BILL ANALYSIS
AB 1
Page 1
GOVERNOR'S VETO
AB 1 (Monning)
As Introduced December 1, 2008
2/3 vote
EDUCATION 7-3
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|Ayes:|Brownley, Ammiano, | | |
| |Arambula, Buchanan, | | |
| |Carter, Eng, Torlakson | | |
| | | | |
|-----+--------------------------+-----+--------------------------|
|Nays:|Nestande, Garrick, Miller | | |
| | | | |
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ASSEMBLY: 51-28 (April 13, 2009) SENATE: 26-13
(August 24, 2009)
SUMMARY : Authorizes an individual program of professional
growth for teachers to include courses in negotiation, mediation
and conflict resolution. Specifically, this bill :
1)Authorizes an individual program of professional growth to
include courses in negotiation, mediation and conflict
resolution, including peer mediation training and the theory
and practice of nonviolence.
2)Specifies courses may include the following components:
a) Basic negotiation skills;
b) Communication skills, including cross-cultural
communication;
c) Basic mediation and peer mediation training; and,
d) Theory and practice of nonviolence and peace building.
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3)Specifies a teacher who elects to pursue a course in
negotiation, mediation and conflict resolution, may introduce
appropriate conflict resolution skills to pupils through
classroom instruction, including, but not limited to, the core
curriculum areas of reading, writing, mathematics,
history/social science, and science.
FISCAL EFFECT : This bill is keyed non-fiscal.
COMMENTS : As of January 1, 2007, professional growth
requirements for the renewal of teacher credentials were no
longer required. SB 1209 (Scott), Chapter 517, Statutes of
2006, repealed the requirement for teachers to participate in
150 hours of professional growth. Instead, statute was enacted
expressing the Legislature's intent to encourage teachers to
engage in programs of professional growth to extend their
content knowledge and teaching skill.
As a result, teachers have the option to participate and enroll
on their own time in professional growth programs as a method
for improving their teaching skills and enhancing their
classroom environment. Professional growth programs consist of
activities that are aligned with the California Standards for
the Teaching Profession (CSTP). This bill authorizes coursework
in conflict resolution to be part of a program of professional
growth.
The existing program standards for both multiple and single
subject teacher preparation programs currently include a
requirement in Standard #10 for teacher candidates to have
"opportunities to learn and practice effective strategies and
techniques for crisis prevention, conflict management, and
resolution in ways that contribute to respectful, effective
learning environments, including recognizing and defusing
situations that may lead to student conflict or violence." This
means all teachers trained since the initial adoption of these
standards in 2001, have had some training in conflict management
and resolution while existing teachers may not have had this
training in their teacher preparation program. Therefore under
this bill, both new teachers and experienced teachers would be
able to further explore their knowledge through their individual
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professional growth program. In addition, the proposed
coursework in conflict resolution also addresses several of the
California Standards for the Teaching Profession and could
complement existing teaching practices for those teachers who
choose to pursue coursework in this area, and in the future
could be included in existing curriculum taught to students.
This bill authorizes programs of professional growth to include
courses in negotiation, mediation and conflict resolution, and
highlights the importance for teachers to consider pursuing
coursework in this area. It is unclear; however, whether
legislation is necessary to achieve the outcome the author is
interested in seeing, since programs of professional growth are
voluntary.
According to the author, conflict resolution represents a range
of processes that can be employed to reduce or eliminate
conflict or to take advantage of a mutual opportunity. Conflict
resolution processes include negotiation, basic and peer
mediation, arbitration, and diplomacy. Today's teachers often
find themselves confronting societal pressures and stresses
manifested in the classroom. Diversity in student population,
conflict at home, and bullying by peers represent examples of
conflict that directly or indirectly confront teachers.
Additionally, students face an array of conflict and
negotiations in virtually all of life's arenas: home, school,
employment, social groupings, etc. Providing teachers with
enhanced skills to address conflict in the classroom or on the
schoolyard as well as providing the tools for the introduction
of negotiation and mediation skills to students through already
established curriculum will inure to the safety of our schools
as well as to the promotion of a culture of principled conflict
resolution practice.
What Other States are Doing. Other states, such as Ohio, have
implemented statewide dispute resolution and conflict management
programs that provide resources and training to Ohio schools.
North Carolina requires teacher training programs to include
coursework in management of student behavior and effective
communication techniques for defusing and deescalating
disruptive or dangerous behavior. Some North Carolina schools
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have resource coordinators that research and select conflict
resolution educational programs to incorporate into existing
curriculum for students at the school. Illinois requires
schools to provide instruction in violence prevention and
conflict resolution to students in grades 4 through 12.
Related legislation: SB 1209 (Scott), Chapter 517, Statutes of
2006, repealed the requirement for teachers to participate in
150 hours of professional growth as a condition of credential
renewal.
GOVERNOR'S VETO MESSAGE :
"While I understand the importance of negotiation and conflict
resolution skills, this bill is unnecessary since nothing under
current law prohibits districts from offering these courses as
part of their professional development programs."
Analysis Prepared by : Chelsea Kelley / ED. / (916) 319-2087
FN: 0003351