BILL NUMBER: AB 1223 AMENDED
BILL TEXT
AMENDED IN ASSEMBLY JANUARY 4, 2010
INTRODUCED BY Assembly Member Block
(Principal coauthor: Senator Wiggins)
FEBRUARY 27, 2009
An act relating to teacher training. An
act to amend Section 52372.5 of, and to add Section 44257.3 to, the
Education Code, relating to linked learning.
LEGISLATIVE COUNSEL'S DIGEST
AB 1223, as amended, Block. Teacher training: Legislative
Analyst advisory committee. Linked learning.
Existing law authorizes the Commission on Teacher Credentialing to
issue various types of teaching credentials and authorizations.
Existing law establishes multiple pathway programs, which are
multiyear comprehensive high school programs of integrated academic
and technical study that are organized around a broad theme, interest
area, or industry sector. Multiple pathway programs are comprised,
among other things, of 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 .
This bill would change the term "multiple pathway programs" to
"linked learning programs." The bill, commencing October 1, 2011,
would encourage the Commission on Teacher Credentialing to issue an
authorization for linked learning competence for holders of an
appropriate credential, certificate, authorization, or permit who
will be teaching pupils enrolled in linked learning programs. The
bill would state the Legislature's intent that any such authorization
meet specified criteria. The bill would authorize the Superintendent
of Public Instruction to develop procedures to gather and post best
practices from local districts and schools on curriculum development
and professional development related to implementing and sustaining
schools and academies offering linked learning programs.
This bill would express legislative findings and declarations
relating to the educational value in both academic and career
technical coursework. The bill would express the intent of the
Legislature that high school courses provide pupils with rigorous
learning experiences that will prepare them for postsecondary success
and that both academic and career technical education teachers
employ pedagogical strategies that will ensure pupil success.
The bill would require the Legislative Analyst's Office to convene
an advisory committee to determine the preparation and professional
development needs of both academic and career technical teachers. The
bill would require the Legislative Analyst's Office to present the
findings of the advisory committee to the Legislature by January 10,
2010.
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. The Legislature finds and declares all
of the following:
(a) California's economy is reliant upon a continually growing
skilled and educated workforce.
(b) California needs to increase its pupils' mastery of subject
matters, and to improve its high school graduation and postsecondary
education attainment rates.
(c) Secondary education needs to engage pupils while
simultaneously preparing them for real choices after high school.
(d) There is inherent educational value in both academic and
career technical coursework, and both should be promoted. When linked
and delivered in ways that mutually reinforce one another, both
academic and career technical courses are strengthened.
(e) All pupils should have equal access to schools and programs
that offer linked coursework. Pupils need a range of educational
experiences to prepare them for success beyond high school.
(f) A foundation of academic knowledge, general workplace
competencies, and occupationally specific knowledge and skills enable
pupils to better access all postsecondary options.
(g) Most pupils achieve better subject mastery and technological
skills when they are enrolled in courses that use hands-on
experiential learning to exemplify how academic knowledge is used to
solve real-world and industry-based problems.
(h) It is the intent of the Legislature that all of the following
occur:
(1) High school courses provide pupils with linked learning
experiences that will prepare them for the full range of
postsecondary success.
(2) Teachers employ pedagogical strategies that will ensure pupil
success in linked learning educational programs.
(3) The state seeks to increase the number of career technical
teachers to provide quality blended programs.
SEC. 2. Section 44257.3 is added to the
Education Code , to read:
44257.3. (a) Commencing October 1, 2011, the commission is
encouraged to issue an authorization for linked learning competence
for holders of an appropriate credential, certificate, authorization,
or permit who will be teaching pupils enrolled in linked learning
programs pursuant to Section 52372.5.
(b) It is the intent of the Legislature that a successful
candidate for the authorization developed pursuant to subdivision (a)
demonstrate all of the following:
(1) An understanding of all of the following in his or her
professional practice:
(A) Equity and diversity.
(B) Intradisciplinary and interdisciplinary cooperation and
collaboration.
(C) Innovation.
(D) Industry and postsecondary educational partnerships.
(E) Willingness and ability to assume leadership roles.
(F) The importance of a personalized learning environment where
the different needs of each pupil are known and supported.
(G) Ongoing professional learning, including industry-specific
orientation.
(H) Responsible, ethical, and legal conduct.
(2) Content knowledge relating to all of the following:
(A) Disciplinary academic standards.
(B) The structure and goals of career technical educational
standards.
