BILL ANALYSIS
SENATE COMMITTEE ON EDUCATION
Gloria Romero, Chair
2009-2010 Regular Session
BILL NO: AB 239
AUTHOR: Brownley
INTRODUCED: March 11, 2009
FISCAL COMM: Yes HEARING DATE: June 10, 2009
URGENCY: No CONSULTANT:Beth Graybill
SUBJECT : Teacher Credentialing
SUMMARY : This bill streamlines credential requirements for
teachers who earn certification by the National Board of
Professional Teaching Standards and ends pilot status for
district intern programs that prepare special education
teachers to teach pupils with all levels of disability.
BACKGROUND
Current law requires teachers of English learner (EL)
students to hold an authorization that certifies their
ability to help students access curriculum and develop
English language skills. These authorizations include the
Cross Cultural Language and Academic Development (CLAD)
certificate, the Bilingual Cross Cultural Language and
Academic Development (BCLAD) certificate, and multiple or
single subject teaching credentials with an English learner
authorization.
Current law requires the Commission on Teacher Credentialing
(CTC) to issue an authorization to teach English learners to
teachers who hold a valid California teaching credential,
have completed coursework in a second language at a
regionally accredited institution, and have passed an
examination or completed a CTC-approved program that prepares
candidates to use specific teaching strategies when working
with English learner students.
Current law requires the CTC to issue a clear credential to
the holder of a preliminary multiple subject, single subject,
or education specialist credential who attains certification
from the National Board for Professional Teaching Standards
(NBPTS).
Current law authorizes school districts and county offices of
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education, with approval by the CTC, to offer preparation
programs leading to a multiple subject or single subject
teaching credential as well as programs leading to an
education specialist credential for mild/moderate
disabilities.
Current law establishes a district intern pilot program until
January 1, 2010, for the purpose of preparing teachers to
provide instruction to pupils with all levels of
disabilities, and requires the CTC to submit a report to the
Legislature on the effectiveness of the program by January 1,
2009.
Current law authorizes district interns who teach multiple
subjects in kindergarten and grades 1-8 in a self-contained
program or in self-contained bilingual classes to demonstrate
subject matter competency by completing a CTC-approved
diversified or liberal arts program or passing the California
Subject Examinations for Teachers (CSET). The program option
is not available to other multiple subject credential
candidates.
ANALYSIS
This bill :
1) Authorizes the CTC to issue an authorization to teach
English learners to individuals who possess a valid
California teaching credential and hold either of the
following certificates issued by the National Board for
Professional Teaching Standards:
a) Early and Middle Childhood/English as a New
Language Certificate.
b) Early Adolescence through Young
Adulthood/English as a new Language Certificate.
2) Ends "pilot" status for district intern programs that
prepare teachers to provide instruction to pupils with
all levels of disabilities thereby authorizing the
establishment of these programs beyond January 1, 2010.
3) Requires the CTC to issue a clear services credential to
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holders of a preliminary services credential who attains
certification from the NBPTS.
4) Makes the subject matter requirement for district
interns who teach in self-contained classrooms
consistent with the subject matter requirement for other
multiple subject credential candidates.
5) Specifies that individuals who complete a district
intern program earn a preliminary teaching credential.
6) Makes technical and conforming changes to statute.
STAFF COMMENTS
1) Credential streamlining . AB 239 streamlines teacher
credentialing by
a. Allowing teachers and counselors who earn
National Board Certification to qualify for a clear
credential in their specific field or service area.
b. Allowing teachers who earn either English
as a New Language (ENL) certification from the
NBPTS to be authorized to teach English learners.
c. Enabling district intern programs to
prepare special education teachers for all levels
of disability.
2) National Board Certification . The NBPTS is a nonprofit,
nonpartisan and nongovernmental agency that works to
advance teaching quality through its standards for
accomplished teaching and its voluntary national board
certification (NBC) program. Approximately 4,200
California teachers have attained National Board
certification since NBPTS was formed in 1987.
Candidates seeking National Board certification submit a
teaching portfolio and undergo a rigorous
evidenced-based assessment of teaching skill and subject
matter knowledge. Candidates for the English as a New
Language Certificate (ENLC) are required to demonstrate
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knowledge and competencies in teaching English learners.
According to the CTC, the National Board's ENL
certification process meets (and generally exceeds)
state standards for certificates that authorize services
to English learner students in California.
California has provided incentive awards to National Board
certified teachers who agree to teach in high-priority
schools. The 2009-10 Budget Act,
SB 4xxx (Ducheny), Chapter 12, 2009, reduced funding for
this program to $3.4 million, which represents a 19.8%
reduction from the enacted 2008 Budget Act. Chapter 12
also included the NBC program in the categorical
flexibility granted to local education agencies,
allowing local education agencies to receive NBC funding
to spend it on any education purpose until 2013,
although districts must honor outstanding commitments to
teachers.
To ensure that out-of-state teachers who obtain National
Board certification in their subject area separately
complete requirements for the state's certification to
teach English Learners, staff recommends the following
clarifying amendment be added at the end of Section 7:
"Nothing in this section shall be construed to supersede
the requirements of Section 44253.3."
3) Intern programs for Education specialist credentials .
The CTC issues education specialist credentials in six
areas of disability: Mild/Moderate, Moderate/Severe,
Deaf and Hard of Hearing, Physical and Health
Impairments, Visual Impairments, and Early Childhood
Special Education. Current law authorizes districts to
offer preparation programs leading to the education
specialist credential for Mild/Moderate disabilities.
To help address the need for more special education teachers
qualified to teach students with moderate to severe and
low-incidence disabilities,
SB 933 (Machado, Chapter 304, 2006) established a pilot
program to allow a limited number of existing district
intern programs to offer programs leading to the
education specialist credential for all areas of
disabilities. Los Angeles Unified School District,
Stanislaus County Office of Education, and Project
Impact at San Joaquin County Office of Education
participated in the pilot program. According to the
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CTC, a total of 26 teachers completed requirements for
an education specialist credential through the pilot
program, and the programs enrolled more than 130
candidates in the 2008-09
academic year. In its pilot program report, the CTC
concluded that the district intern programs are capable
of effectively preparing Education Specialist teachers
in all areas of disability and recommended that the
pilot program status and January 1, 2010, culmination
date, as specified in Education Code Section 44325 be
deleted.
SUPPORT
American Federation of State, County and Municipal Employees,
AFL-CIO
California Association for Bilingual Education
California Federation of Teachers
California School Boards Association
California Teachers Association
Capitol Advocacy
Commission on Teacher Credentialing
Project Pipeline
San Joaquin County Office of Education
Special Education Local Plan Area Administrators
Stanislaus County Office of Education
OPPOSITION
None received.