidates do so through capable leadership that demonstrates through capable leadership that demonstrates their competency. It is our belief that the design their competency. It is our belief that the design revisions are tightly structured enough to revisions are tightly structured enough to accomplish the programs’ outcomes, but loose accomplish the programs’ outcomes, but loose enough to provide for local context.enough to provide for local context.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumption 2Assumption 2 The California Professional Standards for The California Professional Standards for

Educational Leaders Educational Leaders (CPSEL)(CPSEL) represent the represent the multifaceted skills, dispositions, jobs and duties multifaceted skills, dispositions, jobs and duties faced by today’s administrators and should be faced by today’s administrators and should be the foundation for the entire system. the foundation for the entire system. They They provide the basic foundation and subsequent provide the basic foundation and subsequent steppingstones for the clear alignment steppingstones for the clear alignment across across both tiers and the many pathways to earning the both tiers and the many pathways to earning the administrative services credential.administrative services credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumption 3Assumption 3 AllAll program program pathways pathways leading to an leading to an

administrative services credential should administrative services credential should participate in participate in the Commission on Teacher the Commission on Teacher Credentialing (Commission), Credentialing (Commission), accreditationaccreditation system system to ensure self-analysis and reflection, data based to ensure self-analysis and reflection, data based decision-making and a continuous improvement decision-making and a continuous improvement model. The accreditation process is designed to model. The accreditation process is designed to ensure fidelity to the tenets of the program ensure fidelity to the tenets of the program standards through robust and rigorous standards through robust and rigorous components and directed actions.components and directed actions.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumption 4Assumption 4 Ensuring that California has effective leaders is a Ensuring that California has effective leaders is a

joint responsibility joint responsibility of the Commission, colleges of the Commission, colleges and universities, employing agencies, and and universities, employing agencies, and professional organizations. Each entity is professional organizations. Each entity is expected to support the program’s tenets and its expected to support the program’s tenets and its fellow stakeholders fellow stakeholders to ensure a quality to ensure a quality preparation experience preparation experience for each administrative for each administrative candidate.candidate.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumptions 5Assumptions 5

Research needs Research needs to be done regarding the to be done regarding the outcomes outcomes of the preliminary credential pathways. of the preliminary credential pathways. In the absence of factual data regarding the In the absence of factual data regarding the success of any of the current pathways and their success of any of the current pathways and their candidates the panel candidates the panel could not justify invalidating could not justify invalidating any of the current paths any of the current paths to a preliminary to a preliminary credential. Believing licensure should be credential. Believing licensure should be accessible to the diverse pool of potential accessible to the diverse pool of potential administrators from a variety of backgrounds and administrators from a variety of backgrounds and experiences, the panel maintains the goal of experiences, the panel maintains the goal of developing and supporting multiple pathways to developing and supporting multiple pathways to the preliminary credential.the preliminary credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Assumption 6Assumption 6

While multiple pathways should be maintained for While multiple pathways should be maintained for the preliminary credential, there should be the preliminary credential, there should be oneone common pathway for the clear credential that common pathway for the clear credential that embodies job differentiationembodies job differentiation. The preliminary . The preliminary program is foundational, providing knowledge program is foundational, providing knowledge and content for someone seeking an educational and content for someone seeking an educational leadership position. The clear program is an leadership position. The clear program is an application of that process, a performance-based application of that process, a performance-based model that is both contextualized and job model that is both contextualized and job embedded. Both programs should be reliant on a embedded. Both programs should be reliant on a candidate's evidence of competency, expressing candidate's evidence of competency, expressing the value of applied learning.the value of applied learning.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



The structure of having an experienced colleague The structure of having an experienced colleague coaching a novice cannot be undervalued. With coaching a novice cannot be undervalued. With defined goals and objectives for the coaching defined goals and objectives for the coaching relationship, relationship, coaching should be the pivotal coaching should be the pivotal structure of the clear administrative services structure of the clear administrative services credentialcredential. Having a well-defined coaching model . Having a well-defined coaching model as part of the program standards helps to ensure as part of the program standards helps to ensure that a quality coaching experience is maintained.that a quality coaching experience is maintained.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



