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SB-577 Public postsecondary education: community college districts: teacher credentialing programs of professional preparation.(2017-2018)

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Date Published: 04/18/2017 09:00 PM
SB577:v97#DOCUMENT

Amended  IN  Senate  April 18, 2017
Amended  IN  Senate  April 03, 2017

CALIFORNIA LEGISLATURE— 2017–2018 REGULAR SESSION

Senate Bill No. 577


Introduced by Senator Dodd
(Coauthors: Senators Anderson, Hill, McGuire, and Wilk)
(Coauthors: Assembly Members Aguiar-Curry, Dababneh, and Gallagher)

February 17, 2017


An act to amend Section 44259 of, and to add Article 5 (commencing with Section 78060) to Chapter 1 of Part 48 of Division 7 of Title 3 of, the Education Code, relating to public postsecondary education.


LEGISLATIVE COUNSEL'S DIGEST


SB 577, as amended, Dodd. Public postsecondary education: community college districts: teacher credentialing programs of professional preparation.
Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law requires the board of governors to appoint a chief executive officer, to be known as the Chancellor of the California Community Colleges. Existing law establishes community college districts, administered by governing boards, throughout the state, and authorizes these districts to provide instruction to students at the community college campuses maintained by the districts.
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 establishes minimum requirements for the preliminary multiple or single subject teaching credential, including satisfactory completion of a program of professional preparation, as provided.
This bill would authorize the board of governors, in consultation with the California State University and the University of California, to authorize a community college district to offer a teacher credentialing program of professional preparation that meets specified requirements, including that the program has been accredited by the commission’s Committee on Accreditation on the basis of standards of program quality and effectiveness. If the board of governors authorizes a community college district to offer a teacher credentialing program of professional preparation that meets these requirements, the bill would require the board of governors to develop, and adopt by regulation, a funding model for the support of teacher credentialing programs of professional preparation, as provided.
The bill would require a district offering a teacher credentialing program of professional preparation to identify and document unmet teaching workforce needs in the local community or region of the district and to design the program to meet those needs. The bill would require the governing board of a community college district seeking authorization to offer a teacher credentialing program of professional preparation to submit specified information for review by the chancellor and approval by the board of governors. The bill would require the board of governors to develop, and adopt by regulation, a funding model for the support of teacher credentialing programs of professional preparation, as provided.
Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: NO  

The people of the State of California do enact as follows:


SECTION 1.

 The Legislature finds and declares all of the following:
(a) The National Center for Education Statistics predicts the school-going population will increase by roughly three million students in the next decade.
(b) Districts are looking to reinstate classes and programs that were cut or reduced during the Great Recession, which would require hiring an additional 145,000 teachers, on top of standard hiring needs, over the next decade.
(c) Our teaching workforce continues to lose hundreds of thousands of teachers each year, with the majority of them leaving before retirement age. Reducing attrition would change the projected shortages more than any other single factor.
(d) Attracting and keeping quality teachers in California classrooms is a constant challenge. It has reached crisis proportions in some areas, and is a particularly acute challenge in urban and rural schools.
(e) Teacher compensation is a significant deterrent to recruitment. Teachers are still paid less than other professions that require comparable education, training, and skills. In addition to bringing more young people into the profession, we must also find ways to keep the quality teachers we have.
(f) The statistics for turnover among new teachers are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse: close to 50 percent of newcomers leave the profession during their first five years of teaching.
(g) Currently, community colleges do not credential teachers on their own.
(h) The California Community Colleges is the largest system of higher education in the nation, with 2.1 million students attending 113 colleges.
(i) While our state’s universities host extensive and innovative teacher credentialing programs, many communities are not close to a four-year university that offers a teacher credentialing program, at a detriment to those communities that seek to attract and retain high-quality teachers.
(j) Of the 58 counties in California, 20 have no approved institutions with an active teacher credentialing program.

SEC. 2.

 Section 44259 of the Education Code is amended to read:

44259.
 (a) Except as provided in subparagraphs (A) and (C) of paragraph (3) of subdivision (b), each program of professional preparation for multiple or single subject teaching credentials shall not include more than two years of full-time study of professional preparation.
(b) The minimum requirements for the preliminary multiple or single subject teaching credential are all of the following:
(1) A baccalaureate degree or higher degree from a regionally accredited institution of postsecondary education. Except as provided in subdivision (c) of Section 44227, the baccalaureate degree shall not be in professional education. The commission shall encourage accredited institutions to offer undergraduate minors in education and special education to students who intend to become teachers.
(2) Passage of the state basic skills proficiency test that is developed and administered by the commission pursuant to Section 44252.5.
(3) Satisfactory completion of a program of professional preparation that has been accredited by the Committee on Accreditation on the basis of standards of program quality and effectiveness that have been adopted by the commission. In accordance with the commission’s assessment and performance standards, each program shall include a teaching performance assessment as set forth in Section 44320.2 that is aligned with the California Standards for the Teaching Profession. The commission shall ensure that each candidate recommended for a credential or certificate has demonstrated satisfactory ability to assist pupils to meet or exceed academic content and performance standards for pupils adopted by the state board pursuant to Section 60605. Programs that meet this requirement for professional preparation shall include any of the following:
(A) Integrated programs of subject matter preparation and professional preparation pursuant to subdivision (a) of Section 44259.1.
(B) Postbaccalaureate programs of professional preparation, pursuant to subdivision (d) of Section 44259.1.
(C) Internship programs of professional preparation, pursuant to Section 44321, Article 7.5 (commencing with Section 44325), Article 11 (commencing with Section 44380), and Article 3 (commencing with Section 44450) of Chapter 3.
(D) Programs of professional preparation offered at campuses of the California Community Colleges, pursuant to Article 5 (commencing with Section 78060) of Chapter 1 of Part 48 of Division 7 of Title 3.
(4) Study of alternative methods of developing English language skills, including the study of reading as described in subparagraphs (A) and (B), among all pupils, including those for whom English is a second language, in accordance with the commission’s standards of program quality and effectiveness. The study of reading shall meet the following requirements:
(A) Commencing January 1, 1997, satisfactory completion of comprehensive reading instruction that is research based and includes all of the following:
(i) The study of organized, systematic, explicit skills including phonemic awareness, direct, systematic, explicit phonics, and decoding skills.
(ii) A strong literature, language, and comprehension component with a balance of oral and written language.
(iii) Ongoing diagnostic techniques that inform teaching and assessment.
(iv) Early intervention techniques.
(v) Guided practice in a clinical setting.
(B) For purposes of this section, “direct, systematic, explicit phonics” means phonemic awareness, spelling patterns, the direct instruction of sound/symbol codes and practice in connected text, and the relationship of direct, systematic, explicit phonics to the components set forth in clauses (i) to (v), inclusive, of subparagraph (A).
A program for the multiple subjects credential also shall include the study of integrated methods of teaching language arts.
(5) Completion of a subject matter program that has been approved by the commission on the basis of standards of program quality and effectiveness pursuant to Article 6 (commencing with Section 44310) or passage of a subject matter examination pursuant to Article 5 (commencing with Section 44280). The commission shall ensure that subject matter standards and examinations are aligned with the academic content and performance standards for pupils adopted by the state board pursuant to Section 60605.
(6) Demonstration of a knowledge of the principles and provisions of the Constitution of the United States pursuant to Section 44335.
(7) Commencing January 1, 2000, demonstration, in accordance with the commission’s standards of program quality and effectiveness, of basic competency in the use of computers in the classroom as determined by one of the following:
(A) Successful completion of a commission-approved program or course.
(B) Successful passage of an assessment that is developed, approved, and administered by the commission.
(c) The minimum requirements for the clear multiple or single subject teaching credential shall include all of the following requirements:
(1) Possession of a valid preliminary teaching credential, as prescribed in subdivision (b), possession of a valid equivalent credential or certificate, or completion of equivalent requirements as determined by the commission.
(2) Except as provided in paragraph (3), completion of a program of beginning teacher induction, including one of the following:
(A) A program of beginning teacher support and assessment approved by the commission and the Superintendent pursuant to Section 44279.1, a provision of the Marian Bergeson Beginning Teacher Support and Assessment System.
(B) An alternative program of beginning teacher induction that is provided by one or more local educational agencies and has been approved by the commission and the Superintendent on the basis of initial review and periodic evaluations of the program in relation to appropriate standards of credential program quality and effectiveness that have been adopted by the commission, the Superintendent, and the state board pursuant to this subdivision. The standards for alternative programs shall encourage innovation and experimentation in the continuous preparation and induction of beginning teachers. An alternative program of beginning teacher induction that has met state standards pursuant to this subdivision may apply for state funding pursuant to Sections 44279.1 and 44279.2.
(C) An alternative program of beginning teacher induction that is sponsored by a regionally accredited college or university, in cooperation with one or more local school districts, that addresses the individual professional needs of beginning teachers and meets the commission’s standards of induction. The commission shall ensure that preparation and induction programs that qualify candidates for professional credentials extend and refine each beginning teacher’s professional skills in relation to the California Standards for the Teaching Profession and the academic content and performance standards for pupils adopted by the state board pursuant to Section 60605.
(3) (A) If a candidate satisfies the requirements of subdivision (b), including completion of an accredited internship program of professional preparation, and if that internship program fulfills induction standards and is approved as set forth in this subdivision, the commission shall determine that the candidate has fulfilled the requirements of paragraph (2).
(B) If an approved induction program is verified as unavailable to a beginning teacher, or if the beginning teacher is required under the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.) to complete subject matter coursework to be qualified for a teaching assignment, the commission shall accept completion of an approved clear credential program after completion of a baccalaureate degree at a regionally accredited institution as fulfilling the requirements of paragraph (2). The commission shall adopt regulations to implement this subparagraph.
(4) Experience that includes the application of knowledge and skills previously acquired in a preliminary credential program, in accordance with commission standards, that addresses the following:
(A) Health education, including study of nutrition, cardiopulmonary resuscitation, and the physiological and sociological effects of abuse of alcohol, narcotics, and drugs and the use of tobacco. Training in cardiopulmonary resuscitation shall also meet the standards established by the American Heart Association or the American Red Cross.
(B) Field experience in methods of delivering appropriate educational services to pupils with exceptional needs in regular education programs.
(C) Advanced computer-based technology, including the uses of technology in educational settings.
(d) The commission shall develop and implement standards of program quality and effectiveness that provide for the areas of application listed in subparagraphs (A) to (C), inclusive, of paragraph (4) of subdivision (c), starting in professional preparation and continuing through induction.
(e) A credential that was issued before January 1, 1993, shall remain in force as long as it is valid under the laws and regulations that were in effect on the date it was issued. The commission shall not, by regulation, invalidate an otherwise valid credential, unless it issues to the holder of the credential, in substitution, a new credential authorized by another provision in this chapter that is no more restrictive than the credential for which it was substituted with respect to the kind of service authorized and the grades, classes, or types of schools in which it authorizes service.
(f) A credential program that is approved by the commission shall not deny an individual access to that program solely on the grounds that the individual obtained a teaching credential through completion of an internship program when that internship program has been accredited by the commission.
(g) Notwithstanding this section, persons who were performing teaching services as of January 1, 1999, pursuant to the language of this section that was in effect before that date, may continue to perform those services without complying with any requirements that may be added by the amendments adding this subdivision.
(h) Subparagraphs (A) and (B) of paragraph (4) of subdivision (b) do not apply to any person who, as of January 1, 1997, holds a multiple or single subject teaching credential, or to any person enrolled in a program of professional preparation for a multiple or single subject teaching credential as of January 1, 1997, who subsequently completes that program. It is the intent of the Legislature that the requirements of subparagraphs (A) and (B) of paragraph (4) of subdivision (b) be applied only to persons who enter a program of professional preparation on or after January 1, 1997.

