BILL NUMBER: SB 2042 CHAPTERED
BILL TEXT
CHAPTER 548
FILED WITH SECRETARY OF STATE SEPTEMBER 18, 1998
APPROVED BY GOVERNOR SEPTEMBER 17, 1998
PASSED THE SENATE AUGUST 27, 1998
PASSED THE ASSEMBLY AUGUST 25, 1998
AMENDED IN ASSEMBLY AUGUST 21, 1998
AMENDED IN ASSEMBLY JULY 20, 1998
AMENDED IN ASSEMBLY JULY 7, 1998
AMENDED IN ASSEMBLY JUNE 25, 1998
AMENDED IN SENATE MAY 19, 1998
AMENDED IN SENATE APRIL 28, 1998
AMENDED IN SENATE APRIL 13, 1998
INTRODUCED BY Senator Alpert and Assembly Member Mazzoni
(Coauthor: Senator Hughes)
(Coauthors: Assembly Members Alquist, Honda, Strom-Martin, and
Washington)
FEBRUARY 20, 1998
An act to amend Sections 44259 , 44277, and 44279.1 of, to amend
the heading of Article 4.5 (commencing with Section 44279.1) of
Chapter 2 of Part 25 of, to add Section 44320.2 to, to repeal Section
44259.2 of, and to repeal and add Section 44259.1 of, the Education
Code, relating to school employees.
LEGISLATIVE COUNSEL'S DIGEST
SB 2042, Alpert. Teacher credentialing.
(1) Existing law prescribes the minimum requirements for the
preliminary multiple or single subject teaching credential, including
completion of a program of not more than one year of professional
preparation that has been approved or accredited.
This bill would require the Commission on Teacher Credentialing to
encourage accredited institutions to offer undergraduate minors in
education and special education. The bill would require 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 on Teacher Credentialing. Subject to the
availability of funds in the annual Budget Act for this purpose, the
bill would require each program to include a teaching performance
assessment which is aligned with the California Standards for the
Teaching Profession. The bill would require the Commission on
Teacher Credentialing to ensure that each candidate recommended for a
credential or certificate has demonstrated satisfactory ability to
assist pupils to meet or exceed state content and performance
standards for pupils. The bill would provide that programs that meet
the requirement for professional preparation shall include
integrated programs of subject matter preparation and professional
preparation, postbaccalaureate programs of professional preparation,
and internship programs of professional preparation.
(2) Existing law requires completion of designated studies for the
professional multiple or single subject teaching credential.
This bill would require possession of a valid preliminary teaching
credential, possession of a valid equivalent credential or
certificate, or completion of equivalent requirements, and subject to
the availability of funding in the annual Budget Act, completion of
a program of beginning teacher induction for the professional clear
multiple or single subject teaching credential.
The bill would require the Commission on Teacher Credentialing to
grant teaching credentials based on the requirements for those
credentials that were in effect on December 31, 1998, to candidates
who were in the process of meeting those requirements for teaching
credentials before the effective date of the commission's
implementation of this provision.
(3) Existing law requires the Commission on Teacher Credentialing
to review the requirements for earning and renewing multiple and
single subject teaching credentials with special references to the
findings, conclusions, and recommendations of the report on
alternative routes to teacher certification and of the pilot study of
alternative methods of new teacher support and assessment.
This bill would repeal this provision.
(4) Existing law, known as the Beginning Teacher Support and
Assessment System, has as its purpose the provision of an effective
transition into a teaching career for 1st-year and 2nd-year teachers
in California through, among other things, the provision of intensive
individualized support and assistance to each beginning teacher and
the establishment of performance assessments.
This bill would redesignate that system as the Marian Bergeson
Beginning Teacher Support and Assessment System.
(5) Existing law sets forth the minimum requirements for
maintaining the validity of the clear multiple or single subject
teaching credential, including, among other things, successful
service as a classroom teacher and completion of an individual
program of professional growth, and completion of an approved
fifth-year program after completion of a baccalaureate degree at an
accredited institution. Existing law requires an individual program
of professional growth to consist of a minimum of 150 clock hours of
participation in activities, as specified.