The responsibilities of today’s site administrator The responsibilities of today’s site administrator are multi-faceted and complex, reflective of are multi-faceted and complex, reflective of today’s societal needs and accountability today’s societal needs and accountability measures. Equipping future administrators in the measures. Equipping future administrators in the skills, tasks, and dispositions needed for this key skills, tasks, and dispositions needed for this key role role requires the system to continually adaptrequires the system to continually adapt in in order to promote effective school leaders. The order to promote effective school leaders. The administrative credential program must develop administrative credential program must develop the leaders we need for the future by designing a the leaders we need for the future by designing a program that addresses what currently exists program that addresses what currently exists while allowing for future changes that are yet while allowing for future changes that are yet unseen.unseen.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


THE RECOMMENDATIONSTHE RECOMMENDATIONS

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Five sectionsFive sections

System StructureSystem Structure

Preliminary Credential StructurePreliminary Credential Structure

Clear Credential StructureClear Credential Structure

Preparation Beyond the Clear Preparation Beyond the Clear CredentialCredential

Stakeholder ResponsibilityStakeholder Responsibility

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 1Recommendation # 1

Ensure that the California Ensure that the California Professional Standards for Professional Standards for Educational Leaders (CPSEL) Educational Leaders (CPSEL) serve as the foundation for serve as the foundation for administrator preparationadministrator preparation

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 1Recommendation # 1 The Advisory Panel recommends that the The Advisory Panel recommends that the

CPSEL should continue to serve as the basis CPSEL should continue to serve as the basis for program development, candidate for program development, candidate assessment and analysis of program assessment and analysis of program effectiveness. These standards effectiveness. These standards focus on focus on student achievement student achievement and their and their breadth and breadth and depth depth of concentration in the of concentration in the skills, skills, knowledge, and dispositions neededknowledge, and dispositions needed by a by a California education administrator are vital for California education administrator are vital for today’s administrators to master.today’s administrators to master.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintain a single Maintain a single

generalized credential generalized credential

for all administrative rolesfor all administrative roles

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



administrative services credential should administrative services credential should continue to authorize the holder to serve in a continue to authorize the holder to serve in a wide variety of administrative roles. There wide variety of administrative roles. There should not be separate credentials for the should not be separate credentials for the principalship or the superintendencyprincipalship or the superintendency. .

California is the nation’s most diverse state—California is the nation’s most diverse state—demographically, economically, socially, and demographically, economically, socially, and geographically. We need a system that geographically. We need a system that provides maximum flexibility to address these provides maximum flexibility to address these variations.variations.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintaining the Maintaining the flexibility allowflexibility allowed by ed by the current single administrative the current single administrative credential is critical to meet credential is critical to meet local local contextual needscontextual needs. Work in the . Work in the preparation programs should ensure preparation programs should ensure that individuals earning this single that individuals earning this single credential are adequately prepared credential are adequately prepared for today’s various educational for today’s various educational leadership roles.leadership roles.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintain a two-level Maintain a two-level

credential structurecredential structure

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 3Recommendation # 3 The current two-tiered structure of the credential The current two-tiered structure of the credential

should be maintained. should be maintained. The current administrative credential structure is The current administrative credential structure is

comprised of two tiers. comprised of two tiers. – The The preliminarypreliminary credential program is credential program is

foundationalfoundational, providing the candidate with , providing the candidate with entry-level entry-level skills and content knowledge. skills and content knowledge.

– The The clearclear credential program is intended to credential program is intended to provide the candidate with a scaffolded, provide the candidate with a scaffolded, ongoing professional practicum ongoing professional practicum emphasizing emphasizing the application of instructional leadership skills the application of instructional leadership skills focused on improving student achievement.focused on improving student achievement.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintain the current Maintain the current requirement related to requirement related to

previous experience in the previous experience in the schools.schools.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 4Recommendation # 4 The Advisory Panel recommends that current The Advisory Panel recommends that current

requirements should remain unchanged.requirements should remain unchanged.

Education Code section 44270(a)2 specifies Education Code section 44270(a)2 specifies that a candidate have completed that a candidate have completed three years three years of experience of experience as a classroom teacher or in as a classroom teacher or in the fields of pupil personnel, health, clinical or the fields of pupil personnel, health, clinical or rehabilitative or librarian services rehabilitative or librarian services upon filing upon filing for the preliminaryfor the preliminary administrative services administrative services credential.credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Ensure the fidelity Ensure the fidelity

of the program standards of the program standards within the within the

implementation processimplementation process

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 5Recommendation # 5 The Commission’s The Commission’s accreditation process accreditation process is is

