BILL NUMBER: AB 2306 AMENDED
BILL TEXT
AMENDED IN ASSEMBLY APRIL 5, 2010
INTRODUCED BY Assembly Member Blakeslee
FEBRUARY 19, 2010
An act to amend Section 52372.5 of the Education Code,
relating to multiple pathway programs. An act to add
Article 11.5 (commencing with Section 44388) to Chapter 2 of Part 25
of Division 3 of Title 2 of the Ed ucation Code, relating
to teachers.
LEGISLATIVE COUNSEL'S DIGEST
AB 2306, as amended, Blakeslee. Multiple pathway
programs. Teachers: California Teaching Fellowship.
Existing law establishes various programs to recruit and encourage
individuals to complete the required education and training to serve
as elementary and public school teachers. Existing law requires
individuals teaching in public schools to hold an appropriate
credential, permit, certificate, or other document issued by the
Commission on Teacher Credentialing.
This bill would establish the California Teaching Fellowship, to
be administered by the State Department of Education, for the purpose
of encouraging graduates of postsecondary institutions and
professionals with backgrounds in mathematics and science to teach in
the fields of mathematics and science. The bill would require each
applicant accepted into the program to teach at a public school for a
2-year period, during which time the applicant would be authorized
to receive a stipend from the department, as determined by the
program budget. The bill, notwithstanding the requirement that an
individual teaching in the public schools hold an appropriate
credential, permit, certificate, or other document issued by the
Commission on Teacher Credentialing, would authorize individuals
accepted into the program to teach without a credential, permit,
certificate, or other document issued by the commission. The bill
would require that each applicant, among other things, not have been
previously certified to teach, and not have previously withdrawn from
the program after the commencement of training. The bill would
require each applicant to pass the California Basic Educational
Skills Test, and to successfully undergo a background check
administered by the department. The bill would require that the
program be funded by revenue growth, as identified by the Director of
Finance, that is generated by increased economic activity from the
California Alternative Energy and Advanced Transportation Financing
Authority, as well as by private grants.
Existing law requires the Superintendent of Public Instruction, in
conjunction with the Office of the Secretary for Education, the
California Community Colleges, the University of California, the
California State University, the Employment Development Department,
both houses of the California Legislature, teachers, chamber
organizations, industry representatives, research centers, parents,
school administrators, representatives of regional occupational
centers and programs, community-based organizations, labor
organizations, and others deemed appropriate by the Superintendent,
to develop a report that explores the feasibility of establishing and
expanding additional multiple pathway programs, as defined, in
California. The Superintendent is required to report to the
Legislature as to the status of completing the report and any
preliminary recommendations no later than July 1, 2009, and to submit
a final report with recommendations to the Legislature and the
Governor no later than December 1, 2009.
This bill would make technical, nonsubstantive changes to these
provisions.
Vote: majority. Appropriation: no. Fiscal committee: no
yes . State-mandated local program: no.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. Article 11.5 (commencing with Section
44388) is added to Chapter 2 of Part 25 of Division 3 of Title 2 of
the Education Code , to read:
Article 11.5. Teach for California Fellowship Program
44388. There is hereby established the California Teaching
Fellowship for the purpose of encouraging graduates of postsecondary
institutions and professionals with a background in mathematics and
science to teach in the fields of mathematics and science. The
department shall establish a highly competitive application process,
and shall administer the program, according to the following:
(a) For admission to the California Teaching Fellowship, an
applicant shall, in addition to meeting any other requirements
established by the department, meet all of the following
requirements:
(1) The applicant shall possess a baccalaureate or higher degree
from a regionally accredited institution of postsecondary education,
and have a minimum overall grade point average of 3.0.
(2) The applicant shall be a citizen of the United States, or an
alien lawfully admitted as a permanent resident.
(3) The applicant shall be fluent in English.
(4) The applicant shall not have previously withdrawn from the
California Teaching Fellowship after the commencement of training.
(5) The applicant shall not be certified to teach, shall not have
been previously discharged from the department, and shall not have
previously received an unsatisfactory rating as a teacher.
(6) The applicant shall undergo a background check administered by
the department.
(7) The applicant shall successfully pass the California Basic
Educational Skills Test.
(b) Each applicant accepted into the California Teaching
Fellowship shall teach either in the mathematics field or the science
field, in a school district maintaining kindergarten or any of
grades 1 to 12, inclusive, for a period of two years. During the
course of the two-year period, participants shall receive a stipend,
as determined by the program budget.
(c) Notwithstanding any other law, an individual accepted into the
program shall not be required to hold a credential, permit,
certificate, or other document issued by the Commission on Teacher
Credentialing.
(d) The program shall be funded by revenue growth, as identified
by the Director of Finance, that is generated by increased economic
activity from the California Alternative Energy and Advanced
Transportation Financing Authority, as well as by private grants.