This bill would additionally require the participation in
activities that are aligned with the California Standards for the
Teaching Profession and the standards of pupil performance. The bill
would require the Commission on Teacher Credentialing to eliminate
the requirement of completing an approved fifth-year program for any
candidate who has completed an induction program that has been
approved for the professional clear credential pursuant to specified
provisions.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. It is the intent of the Legislature by enacting the act
adding this section and by enacting the Budget Act of 1998 to
implement standards that govern all aspects of teacher preparation,
including subject matter knowledge, professional preparation,
induction, and credential renewal; to strengthen teacher preparation
by better integrating theory and practice, and to expand teacher
induction programs and programs to attract qualified persons to
teaching.
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 one year of, or the equivalent of one-fifth of
a five-year program in, 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 examination 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. Subject to
the availability of funds in the annual Budget Act for this purpose,
and 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 which 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 students
to meet or exceed state content and performance standards for pupils
adopted pursuant to subdivision (a) of 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 (b) 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.
(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 the 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.
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 state
content and performance standards adopted for pupils pursuant to
subdivision (a) of 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.
(c) The minimum requirements for the professional 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. A candidate who has satisfied the
requirements of subdivision (b) for a preliminary credential,
including completion of an accredited internship program of
professional preparation, shall be determined by the commission to
have fulfilled the requirements of paragraph (2) for beginning
teacher induction if the accredited internship program has fulfilled
induction standards and been approved as set forth in this
subdivision.
(2) Subject to the availability of funds in the annual Budget Act
to provide statewide access to eligible beginning teachers, as
defined in subdivision (d) of Section 44279.1, completion of a
program of beginning teacher induction, including any of the
following:
(A) A program of beginning teacher support and assessment approved
by the commission and the Superintendent of Public Instruction
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 education 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 of Education pursuant to this
subdivision. The standards for alternative programs shall encourage
innovation and experimentation in the continuous preparation and
induction of beginning teachers. Any 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 standards of student performance adopted
pursuant to Section 60605.
(3) Preparation, in accordance with commission standards, that
addresses the following:
(A) Study of 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) Study and field experience in methods of delivering
appropriate educational services to students with exceptional needs
in regular education programs.
(C) Study, in accordance with the commission's standards of
program quality and effectiveness, of advanced computer-based
technology, including the uses of technology in educational settings.
(4) The commission shall develop and implement standards of
program quality that provide for the areas of study listed in
subparagraphs (A) to (C), inclusive of paragraph (3), starting in
professional preparation and continuing through induction.
(5) Completion of an approved fifth-year program after completion
of a baccalaureate degree at a regionally accredited institution,
except that the commission shall eliminate this requirement for any
candidate who has completed an induction program that has been
approved for the professional clear credential pursuant to paragraph
(2).
(d) A credential that was issued prior to the effective date of
this section 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 may 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.
(e) A credential program that is approved by the commission may
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.
(f) 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 prior to that date, may continue to
perform those services without complying with any requirements that
may be added by the amendments adding this subdivision.
(g) 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.
(h) The commission shall grant teaching credentials based on the
requirements for those credentials that were in effect on December
31, 1998, to candidates who were in the process of meeting those
requirements for teaching credentials before the effective date of
the commission's implementation of this section.
SEC. 3. Section 44259.1 of the Education Code is repealed.
SEC. 4. Section 44259.1 is added to the Education Code, to read:
44259.1. (a) An integrated program of professional preparation
shall enable candidates for teaching credentials to engage in
professional preparation concurrent with subject matter preparation,
while completing baccalaureate degrees at regionally accredited
postsecondary institutions. An integrated program shall provide
opportunities for candidates to complete intensive field experiences
in public elementary and secondary schools early in the undergraduate
sequence. The development and implementation of an integrated
program shall be based on intensive collaboration among subject
matter departments and education units within postsecondary
institutions, and local public elementary and secondary school
districts. The commission shall encourage postsecondary institutions
to offer integrated programs of professional preparation. In
approving integrated programs, the commission shall not compromise or
reduce its standards of subject matter preparation pursuant to
Article 6 (commencing with Section 44310) or its standards of
professional preparation pursuant to paragraph (3) of subdivision (b)
of Section 44259.
