BILL ANALYSIS
AB 1223
Page 1
CONCURRENCE IN SENATE AMENDMENTS
AB 1223 (Block)
As Amended August 17, 2010
Majority vote
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|ASSEMBLY: |44-26|(January 27, |SENATE: |21-11|(August 23, |
| | |2010) | | |2010) |
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Original Committee Reference: ED.
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.
The Senate amendments :
1)Specify that a recognition of study in linked learning teacher
preparation program may be offered as part of an initial
teacher preparation program or as a separate program for
previously credentialed teachers.
2)Delete the requirement that the workgroup include at least one
representative from San Diego State University (SDSU) and
instead require the workgroup include at least one
representative from the California State University (CSU), the
University of California (UC) and independent institutions of
higher education, and state that to the extent practicable,
representatives should have an academic interest or prior
experience in preparing teachers to teach in linked learning
programs.
3)Allow for the inclusion within the working group of
representatives from county offices of education and charter
schools that have implemented linked learning programs,
California Partnership Academies or other similar programs
that integrate academic subject and industry applications,
regional occupational centers and programs, and practicing
career technical education (CTE) teachers.
4)Encourage the Beginning Teacher Support and Assessment program
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(BTSA) to provide appropriate support, mentoring, and
assistance to beginning teachers who are teaching in linked
learning programs, including candidates who are in
externships.
5)Express the intent of the Legislature that a successful
candidate for a recognition of study developed pursuant to
this bill demonstrate appropriate knowledge, as determined by
the CTC based upon the recommendations of the workgroup.
6)State that the holder of a single-subject teaching credential
receiving recognition of study in linked learning pursuant to
this bill is not authorized to teach subject matter content or
English learners unless he or she holds an appropriate
authorization or is employed on the basis of a legal
assignment option.
7)Make minor technical amendments.
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).
3)Requires the Superintendent of Public Instruction (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
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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 UC 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.
AS PASSED BY THE ASSEMBLY , this bill was similar to the version
passed by the Senate and:
1)Specified that members of the workgroup include, but not be
limited to, representatives from:
a) Approved university teacher preparation programs,
including at least one representative from the SDSU; and,
b) Schools and school districts that have implemented
multiple pathway programs or similar programs.
2)Expressed 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.
FISCAL EFFECT : According to the Senate Appropriations
Committee, pursuant to Senate Rule 28.8 negligible state costs.
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.
Multiple pathway programs are found in several districts across
the state and they are found in various forms; for example some
districts have implemented CPA, small learning communities, or
other career-themed small schools. Teachers that deliver
instruction in these programs, often work in teams with other
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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.
Some teacher training programs have begun to include
cross-discipline teaching techniques into their teacher
preparation programs. According to information provided by the
author, SDSU 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 SDSU 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 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
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pathway programs.
SB 1677 (Scott) of 2008 required 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 Avina / ED. / (916) 319-2087
FN: 0006280