BILL NUMBER: AB 148 AMENDED
BILL TEXT
AMENDED IN SENATE JUNE 17, 2010
AMENDED IN ASSEMBLY MARCH 10, 2009
INTRODUCED BY Assembly Member Coto
JANUARY 22, 2009
An act to add Section 44270.6 to the Education Code,
relating to An act to add Chapter 5 (commencing with
Section 33700) to Part 20 of Division 2 of Title 2 of the Education
Code, relating to education.
LEGISLATIVE COUNSEL'S DIGEST
AB 148, as amended, Coto. Commission on Teacher
Credentialing: study on transformational leadership.
Education.
Existing law provides that there are various officers and agencies
that are each individually and jointly responsible for specified
aspects of education in kindergarten and grades 1 to 12, inclusive.
This bill, the California K-12 Education Policymaking
Reorganization Act of 2010, requires the Superintendent of Public
Instruction, using the resources of local educational agencies,
county offices of education, and the State Department of Education to
provide a biennial report to the Governor on the progress of
education, as specified. The bill would also require the Governor,
the State Board of Education, and the Secretary for Education to
draft a set of objectives, a plan to achieve those objectives, and an
evaluation scheme to demonstrate success in achieving those
objectives using the report provided by the Superintendent.
Existing law establishes the Commission on Teacher Credentialing
to, among other things, establish professional standards,
assessments, and examinations for entry and advancement in the
education profession. Existing law sets forth the minimum
requirements for obtaining both preliminary services credentials and
professional services credentials with a specialization in
administrative services.
This bill would require the commission to conduct a one-year study
to recommend more effective paths to transformational leadership, as
defined, through the administrative services credentialing process
for school principals and leaders. The bill would require the
commission to conduct the study between July 1, 2010, and June 30,
2011, and to report its findings to the Legislature by no later than
December 31, 2011. The bill would repeal those provisions as of
January 1, 2012.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. The Legislature hereby finds and
declares all of the following:
(a) General agreement exists that the lack of clear organization
and lines of authority in setting and executing education policy in
California are significant and inexcusable reasons for the state's
inability to act efficiently in the best interests of the 6.25
million pupils in the state. The Governor, Legislature, State Board
of Education, Superintendent of Public Instruction, Secretary for
Education, and the State Department of Education each appear to
develop their own priorities and agenda, often at the expense of, and
in competition with, the others.
(b) This measure seeks to reorganize the policymaking and
execution process into a more effective process with clear lines of
authority.
SEC. 2. Chapter 5 (commencing with Section 33700)
is added to Part 20 of Division 2 of Title 2 of the
Education Code , to read:
CHAPTER 5. THE CALIFORNIA K-12 EDUCATION POLICYMAKING
REORGANIZATION ACT OF 2010
33700. This chapter shall be known, and may be cited, as the
California K-12 Policymaking Reorganization Act of 2010.
33703. (a) The Superintendent of Public Instruction, using the
resources of local educational agencies, county offices of education,
and the State Department of Education shall provide to the Governor
data in the form a report on the progress of education in
kindergarten and grades 1 to 12, inclusive, on or before July 1 of
each odd-numbered year. The data shall include all of the following:
(1) Disaggregated pupil achievement data, including those pupils
with special needs.
(2) Teacher preparation and development data.
(3) Standards and achievement of standards data.
(4) Statewide assessment data.
(5) Data demonstrating achievement of goals from previous plans.
(6) Data on pupil achievement of important benchmarks, including
remaining in school, graduation rates, college preparation rates,
university enrollment, enrollment in other postsecondary development
programs, incidences of school violence, and pupil health.
(7) Data on feedback and involvement from colleges and
universities, apprenticeships, technical schools and programs,
business and industry, and civic and community organizations
concerning the preparation of pupils for admission to, or
participation in, these programs.
(8) School finance data.
(9) Parent and community involvement data.
(10) Data indicating the priorities and concerns of local
educational agencies and county offices of education.
(11) Data reflecting best practices in system improvement.
