BILL ANALYSIS
AB 2040
Page 1
GOVERNOR'S VETO
AB 2040 (Brownley)
As Amended March 23, 2010
2/3 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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ASSEMBLY: 76-0 (June 2, 2010) SENATE:33-0 (August 5, 2010)
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.
AB 2040
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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
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
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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 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
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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.
GOVERNOR'S VETO MESSAGE :
"The objective sought by this bill can be accomplished without
statutory authority. Therefore, this bill is unnecessary.
"Furthermore, I question whether this bill would result in
meaningful reform since it does not embrace rigorous, measurable
teacher performance evaluations that include improved student
achievement, along with other factors to ensure that highly
effective teachers earn the elevated status as a "teacher
leader.
"For these reasons, I am unable to sign this bill."
Analysis Prepared by : Pilar Whitaker and Chelsea Kelley / ED.
/ (916) 319-2087
FN: 0006313