(b) A postbaccalaureate program of professional preparation shall
enable candidates for teaching credentials to commence and complete
professional preparation after they have completed baccalaureate
degrees at regionally accredited institutions. The development and
implementation of a postbaccalaureate program of professional
preparation shall be based on intensive collaboration among the
postsecondary institution and local public elementary and secondary
school districts.
SEC. 5. Section 44259.2 of the Education Code is repealed.
SEC. 6. Section 44277 of the Education Code is amended to read:
44277. The Legislature recognizes that effective professional
growth must continue to occur throughout the careers of all teachers,
in order that teachers remain informed of changes in pedagogy,
subject matter, and pupil needs. In enacting this section, it is the
intent of the Legislature to establish professional growth
requirements that give individual teachers a wide range of options to
pursue as well as significant roles in determining the course of
their professional growth.
(a) The minimum requirements for maintaining the validity of the
clear multiple or single subject teaching credential pursuant to
Section 44251 shall be both of the following:
(1) Successful service as a classroom teacher or successful
service authorized by a services credential. The minimum length of
service shall be equivalent to one-half of a school year.
(2) Completion of an individual program of professional growth as
prescribed in this section and by the commission.
(b) An individual program of professional growth shall consist of
a minimum of 150 clock hours of participation in activities that are
aligned with the California Standards for the Teaching Profession
that contribute to competence, performance, or effectiveness in the
profession of education and the teacher's classroom assignments.
Acceptable activities shall be defined by the commission to include,
among other acceptable activities, the completion of courses offered
by regionally accredited colleges and universities, including
instructor-led interactive courses delivered through online
technologies; participation in professional conferences, workshops,
teacher center programs, or staff development programs; service as a
mentor teacher pursuant to Section 44496; participation in school
curriculum development projects; participation in systematic programs
of observation and analysis of teaching; service in a leadership
role in a professional organization; and participation in educational
research or innovation efforts. Employing agencies and employees'
bargaining agents may negotiate to agree on the terms of programs of
professional growth within their jurisdictions, provided that the
agreements shall be consistent with this section.
(c) An individual program of professional growth shall be
developed and planned by the holder of a clear teaching credential.
(d) Effective January 1, 1991, an individual program of
professional growth may include a basic course in cardiopulmonary
resuscitation, which includes training in the subdiaphragmatic
abdominal thrust (also known as the "Heimlich maneuver") and meets or
exceeds the standards established by the American Heart Association
or the American Red Cross for courses in that subject. A teacher's
participation in this training option shall count towards the minimum
150 clock hours required to satisfy the professional growth
requirements.
(e) Before a holder of a clear teaching credential commences or
amends an individual program of professional growth, a school
principal, a mentor teacher provided for in Section 44496, or other
district designee shall certify to the credential holder that the
planned program or amendment complies with this section and with
regulations of the commission.
(f) A clear teaching credential shall be deemed to remain valid so
long as the holder of the credential, at five-year intervals,
submits to the commission verification by a school principal, a
mentor teacher, or other district designee that the holder has
satisfied the minimum requirements specified in subdivision (a). In
the absence of adequate verification, the commission shall invalidate
the credential. Verification by a school principal, a mentor
teacher, or other district designee shall be independent of any
evaluation of the performance of the holder of the clear teaching
credential that is conducted for the purpose of determining the
credential holder's employment status. The arbitrary refusal of a
school principal, a mentor teacher, or other district designee to
verify completion of an individual program of professional growth
meeting the requirements of this section and commission regulations
shall constitute grounds for an appeal as prescribed in Section
44278.
SEC. 7. The heading of Article 4.5 (commencing with Section
44279.1) of Chapter 2 of Part 25 of the Education Code is amended to
read:
Article 4.5. Marian Bergeson Beginning Teacher Support and
Assessment System
SEC. 8. Section 44279.1 of the Education Code is amended to read:
44279.1. (a) The Legislature finds and declares that the
beginning years of a teacher's career are a critical time in which it
is necessary that intensive professional development and assessment
occur. The Legislature recognizes that the public invests heavily in
the preparation of prospective teachers, and that more than half of
all new teachers leave some California school districts after one or
two years in the classroom. Intensive professional development and
assessment are necessary to build on the preparation that precedes
initial certification, to transform academic preparation into
practical success in the classroom, to retain greater numbers of
capable beginning teachers, and to remove novices who show little
promise as teachers. It is the intent of the Legislature that the
commission and the superintendent develop and implement policies to
govern the support and assessment of beginning teachers, as a
condition for the professional certification of those teachers in the
future.