the vehicle by which the fidelity of the vehicle by which the fidelity of implementation of the standards is implementation of the standards is assured, and the Panel recommends that assured, and the Panel recommends that the current structure should remain intact the current structure should remain intact with respect to administrator preparation with respect to administrator preparation programs. programs.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 5Recommendation # 5 In 2008, the Commission instituted a new In 2008, the Commission instituted a new

accreditation system that incorporated accreditation system that incorporated structures for the reporting on candidate structures for the reporting on candidate competence and on program effectiveness. competence and on program effectiveness. With its emphasis on reflection and data-With its emphasis on reflection and data-driven improvement measures, the driven improvement measures, the system system ensures that programs maintain a close ensures that programs maintain a close alignment to program standards.alignment to program standards.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Ensure that preparation Ensure that preparation programs prepare new and programs prepare new and

prospective administrators for prospective administrators for the ever-changing roles of the ever-changing roles of site administrators and the site administrators and the needs of California schoolsneeds of California schools

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 6Recommendation # 6 The Administrative Services Credential The Administrative Services Credential

Program Standards Program Standards continue to cover a broad continue to cover a broad array of topicsarray of topics, and the Panel recommends , and the Panel recommends that these topics be that these topics be expanded as necessary expanded as necessary to explicitly include the role of administrators to explicitly include the role of administrators as change agents, as instructional leaders, as as change agents, as instructional leaders, as knowledgeable leaders for low-performing knowledgeable leaders for low-performing schools, and as knowledgeable leaders for schools, and as knowledgeable leaders for schools serving English learner and special schools serving English learner and special needs populations.needs populations.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Enhance partnerships Enhance partnerships

between administrative between administrative services credential services credential

preparation programs and K-preparation programs and K-12 districts, schools, and 12 districts, schools, and

county offices of educationcounty offices of education

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 7Recommendation # 7 The Advisory Panel recommends that for both The Advisory Panel recommends that for both

the preliminary and the clear preparation the preliminary and the clear preparation programs, programs, partnerships should be partnerships should be strengthened through agreements strengthened through agreements between between Institutions of Higher Education (IHE) and Institutions of Higher Education (IHE) and Local Employing Agencies (LEA). Local Employing Agencies (LEA).

This might be accomplished through a This might be accomplished through a formalization of the partnership (e.g., with a formalization of the partnership (e.g., with a memorandum of understanding that outlines memorandum of understanding that outlines each partner’s responsibility to the program each partner’s responsibility to the program and to the candidates).and to the candidates).

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 7Recommendation # 7 The program sponsor and the employing The program sponsor and the employing

district/county office of education should district/county office of education should share responsibility share responsibility and and increase their increase their participationparticipation in preparing the candidate for in preparing the candidate for the credential.the credential.

Additionally, the Commission’s Additionally, the Commission’s accreditationaccreditation process process nownow incorporates several structures incorporates several structures throughout a seven-year cycle that serve to throughout a seven-year cycle that serve to monitor partnershipsmonitor partnerships and verify the and verify the participation of each partner in serving participation of each partner in serving administrative credential candidates.administrative credential candidates.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Continue multiple program Continue multiple program pathways to earn the pathways to earn the preliminary credentialpreliminary credential

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 8Recommendation # 8 The Advisory Panel recommends that multiple The Advisory Panel recommends that multiple

program pathways to the preliminary program pathways to the preliminary administrative credential should be maintained, administrative credential should be maintained, providing that providing that each pathway meets the each pathway meets the requirements for approval by the Commission and requirements for approval by the Commission and participate participate in the Commission’s in the Commission’s accreditationaccreditation process. process.

In addition, the In addition, the Certificate of Eligibility Certificate of Eligibility would be would be maintainedmaintained for those who complete the for those who complete the Preliminary program but do not have a position as Preliminary program but do not have a position as an administrator.an administrator.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



: : Maintain an examination route Maintain an examination route to earning a credential, and to earning a credential, and collect data to study the collect data to study the efficacy of the exam optionefficacy of the exam option

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 9Recommendation # 9 Perhaps more than any other recommendation, Perhaps more than any other recommendation,

this recommendation this recommendation garnered the most garnered the most discussion and debate discussion and debate among the advisory among the advisory panel. Candidates have been able to earn a panel. Candidates have been able to earn a preliminary administrative services credential preliminary administrative services credential though the examination route since 2003.though the examination route since 2003.