SEC. 3.

 Article 5 (commencing with Section 78060) is added to Chapter 1 of Part 48 of Division 7 of Title 3 of the Education Code, to read:
Article  5. Teacher Credentialing Programs of Professional Preparation

78060.
 (a) It is the intent of the Legislature to ensure that California’s dire need for quality teachers is addressed by fostering innovative collaboration between community college campuses and universities, school districts, and county boards of education throughout the state to ensure that teacher credentialing programs of professional preparation are widely available to all communities by providing opportunities for expansion of programs of professional preparation to campuses of the California Community Colleges.
(b) It is further the intent of the Legislature that teacher credentialing programs of professional preparation established under this article fulfill California’s workforce needs for prepared and qualified teachers and are established at campuses of the California Community Colleges.

78061.
 For purposes of this article, “district” means any community college district offering a teacher credentialing program of professional preparation pursuant to Section 78062.

78062.
 (a) Notwithstanding Section 66010.4, the Board of Governors of the California Community Colleges, in consultation with the California State University and the University of California, may authorize a community college district to offer a teacher credentialing program of professional preparation that meets the requirements of this section.
(b) A district shall not offer a teacher credentialing program of professional preparation unless that program has been accredited by the Commission on Teacher Credentialing’s Committee on Accreditation on the basis of standards of program quality and effectiveness.
(c) A district shall identify and document unmet teaching workforce needs in the local community or region of the district and design the district’s teacher credentialing program of professional preparation to train qualified teachers to meet those needs.
(d) A district shall have the expertise and resources to offer a teacher credentialing program of professional preparation.
(e) The governing board of a district seeking authorization to offer a teacher credentialing program of professional preparation shall submit all of the following for review by the Chancellor of the California Community Colleges and approval by the Board of Governors of the California Community Colleges:
(1) The administrative plan for the teacher credentialing program of professional preparation, including, but not limited to, the governing board of the district’s funding plan for its specific district.
(2) A description of the teacher credentialing program of professional preparation’s curriculum, faculty, and facilities.
(3) The enrollment projections for the teacher credentialing program of professional preparation.
(4) Documentation regarding unmet teaching workforce needs, and a written statement supporting the necessity of a teacher credentialing program of professional preparation in the district to train qualified teachers to meet those needs.
(5) Documentation of consultation with the California State University and the University of California regarding collaborative approaches to meeting regional teaching workforce needs.

78063.
 (a) The Board of Governors of the California Community Colleges If the Board of Governors of the California Community Colleges authorizes a community college district to offer a teacher credentialing program of professional preparation pursuant to Section 78062, the board of governors shall develop, and adopt by regulation, a funding model for the support of teacher credentialing programs of professional preparation that is based on a calculation of the number of full-time equivalent students enrolled in all district teacher credentialing programs of professional preparation.
(b) Funding for each full-time equivalent student shall be at a marginal cost calculation, as determined by the Board of Governors of the California Community Colleges, that shall not exceed the community college credit instruction marginal cost calculation for a full-time equivalent student, as determined pursuant to paragraph (2) of subdivision (d) of Section 84750.5.
(c) A student in a teacher credentialing program of professional preparation authorized by this article shall not be charged fees higher than the fees charged for comparable programs of professional preparation offered at the California State University.
(d) Fees for coursework in a teacher credentialing program of professional preparation shall be consistent with Article 1 (commencing with Section 76300) of Chapter 2 of Part 47.