(b) There is hereby established the California Beginning Teacher
Support and Assessment System, to be administered jointly by the
commission and the superintendent. In administering the system, the
commission and the superintendent shall approve the most
cost-effective programs of support and assessment. The commission
and the superintendent shall also ensure that programs meet the
Standards of Quality and Effectiveness for Beginning Teacher Support
and Assessment adopted by the commission in 1997 and that local
programs support beginning teachers in meeting the competencies
described in the California Standards for the Teaching Profession
adopted by the commission in January 1997. The system shall do all
of the following:
(1) Provide an effective transition into the teaching career for
first-year and second-year teachers in California.
(2) Improve the educational performance of pupils through improved
training, information, and assistance for new teachers.
(3) Enable beginning teachers to be effective in teaching pupils
who are culturally, linguistically, and academically diverse.
(4) Ensure the professional success and retention of new teachers.
(5) Ensure that a support provider provides intensive
individualized support and assistance to each participating beginning
teacher.
(6) Improve the rigor and consistency of individual teacher
performance assessments and the usefulness of assessment results to
teachers and decisionmakers.
(7) Establish an effective, coherent system of performance
assessments that are based on the California Standards for the
Teaching Profession adopted by the commission in January 1997.
(8) Examine alternative ways in which the general public and the
educational profession may be assured that new teachers who remain in
teaching have attained acceptable levels of professional competence.
(9) Ensure that an individual induction plan is in place for each
participating beginning teacher and is based on an ongoing assessment
of the development of the beginning teacher.
(10) Ensure continuous program improvement through ongoing
research, development, and evaluation.
(c) Participation in the system shall be voluntary for teachers,
school districts, and county offices of education and participation
by certificated employees shall not be made a condition of
employment. The commission and the superintendent shall adopt and
implement criteria and standards for participation in the system,
including criteria regarding the eligibility of teachers and
standards of local program quality and intensity for schools, school
districts, county offices of education, colleges, universities, and
other educational and professional organizations. The criteria and
standards shall be consistent with the purposes of the system.
(d) For the purpose of this article, unless the context otherwise
requires, "beginning teacher," means a teacher with a valid
California credential, as defined in Section 44259, or an intern
participating in the program established pursuant to Article 11
(commencing with Section 44380) of Chapter 2.5, who is serving in the
first year or second year of service.
(e) For a beginning teacher who holds a professional clear
teaching credential that is subject to the requirements of
subdivisions (b) and (c) of Section 44277, participation in the
program may, at the teacher's discretion, serve as part or all of the
individual program of professional growth.
(f) The superintendent and the commission shall disseminate the
California Standards for the Teaching Profession adopted by the
commission in January 1997 to colleges, universities, school
districts, county offices of education, and professional
associations, who shall be encouraged to use the standards in efforts
to improve teacher preparation and support programs. Performance
assessments developed under this article shall be designed to provide
useful, helpful feedback to beginning teachers and their support
providers. That information shall not be used for employment-related
evaluations, as a condition of employment, or as a basis for
terminating employment.
(g) It is the intent of the Legislature that the commission and
the superintendent establish a statewide teacher induction program
that supports locally designed, high quality induction programs that
provide individualized support and formative assessment for all
participating beginning teachers as defined in subdivision (d). At
the discretion of the local beginning teacher support and assessment
system teacher induction program, funds allocated to a program on the
basis of eligible beginning teachers may be used to provide support,
assistance, and preparation services to other credential candidates
who are in their first or second year of employment as a classroom
teacher.
(h) This article shall be known, and may be cited, as the Marian
Bergeson Beginning Teacher Support and Assessment System.
SEC. 9. Section 44320.2 is added to the Education Code, to read:
44320.2. (a) The Legislature finds and declares that the
competence and performance of teachers are among the most important
factors in influencing the quality and effectiveness of education in
elementary and secondary schools.