California is the California is the only state in the union that only state in the union that provides an examination-only pathway provides an examination-only pathway to a to a preliminary Administrative Services Credential.preliminary Administrative Services Credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 9Recommendation # 9 Prior to June 2011, the examination used was Prior to June 2011, the examination used was

the School Leadership License Assessment the School Leadership License Assessment (SLLA)(SLLA), a national off the shelf examination , a national off the shelf examination from the Educational Testing Service (ETS). In from the Educational Testing Service (ETS). In almost all states, the SLLA along with a almost all states, the SLLA along with a program were required for the state program were required for the state credential. credential.

In California, the examination provided a In California, the examination provided a proxy for the program and thus the proxy for the program and thus the examination itself sufficed to qualify a examination itself sufficed to qualify a candidate for the credential.candidate for the credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 9Recommendation # 9 The Commission has since The Commission has since developed and developed and

begun to administer a California-specific begun to administer a California-specific license examination for administratorslicense examination for administrators, the , the California Preliminary Administrative California Preliminary Administrative Credential Examination (CPACE), which was Credential Examination (CPACE), which was offered for the first time earlier this year. offered for the first time earlier this year.

This examination was specifically developed This examination was specifically developed as a program as a program equivalency examination equivalency examination based based upon California’s program standards for the upon California’s program standards for the Preliminary Administrative Services Preliminary Administrative Services Credential.Credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Continue the internship Continue the internship credential as a pathway to credential as a pathway to

the credentialthe credential

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



ContinueContinue the internship credential as a the internship credential as a pathway to the credentialpathway to the credential

The Advisory Panel recommends that the The Advisory Panel recommends that the internship option should continue to be internship option should continue to be an option for earning the preliminary an option for earning the preliminary administrative services credentialadministrative services credential

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Strengthen fieldwork as a Strengthen fieldwork as a component of the component of the

preliminary credentialpreliminary credential

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



preliminary administrative services credential preliminary administrative services credential program should continue to program should continue to include specified include specified fieldworkfieldwork designed designed to blend theoretical and to blend theoretical and practical aspects practical aspects of the CPSEL throughout the of the CPSEL throughout the preliminary program experience.preliminary program experience.

The purpose of the preliminary credential is The purpose of the preliminary credential is to build leadership knowledge and skills in to build leadership knowledge and skills in potential and novice administrators through potential and novice administrators through leadership practice that leadership practice that demonstrates their demonstrates their competencycompetency..

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Specifically designed fieldwork Specifically designed fieldwork that that reinforces coursework content should be reinforces coursework content should be included in the preliminary credential included in the preliminary credential program program as we transition toas we transition to the Learning the Learning to Lead System with its to Lead System with its performance-performance-based credentialing criteriabased credentialing criteria..

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Establish induction as the sole Establish induction as the sole pathway for the clear credential pathway for the clear credential

programprogram

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 12Recommendation # 12 The The intentionintention of the clear credential program is to of the clear credential program is to

provide novice administrators with opportunities provide novice administrators with opportunities and support and support to further develop their knowledge, to further develop their knowledge, skills, and abilitiesskills, and abilities. .

The panel held lengthy discussions around the The panel held lengthy discussions around the issues of issues of quality and relevance quality and relevance of the clear of the clear credential program experiences for candidates.credential program experiences for candidates.

Panel members had anecdotal information from Panel members had anecdotal information from candidates who feel these experiences are not candidates who feel these experiences are not necessarily sufficiently well-planned and necessarily sufficiently well-planned and implemented to provide the type of experiences implemented to provide the type of experiences needed most by candidates. needed most by candidates.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Research, expert opinion, collegial input, and Research, expert opinion, collegial input, and panel discussions all led the panel to panel discussions all led the panel to conclude that conclude that addressing the clear program addressing the clear program requirements and structures may be the requirements and structures may be the system’s greatest challenge and the place system’s greatest challenge and the place where a change in the structure could make where a change in the structure could make the most positive impact on administrative the most positive impact on administrative candidatescandidates. .

