BILL ANALYSIS
AB 2040
Page 1
ASSEMBLY THIRD READING
AB 2040 (Brownley)
As Amended March 23, 2010
Majority vote
EDUCATION 8-0 APPROPRIATIONS
17-0
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|Ayes:|Brownley, Nestande, |Ayes:|Fuentes, Conway, Ammiano, |
| |Ammiano, Arambula, | |Bradford, Charles |
| |Carter, Chesbro, Norby, | |Calderon, Coto, Davis, |
| |Torlakson | |Monning, Ruskin, Harkey, |
| | | |Miller, Nielsen, Norby, |
| | | |Skinner, Solorio, |
| | | |Torlakson, Torrico |
| | | | |
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SUMMARY : Requires the California Commission on Teacher
Credentialing (CTC) to convene an advisory panel of stakeholders
to explore the recognition of leadership roles within the teaching
career pathway and make recommendations to the Governor and
Legislature by January 1, 2012. Specifically, this bill :
1)Requires the advisory panel to consider issues related to
teacher leadership including, but not limited to the:
a) Various roles of teacher leaders in today's public schools
including the processes and procedures in other states for
recognition of teacher leaders; the use of teachers as
instructional leaders and peer role models to foster
innovation needed to effect change in turn-around schools;
and, the ways in which the recognition of teacher leaders may
promote teacher retention.
b) Current research and practices in teacher leader and
mentor programs; the nexus of recognition of teacher leaders
with National Board Certification; and, the application of
adult learning theories to improve the instruction of teacher
peers.
c) Formal preparation and recognition of teacher leadership
roles that could be developed while maintaining local
flexibility in hiring and staffing needs; and, the
AB 2040
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feasibility of teacher leader career ladders that could be
used by school districts to align with salary schedules
and/or an alternative salary structure.
2)Requires the advisory panel to be inclusive of, but not limited
to representatives of: teachers who are performing school
leadership duties; teacher and administrator organizations; the
Superintendent of Public Instruction; CTC-approved teacher
preparation programs; school boards and school districts; and,
other organizations deemed appropriate by the CTC.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, minor, absorbable costs to the CTC to convene an
advisory group and complete the report, as specified.
COMMENTS : Various forms of teacher leadership currently exist in
California, though the role and definition remains largely
ambiguous. This bill would advance the possibility of
establishing state-wide teacher leader standards and a means of
formally recognizing teacher leaders in the state through the
efforts of the CTC. This bill will require the CTC to prioritize
the teacher leader discussion and submit recommendations that may
include the creation of teacher leader standards, as well as a
teacher leader model to the Legislature by January 1, 2012.
Studies conducted by the University of California at Los Angeles
(UCLA) Center X have concluded that many experienced and talented
teachers choose to diversify their educational careers as school
administrators, removing them from the classroom and their
students. This bill will provide state policy makers the
framework to develop a state-wide plan to encourage educators to
remain in the classroom while pursuing career advancement through
taking on additional responsibility as a teacher leader.
While there is no formal definition of a teacher leader, a number
of California's teachers serve in leadership roles within their
schools. As it is practiced today in California, teachers who
assume leadership roles may serve as mentors to other teachers,
assist in curriculum development, or act as a liaison between
teachers and administration among a variety of other tasks. A
number of educational networks, institutions, and non-profit
organizations have implemented programs designed to recruit and
develop teacher leaders in California. UCLA's Center X provides
teacher leader training in conjunction with obtaining a Masters in
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Education.
This bill may lead to a formal definition of teacher leaders that
includes specific roles and responsibilities inclusive or
independent of those currently practiced by teachers in leadership
roles today. It is not the author's intent to preclude teachers
who may not wish to be recognized as a teacher leader from
performing leadership roles within a school. However, the intent
of the bill is to identify specific skills and roles to be
developed by that those who wish to formally incorporate teacher
leadership into their educational career paths. Teacher leaders
and other educational stakeholders in the field have also proposed
bridging the gap between teaching and leading through encouraging
job sharing or release time, as well as establishing a separate
salary structure for teacher leaders. This bill would provide for
the advisory panel to discuss how to best integrate a teacher
leader position into existing school structures.
In addition to examining the various roles of these educators,
many states, including California, have begun establishing both
standards and pathways to becoming teacher leaders. Alabama,
Delaware, Kansas, Kentucky and Ohio, for example, have worked
collaboratively with Vanderbilt University to develop a
comprehensive 14-course university teacher leadership curriculum.
Teacher modules are designed for both state teacher certification
programs as well as for adding teacher leader endorsements to
existing certification. The Educational Testing Service is also
working to develop national model teacher leader standards.
Additionally, the Council of Chief School State School Officers
has begun to include teacher leadership in their discussions about
the entire career pathways of teachers. Stakeholders from
California have taken part in many of these national discussions.
Lastly, the National Board Certification for Teacher Leaders is a
new program under development by the National Board for
Professional Teaching Standards. This bill would require that the
advisory panel examine current teacher leader programs and
activities in California and other states.
Ultimately, the CTC's recommendations could provide policymakers
the direction needed to create a comprehensive plan to ensure that
teacher leaders are adequately prepared and recognized, as well as
provided support as they take on new responsibilities.
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Analysis Prepared by : Pilar Whitaker and Chelsea Kelley / ED. /
(916) 319-2087 FN: 0004561