(C) Information management and technology.
(D) Collaborative classroom structure and operations.
(E) Work-based learning approaches.
(F) Career exposure and development.
(3) The ability to design curricula that do all of the following:
(A) Reflect interdisciplinary problem- and project-based structure
and content.
(B) Meet the California postsecondary basic course requirements
with respect to course structure and content.
(C) Address state academic and career technical education
standards.
(D) Incorporate skills from the Partnership for 21st Century
Skills' Framework for 21st Century Learning.
(4) The ability to incorporate all of the following into his or
her teaching practice:
(A) Industry-based applications.
(B) A pupil-centered teaching approach.
(C) An emphasis on integrated problem- and project-based learning.
(D) Differentiated instruction.
(E) A research-based instructional model.
(F) The utilization of information provided by formative and
summative assessments.
(G) The effective use of instructional time.
(c) With respect to any authorization issued pursuant to
subdivision (a), the California State University and other teacher
preparation institutions are encouraged to establish goals for
increasing the number of teachers prepared through linked learning
programs, and to explore methods to reintroduce or increase quality
career technical education teacher credentialing programs.
(d) The Beginning Teacher Support and Assessment program is
encouraged to provide resources to teachers that support professional
development opportunities relating to linked learning, which may
include, but are not limited to, providing teachers with externships.
(e) The commission is encouraged to work with outside partners to
develop recommendations that will provide incentives for the teacher
development system to increase the number of teachers working toward
an authorization issued pursuant to subdivision (a).
(f) In developing the authorization pursuant to subdivision (a),
the commission is encouraged to review any relevant recommendations
made by the Legislative Analyst's Office.
SEC. 3. Section 52372.5 of the
Education Code is amended to read:
52372.5. (a) For purposes of this section, a "multiple
pathway "linked learning 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 linked learning
programs in California, including the costs and merits associated
with expansion of these programs. Multiple pathway
Linked learning 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 linked learning
programs.
(2) Set forth a reasonable timeline for the development and
expansion of multiple pathway linked learning
programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the
purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other
departments or agencies to assist in developing or expanding
multiple pathway linked learning 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 linked learning 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 linked
learning 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
linked learning 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) Evaluation of current pathway linked
learning programs, including partnership academies, regional
occupational centers or programs and postsecondary pathway
linked learning 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) 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.
(h) The Superintendent may develop procedures to gather and post
best practices from local school districts and schools on curriculum
development and professional development related to implementing and
sustaining schools and academies pursuant to this section.
SECTION 1. (a) The Legislature finds and
declares all of the following:
(1) There is inherent educational value in both academic and
career technical coursework. Both should be promoted. Both academic
and career technical courses are strengthened when they are delivered
in ways that mutually reinforce one another. All pupils should have
equal access to both types of coursework.
(2) Pupils need a range of educational experiences to prepare them
for success beyond high school.
(3) A foundation of academic knowledge, general workplace
competencies, and occupationally specific knowledge and skills
enables pupils to better access all postsecondary options.
(4) Most pupils achieve better subject mastery and technological
skills when they are enrolled in courses that use hands-on
experiential learning to exemplify how academic knowledge is used to
solve real world and industry-based problems.
(b) It is the intent of the Legislature that both of the following
occur:
(1) High school courses provide pupils with rigorous learning
experiences that will prepare them for postsecondary success.
(2) Both academic and career technical education teachers employ
pedagogical strategies that will ensure pupil success.
SEC. 2. (a) The Legislative Analyst's Office
shall convene an advisory committee to accomplish all of the
following:
(1) Determine the preparation and professional development needs
of both academic and career technical teachers, consistent with the
intent of the Legislature, as spciefied in Section 1.
(2) Provide recommendations for improving the ability of the state'
s existing teacher training and professional development programs to
prepare academic teachers to incorporate real world relevance and
applied learning into the curriculum.
(3) Determine the best means of supporting the ongoing efforts of
career and technical education teachers to incorporate the foundation
standards established under career technical education model
curriculum standards and frameworks pursuant to Sections 51226 and
51226.1 of the Education Code.
(b) In developing its recommendations, the advisory committee may
consider best practices from other states or countries and relevant
education research on improving instruction. The advisory committee
also may consider the impact of increasing the use of applied
teaching and learning strategies on pupil performance.
(c) The Legislative Analyst's Office also may consult with
legislative staff.
(d) By January 10, 2010, the Legislative Analyst's Office shall
present the findings of the advisory committee to the Legislature.