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 12Recommendation # 12 This conclusion led to the development of the This conclusion led to the development of the

proposed proposed “Learning to Lead System (LTLS)” “Learning to Lead System (LTLS)” modeled on the existing “Learning to Teach modeled on the existing “Learning to Teach Continuum” that describes the life cycle of Continuum” that describes the life cycle of teacher preparation, induction, and teacher preparation, induction, and professional growth and development. For a professional growth and development. For a detailed and thorough explanation of the detailed and thorough explanation of the LTLS, see the June 2011 agenda item at LTLS, see the June 2011 agenda item at http://www.Commission.ca.gov/commission/ahttp://www.Commission.ca.gov/commission/agendas/2011-06/2011-06-5E.pdfgendas/2011-06/2011-06-5E.pdf

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Preliminary Credential Preparation

Emphasis to prepare site administrators

Clear Credential PreparationEmployment required

Credential Renewal

Test-Only Option (CPACE)

Based on CPSELFour Domains ExaminedVarious Structures EmployedAligns with Competency at Completion for the Traditional Program

PRELIMINARY

CLEAR

Traditional Program

Based on CPSELCoursework & field experiencesAssessment of Performance* (local options)oPortfoliooProjectoCapstone assignmentEvidence of Competency at Completion

Intern Program

Based on CPSEL Coursework and Field ExperiencesAssessment of Performance (local option)oPortfoliooProjectoCapstone assignmentEvidence of Competency at Completion

A Clear Credential is valid for 5 years. Renewal is based upon application and fee. Professional growth beyond the clear is the responsibility of the employer

•Note: It is recommended that once a person secures a principal position, an additional year of mentoring/ support be provided

Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacityStructured around CPSELBuilt upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessmentInduction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employerApplication of prior knowledge (gained during the preliminary program)Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing)Frequent Reflection on Practice, individually & with mentorCriteria of completion employed to determine exit criteria

Start within 12 months of employmentTwo years program duration

Five year, renewable credential0-12 semester units of courseworkMultiple eligible program sponsors

Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacityStructured around CPSELBuilt upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessmentInduction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employerApplication of prior knowledge (gained during the preliminary program)Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing)Frequent Reflection on Practice, individually & with mentorCriteria of completion employed to determine exit criteria

Start within 12 months of employmentTwo years program duration

Five year, renewable credential0-12 semester units of courseworkMultiple eligible program sponsors

Pre-Program

Requirements

3 Years Experience upon Completion

Positive Evaluations Acceptable Basic Credential

The Learning to Lead System

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maximize the effectiveness Maximize the effectiveness

of clear credential programs of clear credential programs

by ensuring that candidates by ensuring that candidates begin in a timely manner.begin in a timely manner.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Commission should Commission should require candidates to require candidates to begin the clear credential program soon after begin the clear credential program soon after initial employmentinitial employment as an administrator. as an administrator.

This would include This would include identification with a identification with a program sponsor program sponsor and and development of an development of an induction plan within six monthsinduction plan within six months after after beginning an administrative position and beginning an administrative position and securing/obtaining the Preliminary securing/obtaining the Preliminary Administrative Services credential.Administrative Services credential.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintain the current local Maintain the current local employer professional employer professional

growth expectations for growth expectations for credential renewal and credential renewal and

strengthen the role of the strengthen the role of the employer in this function.employer in this function.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Recommendation # 14Recommendation # 14 The current structure for professional growth The current structure for professional growth

requirements should remain as is: Once an requirements should remain as is: Once an individual earns the clear credential, there are individual earns the clear credential, there are no professional growth requirements for no professional growth requirements for renewing the credentialrenewing the credential. .

The panel’s consensus was this is The panel’s consensus was this is not the not the purview of the Commissionpurview of the Commission but is the but is the responsibility of the local district. responsibility of the local district. Professional Professional development over the lifetime of an development over the lifetime of an administrator’s career is not a compliance administrator’s career is not a compliance requirement but an ongoing process of growth.requirement but an ongoing process of growth.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



Maintain the current Maintain the current Superintendent Preparation Superintendent Preparation

structurestructure

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing



In keeping with the Panel’s first In keeping with the Panel’s first recommendation, the Advisory Panel recommendation, the Advisory Panel recommends there recommends there should not be a new should not be a new credential developed for the role of credential developed for the role of superintendent.superintendent.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Next StepsNext Steps– Commission to take action @ November Commission to take action @ November

meetingmeeting– Determine statutory or regulatory changeDetermine statutory or regulatory change– Find an author for needed legislation for the Find an author for needed legislation for the

2012 legislative session2012 legislative session– Change California Code of Regulations, Title 5Change California Code of Regulations, Title 5– Begin work on revised program standards Begin work on revised program standards

during the 2013-2014 year during the 2013-2014 year – Commission adopts program standards in Commission adopts program standards in

summer of 2014summer of 2014– All programs move to the new standards by All programs move to the new standards by

Fall 2016Fall 2016

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


CWIPCWIP The Commission’s Credential Web Interface

Project (CWIP) will replace the current online credentialing system and user format.

