BILL NUMBER: AB 1765	AMENDED
	BILL TEXT

	AMENDED IN SENATE  JULY 5, 2012
	AMENDED IN ASSEMBLY  MAY 25, 2012

INTRODUCED BY   Assembly Member Brownley
    (   Coauthors:   Assembly Members 
 Ammiano,   Silva,   and Solorio   )


                        FEBRUARY 17, 2012

   An act to add Section 44259.4 to the Education Code, relating to
teachers.



	LEGISLATIVE COUNSEL'S DIGEST


   AB 1765, as amended, Brownley. Teacher  leaders. 
 leaders: advisory panel. 
    Existing law establishes the Commission on Teacher Credentialing
to, among other things, establish professional standards,
assessments, and examinations for entry and advancement in the
education profession.
   This bill would require the commission to convene an advisory
panel to explore the recognition of leadership roles within the
teaching career pathway, as specified. The commission would be
required to consider the findings of the advisory panel and report to
the Governor and the Legislature on recommendations for the
recognition of teacher leaders within one year of the 
implementation of these provisions   advisory panel
being convened  . The bill would require the commission to use
private funds to support the advisory panel  on teacher
leadership  , and would prohibit the use of General Fund
moneys for this purpose. The bill would  further prohibit the
implementation of these provisions unless the commission certifies
that it has received private funding for this purpose  
require the advisory panel to be convened only after the Department
of Finance determines that private funds, in an amount sufficient to
fully support the activities of the advisory panel, have been
deposited with the state. The bill would require the department to
file a written statement that the determination has been made with
specified persons  .
   Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

  SECTION 1.  (a) The Legislature finds and declares all of the
following:
   (1) Given the profound educational changes that have taken place
over the past decade, there has been a statewide increase in the use
of experienced teachers as mentors, support providers, master
teachers, teacher leaders, and providers of professional development
services.
   (2) The increased use of the knowledge, skills, and abilities of
experienced teachers as peer developers and supporters is largely the
result of programs such as teacher induction and internship
programs, as well as local efforts to improve teacher quality in
order to improve pupil achievement.
   (3) Questions have been raised as to whether teachers are
appropriately prepared and recognized for these types of roles within
the existing teaching certification and professional development
mechanisms.
   (4) Teachers continue to develop in their professions throughout
their careers. However, the current structure provides limited
choices for veteran teachers looking for new opportunities to apply
their experience and expertise without leaving the classroom.
   (5) Highly qualified teachers are seeking increased opportunities
for career advancement that keep them involved in pupil instruction,
and not necessarily on the administrator ladder.
   (b) It is the intent of the Legislature to examine differentiated
career opportunities for teachers to promote teacher quality and
increase pupil achievement and school improvement.
  SEC. 2.  Section 44259.4 is added to the Education Code, to read:
   44259.4.  (a) The commission shall convene an advisory panel of
stakeholders with expertise in the field of teacher leadership to
explore the recognition of leadership roles within the teaching
career pathway. The advisory panel shall consider issues related to
teacher leadership  ,  including, but not limited to, the
following:
   (1) The various roles of teacher leaders in today's public schools
such as master teachers, mentors, induction support providers and
fieldwork supervisors, instructional leaders, department chairs,
curriculum coordinators, peer coaches, literacy or mathematics
coordinators, assessment coordinators, and accreditation
coordinators.
   (2) The use of teachers as instructional leaders and peer role
models to foster innovation needed to effect change in turnaround
schools.
   (3) How recognition of teacher leaders may promote teacher
retention.
   (4) Formal preparation and recognition of the leadership roles
that teachers assume.
   (5) Application of adult learning theories to improve the
instruction of teacher peers.
   (6) Processes and procedures in other states for recognition of
teacher leaders.
   (7) The nexus of recognition of teacher leaders with the national
board certification process.
   (8) How recognition, including, but not limited to, an
authorization, credential, recognition of study, special recognition,
emphasis or specialization, could be developed and realized while
maintaining local flexibility in hiring and staffing needs.
   (9) The feasibility of teacher leader career ladders that could be
used by school districts to align salary schedules or alternative
salary structures.
   (10) Current research and practices in teacher leader and mentor
programs, including, but not limited to, the Beginning Teacher
Support and Assessment System standards for support provider and
assessor training, statewide subject matter projects, and the
Certificated Staff Mentoring Program.
   (b) The advisory panel shall include, but is not limited to,
representatives of the following:
   (1) Teachers who are performing school leadership duties.
   (2) Teacher and administrator organizations.
   (3) The Superintendent.
   (4) Commission-approved teacher preparation programs.
   (5) School boards and school districts.
   (6) Other organizations deemed appropriate by the commission.
   (c) The commission shall consider the findings of the advisory
panel and report to the Governor and Legislature on recommendations
for the recognition of teacher leaders within one year of the
 implementation of   advisory panel being
convened pursuant to  this section.
   (d) The commission shall use private funds to support the advisory
panel  on teacher leadership  described in this
section. General Fund moneys shall not be used for this purpose.
   (e) (1) The requirement for submitting a report imposed under
subdivision (c) is inoperative on January 1, 2017, pursuant to
Section 10231.5 of the Government Code.
   (2) A report submitted pursuant to subdivision (c) shall be
submitted in compliance with Section 9795 of the Government Code.
   (f)  This section shall not be implemented unless the
commission certifies that it has received private funding pursuant to
subdivision (d) to complete the work of the   The 
advisory panel  on teacher leadership   shall
be convened pursuant to this section only after the Department of
Finance determines that private funds, in an amount sufficient to
fully support the activities of the advisory panel, have been
deposited with the state. If the Department of Finance determines
that sufficient funding has been secured to establish and support the
activities of the advisory panel, the Department of Finance shall
file a written statement with the Secretary of the Senate, the Chief
Clerk of the Assembly, and the Legislative Counsel memorializing that
this determination has been made  .