SECTION 1. Section 52372.5 of the Education
Code is amended to read:
52372.5. (a) For purposes of this section, a "multiple pathway
program" is a program that is all of the following:
(1) A multiyear, comprehensive high school program of integrated
academic and technical study that is organized around a broad theme,
interest area, or industry sector, including, but not necessarily
limited to, the industry sectors identified in the model standards
adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices
that will prepare them for career entry and a full range of
postsecondary options, including two- and four-year college,
apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following
components:
(A) An integrated core curriculum that meets the eligibility
requirements for admission to the University of California and the
California State University and is delivered through project-based
learning and other engaging instructional strategies that
intentionally bring real-world context and relevance to the
curriculum where broad themes, interest areas, and career technical
education are emphasized.
(B) An integrated technical core of a sequence of at least four
related courses, that may reflect career technical education
standards-based courses, that provide pupils with career skills, that
are aligned to and underscore academic principles, and to the extent
possible fulfill the academic core requirements listed in
subparagraph (A).
(C) A series of work-based learning opportunities that begin with
mentoring and job shadowing and evolve into intensive internships,
school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in
reading and mathematics, that help pupils master the advanced
academic and technical content that is necessary for success in
college and career.
(b) The Superintendent, in conjunction with the Office of the
Secretary for Education, the California Community Colleges, the
University of California, the California State University, the
Employment Development Department, both houses of the California
Legislature, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
representatives of regional occupational centers and programs,
community-based organizations, labor organizations, and others deemed
appropriate by the Superintendent, shall develop a report that
explores the feasibility of establishing and expanding additional
multiple pathway programs in California, including the costs and
merits associated with expansion of these programs. Multiple pathway
programs created for high schools may include, but are not limited
to, California partnership academies, regional occupational centers
and programs, charter schools, academies, small learning communities,
and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the
following:
(1) Identify regulations, policies, and practices that need to be
added, deleted, or amended in order to promote the development and
expansion of multiple pathway programs.
(2) Set forth a reasonable timeline for the development and
expansion of multiple pathway programs.
(3) Include at least all of the following components:
(A) An assessment of the current capacity of the department for
the purpose of maximizing the development of these programs.
(B) An identification of the possible roles and responsibilities
of other departments or agencies to assist in developing or expanding
multiple pathway programs.
(C) An assessment of the appropriateness of school districts
fulfilling the requirements set forth in subdivisions (a) and (b) of
Section 51228 by developing industry-focused multiple pathway
programs, including those described in this section.
(D) Methods for developing and sharing models of integrated
curriculum and instruction.
(E) Strategies for increasing the course options and instructional
time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning
based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle
schools and high schools with career instruction, exploration, and
counseling for middle school pupils.
(H) Methods for improving coordination and articulation between
high schools and postsecondary institutions, including, but not
limited to, California Community Colleges, the California State
University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can
teach effectively in a pathway setting that aims to prepare pupils
for a full range of postsecondary options. Necessary specialized
skills include, but are not limited to, the abilities to design
interdisciplinary projects and use project-based learning as an
instructional strategy, work with other teachers in a team-teaching
arrangement, develop curriculum that effectively integrates academic
and technical content, design and utilize high-quality work-based
learning to reinforce lessons in both academic and technical courses,
and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and
district administrators who can effectively create and manage schools
that are implementing one or more industry focused pathway programs.
Necessary specialized skills include, but are not limited to, the
abilities to develop and sustain partnerships with industry partners,
recruit and retain uniquely qualified teachers, guide development of
integrated curriculum, understand needs for and provide teacher
professional development, guide development of comprehensive guidance
systems that integrate college advising and career counseling, guide
development of a coordinated and sequenced work-based learning
component, and utilize data to assess pupil readiness for college and
career.
(K) Recommendations for supporting regional coalitions in planning
and developing programs.
(L) An evaluation of current pathway programs, including
partnership academies, regional occupational centers or programs and
postsecondary pathway programs, including middle colleges and early
college models.
(M) Recommendations for increasing and improving in-school support
services.
(N) Recommendations for incorporating new measures into the state'
s accountability system to better assess the results of these
programs.
(O) An assessment of the budgetary implications of offering all
pupils access to these programs.
(d) For purposes of completing the report described in subdivision
(b), the Superintendent is authorized to use existing state
resources and federal funds. If state or federal funds are not
available or sufficient, the Superintendent may apply for and accept
grants and receive donations, and other financial support from public
or private sources for purposes of this section.
(e) In developing the report, the Superintendent may accept
support including, but not necessarily limited to, financial and
technical support, from high school reform advocates, teachers,
chamber organizations, industry representatives, research centers,
parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the
status of completing the report and any preliminary recommendations
no later than July 1, 2009.
(g) The Superintendent shall submit a final report with
recommendations to the Legislature and the Governor no later than
December 1, 2009.