CWIP will allow for more expeditious changes, updates, enhancements and greater customer satisfaction.

Additionally, CWIP will better fortify CTC database information by integrating higher security standards.

CWIP Began in Late April - 5 Month Project—target completion date is late October

5454August 30, 2011August 30, 2011

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Teacher Discipline Teacher Discipline Improvement Initiative (TDII)Improvement Initiative (TDII)

All educators, including credential analysts and credential All educators, including credential analysts and credential program coordinators should understand the basics of the program coordinators should understand the basics of the educator discipline process.educator discipline process.

The Educator Discipline webinar is now available. This one The Educator Discipline webinar is now available. This one hour presentation clearly describes the educator discipline hour presentation clearly describes the educator discipline process: process: http://video.ctc.ca.gov/2011-07-12-Ed-Disc-http://video.ctc.ca.gov/2011-07-12-Ed-Disc-Process/. Process/.

The supporting documents can be accessed from the The supporting documents can be accessed from the Teacher Discipline Improvement Initiative web page:Teacher Discipline Improvement Initiative web page: http://www.ctc.ca.gov/audit/default.html. http://www.ctc.ca.gov/audit/default.html.

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Teacher Preparation Advisory Teacher Preparation Advisory PanelPanel

The Commission seeking applications from The Commission seeking applications from stakeholders for the Teacher Preparation stakeholders for the Teacher Preparation Advisory Panel (SB 2042 revision)Advisory Panel (SB 2042 revision)

Strong background in teacher preparation, Strong background in teacher preparation, teacher induction, and/or related areas teacher induction, and/or related areas within the Learning to Teach System within the Learning to Teach System neededneeded

Scope of work includes Scope of work includes – reviewing the elements of the Learning to reviewing the elements of the Learning to

Teach System Teach System – making recommendations for updates and making recommendations for updates and

improvements to better meet the needs of improvements to better meet the needs of California students and educatorsCalifornia students and educators

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Teacher Preparation Advisory Teacher Preparation Advisory PanelPanel

Expectations include Expectations include – being available to attend panel meetings; being available to attend panel meetings; – reviewing preparatory materials; reviewing preparatory materials; – consulting with other stakeholders in the field consulting with other stakeholders in the field

and bringing those perspectives to panel and bringing those perspectives to panel discussionsdiscussions

– coming to consensus on policy coming to consensus on policy recommendations to the Commission recommendations to the Commission

Deadline for applications is October 3, 2011. Deadline for applications is October 3, 2011. Applications for the Teacher Preparation Applications for the Teacher Preparation

Advisory Panel are available at: Advisory Panel are available at: http://www.surveymonkey.com/s/TAPApplicahttp://www.surveymonkey.com/s/TAPApplicationtion

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Sunset of AB 430 ProgramsSunset of AB 430 Programs Funding through CDE and credentialing Funding through CDE and credentialing

through CTCthrough CTC Last funding payment sent out July 1, Last funding payment sent out July 1,

20112011 Program completion deadline June 30, Program completion deadline June 30,

20122012 Submit the application by April 14, Submit the application by April 14,

20142014 Consult Coded Correspondence 11-10 Consult Coded Correspondence 11-10

for more detailsfor more details

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


AB 430 Program OptionsAB 430 Program Options Option 1: Programs can remain as currently Option 1: Programs can remain as currently

configured and be professional growth onlyconfigured and be professional growth only Option 2: Become an Administrative Option 2: Become an Administrative

Services Clear Credential program by Services Clear Credential program by writing a guidelines-based program during writing a guidelines-based program during the 2011-12 yearthe 2011-12 year

BTSA Induction help that could be offeredBTSA Induction help that could be offered– Common standards narrative must address Common standards narrative must address

both programsboth programs– Designing and implementing a mentor Designing and implementing a mentor

programprogram

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


How to contact the commissionHow to contact the commission Gay Roby, consultant Gay Roby, consultant

[email protected]@ctc.ca.gov Larry Birch, consultant Larry Birch, consultant

[email protected]@ctc.ca.gov Accreditation email sitesAccreditation email sites

[email protected]@ctc.c.gov [email protected]@ctc.ca.gov [email protected]@ctc.ca.gov [email protected]@ctc.ca.gov

commission on teacher credentialing ensuring educator excellence ctc update capea conference october...

Documents