BILL ANALYSIS �
AB 1304
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Date of Hearing: April 13, 2011
ASSEMBLY COMMITTEE ON EDUCATION
Julia Brownley, Chair
AB 1304 (Block) - As Introduced: February 18, 2011
SUBJECT : Linked learning.
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 California
State University (CSU), the University of California (UC),
and independent institutions of higher education;
c) The business community, including representatives from
local chambers of commerce;
d) School districts, county offices of education, and
charter schools that have implemented linked learning
programs or similar programs, including California
partnership academies;
e) Regional occupational centers and programs;
f) Practicing career technical education teachers; and,
g) Other organizations as deemed appropriate by the CTC.
2)Expresses 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; and,
expresses intent that this knowledge may include, but is not
limited to, an understanding of specified concepts and skills.
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3)Encourages the CSU and other teacher preparation institutions
to establish goals for increasing the number of teachers
prepared through linked learning programs.
4)Encourages the Beginning Teacher Support and Assessment
program (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)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.
6)States 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)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.
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 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.
FISCAL EFFECT : According to the Assembly Appropriations
Committee on a substantially similar bill, minor absorbable
General Fund costs to the CTC to convene a workgroup, as
specified in this measure.
COMMENTS : This bill authorizes the CTC to convene a workgroup
of experts to develop program standards for a new "recognition
of study" notation for a single subject 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.
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 career technical
education (CTE) without having to choose one over the other.
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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.
A recently enacted measure, AB 2648 (Bass, Carter & Furutani),
Chapter 681, Statutes of 2008, required the SPI to develop, in
conjunction with specified individuals, a report that explores
the feasibility of expanding and establishing career multiple
pathway programs. The multiple pathways 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 knowledge of 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 pathways, 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 pathways 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 pathways 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
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standards. It is important to note however, that this is not a
new multiple pathways credential but rather a single-subject
credential program that has a multiple pathways lens.
Arguments in Support : According to the Los Angeles Unified
School District, who supports the bill, "Students at all
achievement levels deserve access to rigorous, engaging,
learning environments. Applied learning engages students and
allows them to understand material in a real world context.
Supporting our teachers to learn, develop, and implement applied
learning strategies in the classroom is crucial to student
success and retention of knowledge. Students should be able to
apply what they have learned in ways that allow them to
collaborate with others and utilize new technology. We must
educate a more highly trained, flexible workforce with skill
sets that allow them to transition to a variety of careers
throughout their working lives."
Arguments in Opposition : According to the California Teachers
Association (CTA), who opposes the bill, "CTA believes any
legislation which alters the present curriculum in the pre-K
through adult system must contain language which �grandfathers]
existing credentials without mandating new credentials or
supplementary authorizations. This recognition of study is
again an authorization without teeth that will do more to
obfuscate local assignment decisions. An authorization should
not disenfranchise holder of appropriate subject matter
credentials or authorizations from holding positions designated
by this new recognition of study."
Previous legislation : AB 1223 (Block) from 2010, would have
authorized 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 bill was vetoed by the Governor with the following
message:
"This bill would authorize the Commission on Teacher
Credentialing (CTC) to convene a workgroup to develop
program standards for the purpose of establishing some
"recognition of study" for linked learning competence for
credentialed teachers. Nothing under current law prohibits
the CTC from convening any workgroup without statutory
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authority. Therefore, this bill is unnecessary."
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.
REGISTERED SUPPORT / OPPOSITION :
Support
California State PTA
Los Angeles Chamber of Commerce
Los Angeles Unified School District
San Diego State University
San Diego Unified School District
Opposition
California Teachers Association
Analysis Prepared by : Chelsea Kelley / ED. / (916) 319-2087