BILL ANALYSIS
AB 1223
Page 1
ASSEMBLY THIRD READING
AB 1223 (Block)
As Amended January 25, 2010
Majority vote
EDUCATION 7-2 APPROPRIATIONS 12-4
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|Ayes:|Brownley, Ammiano, |Ayes:|De Leon, Ammiano, |
| |Arambula, Buchanan, Eng, | |Bradford, Charles |
| |Solorio, Torlakson | |Calderon, Coto, Davis, |
| | | |Fuentes, Hall, John A. |
| | | |Perez, Skinner, Solorio, |
| | | |Torlakson |
| | | | |
|-----+--------------------------+-----+--------------------------|
|Nays:|Nestande, Garrick |Nays:|Conway, Harkey, Nielsen, |
| | | |Audra Strickland |
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SUMMARY : Authorizes the Commission on Teacher Credentialing
(CTC) to convene a workgroup to develop program standards for
the issuance of a recognition of study for linked learning
competence for holders of a single subject credential that will
be teaching pupils enrolled in linked learning programs, as
defined. Specifically, this bill :
1)Specifies that members of the workgroup shall include, but are
not limited to, representatives from:
a) The California Department of Education (CDE);
b) Approved university teacher preparation programs,
including at least one representative from the San Diego
State University;
c) The business community, including representatives from
local chambers of commerce;
d) Schools and school districts that have implemented
multiple pathway programs or similar programs, including
California partnership academies; and,
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e) Other organizations as deemed appropriate by the CTC.
2)Expresses the intent of the Legislature that successful
candidates for a recognition of study for linked learning
demonstrate appropriate knowledge, as decided upon by the
workgroup convened pursuant to this bill and expresses intent
that this knowledge may include, but is not limited to, an
understanding of specified concepts and skills.
3)Defines "recognition of study" as a statement added to a
credential recognizing that the credential-holder has
completed a commission-approved course of study in the subject
area listed, and defines "linked learning programs" as
multiple pathway programs as defined in current law which may
include, but are not limited to, California partnership
academies.
4)Encourages the California State University (CSU) and other
teacher preparation institutions to establish goals for
increasing the number of teachers prepared through linked
learning programs.
5)Authorizes the CTC to work with the with the Superintendent of
Public Instruction (SPI) to gather and post, on an appropriate
Internet Web site, best practices from school districts and
schools on curriculum development and professional development
relating to implementing and sustaining multiple pathway
programs.
EXISTING LAW :
1)Establishes the minimum requirements for preliminary and clear
designated subjects career technical education (DSCTE)
teaching credentials.
2)Requires the CTC to establish a list of authorized subjects
for the DSCTE teaching credential that reflects the 15
industry sectors identified in the California career technical
education model curriculum standards adopted by the State
Board of Education (SBE).
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3)Requires the SPI to develop, in conjunction with specified
individuals, a report that explores the feasibility of
expanding and establishing multiple pathway programs; and
requires the report to include specified components,
including, but not limited to, methods for developing and
sharing models of integrated curriculum and instruction,
strategies for increasing the course options and instructional
time for pupils in high school, and recommendations for
supporting regional coalitions in planning and developing the
programs.
4)Defines multiple pathway programs for purposes of the
feasibility report as multiyear comprehensive high school
programs of integrated academic and technical study organized
around a broad theme, interest area, or industry sector; and
specifies that 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 CSU and is delivered through project-based
learning and other engaging instructional strategies that
emphasize broad themes, interest areas, and career technical
education in the curriculum.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, minor absorbable General Fund costs to the CTC to
convene a workgroup, as specified in this measure.
COMMENTS : Multiple pathway programs are high school programs
that attempt to make core academic subjects more relevant and
engaging for pupils and they seek to provide access to technical
courses and work-based learning opportunities. The idea behind
multiple pathways is to integrate career based themes and
content across all academic subject areas in order to give
students the opportunity to access both core content and CTE
without having to choose one over the other. A recently enacted
measure, AB 2648 (Bass, Carter & Furutani), Chapter 681,
Statutes of 2008, requires the SPI to develop, in conjunction
with specified individuals, a report that explores the
feasibility of expanding and establishing career multiple
pathway programs and requires the report be submitted to the
Legislature by December 1, 2009. At the time of writing this
analysis, the final report has not been submitted to the
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Legislature.
Multiple pathway programs are found in several districts across
the state and they are found in various forms; for example some
districts have implemented California Partnership Academies
(CPA), small learning communities, or other career-themed small
schools. Teachers that deliver instruction in these programs,
often work in teams with other educators and local business
leaders to organize lessons around an integrated curriculum
focused on project-based learning. These instructional
activities and strategies may require specialized skills and
competencies not typically included in traditional teacher
preparation or professional development programs.
The draft multiple pathway feasibility report suggests that
teachers in multiple pathway programs "need to have competencies
in four domains: knowledge, pedagogy, professional skills, and
foundational comprehension. Teachers need knowledge of the
academic concepts that underlie work in industries, intellectual
skills to solve problems in the real world, and how to work in a
community of practice. They also need pedagogical skills that
include how to engage students in project-based and cooperative
learning, building on students' prior knowledge and skills, and
using multiple assessment measures and ways for students to
demonstrate their competencies. Teachers must have appropriate
professional skills that equip them to work in pathway settings,
including how to collaborate with other teachers and industry
partners."
Some teacher training programs have begun to include
cross-discipline teaching techniques into their teacher
preparation programs. According to information provided by the
author, San Diego State University and three other CSU campuses,
Fresno, Sacramento, and San Bernardino, have embarked on a
project to bring a multiple pathway lens to a state-approved
single-subject credential program. In 2008-09 the School of
Teacher Education at San Diego State University developed and
implemented a multiple pathway teacher preparation model which
included instruction in curriculum modifications, inter- and
intra-disciplinary collaboration in curriculum design and
delivery, problem-and project-based learning, industry and
postsecondary education partnerships and integration of CTE
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standards and work-based learning approaches with academic
standards. It is important to note however, that this is not a
new multiple pathway credential but rather a single-subject
credential program that has a multiple pathway lens.
This bill authorizes the CTC to convene a workgroup of experts
to develop program standards for a new "recognition of study"
notation for a teaching credential in the area of linked
learning. Linked learning is a new term that the proponents of
multiple pathway programs have developed to refer to multiple
pathway programs.
The author states, "With the creation of the CTE standards, that
imbedded career skills and concepts with academic content, and
preliminary data demonstrating the benefit of curriculum
combining vocational and academic educational programs, public
and legislative demand for integrated instruction has increased
dramatically. However, given the relative newness of these
programs, teacher training in this area appears to be both
limited in availability and documentation."
Previous legislation: AB 2648 (Bass, Carter & Furutani),
Chapter 681, Statutes of 2008, requires the SPI to develop, in
conjunction with specified individuals, a report that explores
the feasibility of expanding and establishing career multiple
pathway programs.
SB 1677 (Scott) of 2008 requires the Legislative Analyst's
Office (LAO) to convene an advisory committee and make
recommendations on the preparation and professional development
needs of both academic and career technical teachers to deliver
course content in ways that mutually reinforce one another. SB
1677 was held in the Assembly Appropriations Committee.
Analysis Prepared by : Marisol Avi?a / ED. / (916) 319-2087
FN: 0003593