(b) For a program of professional preparation to satisfy the
requirements of paragraph (3) of subdivision (b) of Section 44259,
the program shall include a teaching performance assessment that is
aligned with the California Standards for the Teaching Profession and
that is congruent with state content and performance standards for
pupils adopted pursuant to subdivision (a) of Section 60605. In
implementing this requirement, institutions or agencies may do the
following:
(1) Voluntarily develop an assessment for approval by the
commission. Approval of any locally developed performance assessment
shall be based on assessment quality standards adopted by the
commission, which shall encourage the use of alternative assessment
methods including portfolios of teaching artifacts and practices.
(2) Participate in an assessment training program for assessors
and implement the commission developed assessment.
(3) Request that the commission conduct the performance assessment
for its candidates.
(c) The performance assessment shall not be incorporated into
professional preparation programs without streamlining the existing
teacher credential requirements. The commission shall implement the
performance assessment in a manner that does not increase the number
of assessments required for teacher credential candidates prepared in
this state. Each candidate shall be assessed during the normal term
or duration of the candidate's preparation program as provided by
law.
(d) Subject to the availability of funds in the annual Budget Act,
the commission shall perform the following duties with respect to
the performance assessment:
(1) Assemble and convene an expert panel to advise the commission
about performance standards and developmental scales for teaching
credential candidates and the design, content, administration, and
scoring of the assessment. Not fewer than one-third of the panel
members shall be classroom teachers in California public schools.
(2) Design, develop, and implement assessment standards and an
institutional assessor training program for the sponsors of
professional preparation programs to use if they choose to use the
commission developed assessment.
(3) Design, develop, adopt, administer, and score the assessment
for candidates that request direct administration of the assessment
by the commission.
(4) Establish a review panel to examine each assessment developed
by an institution or agency in relation to the standards set by the
commission and advise the commission regarding approval of each
assessment system.
(5) Initially and periodically analyze the validity of
assessment content and the reliability of assessment scores that are
established pursuant to this section.
(6) Establish and implement appropriate standards for satisfactory
performance in assessments that are established pursuant to this
section. The commission shall ensure that oral proficiency in
English is a criterion for scoring each candidate's performance in
each assessment.
(7) Analyze possible sources of bias in the performance assessment
and act promptly to eliminate any bias that is discovered.
(8) Collect and analyze background information provided by
candidates who participate in the performance assessment, and report
and interpret the individual and aggregated results of the
assessment.
(9) Examine and revise, as necessary, the institutional
accreditation system pursuant to Article 10 (commencing with Section
44370), for the purpose of providing a strong assurance to teaching
candidates that ongoing opportunities are available in each
credential preparation program that is offered pursuant to Section
44320, Article 6 (commencing with Section 44310), Article 7.5
(commencing with Section 44325), or Article 3 (commencing with
Section 44450) of Chapter 3 for candidates to acquire the knowledge,
skills, and abilities measured by the assessment system.
(10) Ensure that the aggregated results of the assessment for
groups of candidates who have completed a credential program are used
as one source of information about the quality and effectiveness of
that program.
(e) The commission shall ensure that each performance assessment
pursuant to subdivision (b) is aligned with the California Standards
for the Teaching Profession. To the maximum feasible extent, each
performance assessment shall be ongoing and blended into the
preparation program, and shall produce the following benefits for
credential candidates, sponsors of preparation programs, and local
education agencies that employ program graduates:
(1) The performance assessment shall be designed to provide
formative assessment information during the preparation program for
use by the candidate, instructors, and supervisors for the purpose of
improving the candidate's teaching knowledge, skill, and ability.
(2) The performance assessment results shall be reported so that
they may serve as one basis for a recommendation by the program
sponsor that the commission award a teaching credential to a
candidate who has successfully met the performance assessment
standards.
(3) The formative assessment information pursuant to paragraph (1)
and the performance assessment results pursuant to paragraph (2)
shall be reported so that they may serve as one basis for the new
teacher's individual induction plan pursuant to Section 44279.2.
(f) The teaching performance assessment that is offered in
accordance with paragraph (3) of subdivision (b) shall be subject to
Sections 44235.1 and 44298. Assessments in accordance with
paragraphs (1) and (2) of subdivision (b), including the commission's
administrative costs, shall be subject to the annual Budget Act.