(12) Follow-up data on graduates over a five- to 10-year period.
(b) Data included in the report required by this section shall
include data that has already been collected. This section does not
impose a requirement to collect new data.
33705. (a) Using the report provided by the Superintendent
pursuant to Section 33703, the Governor, the State Board of
Education, and the Secretary for Education shall draft a set of
objectives, a plan to achieve those objectives, and an evaluation
scheme to demonstrate success in achieving those objectives.
(b) The plan shall be presented to the people of California and
the Legislature for action in January of each odd-numbered year.
SECTION 1. The Legislature finds and declares
all of the following:
(a) Many California middle and secondary schools remain
significantly underperforming.
(b) A California economic and social imperative is to produce a
well-trained workforce to maintain its status as one of the world's
top 10 economic powers.
(c) Latino pupils, who currently make up 49 percent of California
pupils, remain one of the least successful populations in our public
schools.
(d) Out of every 100 Latino pupils who enter grade 9, only seven
enroll in four-year universities upon graduation.
(e) Studies, including the 2007 Getting Down to Facts study, have
identified effective leadership as a key to school improvement.
(f) Former United States Secretary of Education Margaret Spellings
has cited studies which estimate there will be a 30 percent turnover
in principals over the next three years, and the Association of
California Administrators predicts there will be a 40 percent
turnover in principals in California between 2008 and 2012.
(g) The Multiple Pathways approach to high school reform
identifies four essential components to school improvement:
(1) A college-preparatory academic knowledge core for all.
(2) A professional/technical knowledge core.
(3) Demanding opportunities for authentic learning.
(4) Support services to meet unique pupil needs.
SEC. 2. Section 44270.6 is added to the
Education Code, to read:
44270.6. (a) The Commission on Teacher Credentialing shall
administer a one-year study that includes recent research and
successful professional development practices to recommend more
effective paths to transformational leadership through the
administrative services credentialing process for school principals
and leaders.
(b) The study shall define how the transformational leadership
philosophies, knowledge, values, skills, and competencies can be
added as part of the credentialing process for obtaining a
preliminary or clear professional services credential with a
specialization in administrative services and as an authorization
added to an administrative services credential for those already
credentialed.
(c) The goal of the study is to recommend to the commission and to
the Legislature the most effective means by which California's
school principals and leaders can gain, demonstrate, and apply the
educational philosophy, values, knowledge, skills, behaviors, and
habits of mind to lead schools and educational communities in the
process of transforming schools to:
(1) Believe in the capacity of all pupils.
(2) Commit to the success of all pupils at high levels.
(3) Prepare all pupils for college and other important educational
steps beyond high school.
(4) Individualize educational experiences for the unique needs of
each pupil.
(5) Engage in collaborative professional practices and collective
learning.
(6) Develop and support shared leadership practices.
(d) The study shall determine the following:
(1) Whether the commission should recommend to credentialing
programs to add an authorization in transformational leadership to
administrative services credentials.
(2) How to amend the existing credentialing for administrative
services credentials to include demonstration that the standards for
transformational leadership have been met.
(e) The study shall examine the standards for school leadership to
determine whether they include the requisite standards for
transformational leadership or should be revised to add standards or
delete less critical standards.
(f) The study shall examine and recommend the means by which a
person seeking to obtain an administrative services credential or
transformational leadership authorization can demonstrate mastery of
the standards necessary to serve as transformational leaders in
schools.
(g) The study may also include recommendations for leadership
coaching, leadership induction, networking, and seminars, data
tracking, and the relationship between preliminary and professional
clear administrative services credentialing in terms of
transformational leadership.
(h) For purposes of this section, "transformational leadership"
means the body of knowledge and set of skills needed to transform an
organization.
(i) The commission shall conduct the study between July 1, 2010,
and June 30, 2011, and shall report its findings to the Legislature
no later than December 31, 2011.
SEC. 3. This act shall remain in effect only
until January 1, 2012, and as of that date is repealed, unless a
later enacted statute, that is enacted before January 1, 2012,
deletes or extends that date.