BILL ANALYSIS �
AB 1765
Page 1
GOVERNOR'S VETO
AB 1765 (Brownley)
As Amended July 5, 2012
Majority vote
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|ASSEMBLY: |77-0 |(May 30, 2012) |SENATE: |38-0 |(August 6, |
| | | | | |2012) |
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|ASSEMBLY: |79-0 |(August 9, | | | |
| | |2012) | | | |
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Original Committee Reference: ED.
SUMMARY : Requires the California Commission on Teacher
Credentialing (CTC) to convene an advisory panel on teacher
leaders and make recommendations.
The Senate amendments specify that the workgroup shall be
convened only after the Department of Finance determines that
private funds, in an amount sufficient to fully support the
activities of the workgroup, have been deposited with the state
and the Department of Finance has filed 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.
AS PASSED BY THE ASSEMBLY , this bill was substantially similar
to the version passed by the Senate.
FISCAL EFFECT : According to the Senate Appropriations
Committee, pursuant to Senate Rule 28.8, negligible state costs.
COMMENTS : Various forms of teacher leadership currently exists
in California, though the role and definition remains largely
AB 1765
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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.
Studies conducted by the University of California, Los Angeles'
(UCLA's) 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.
In addition to providing opportunities for experienced and
qualified teachers, teacher leader positions may assist school
administrators in the environment of heightened accountability
that exists today.
While a teacher leader's role is currently undefined and varies,
there are a plethora of opportunities available to those who
assume a teacher leader position within their school. As it is
practiced today in California and other states, a teacher leader
may take on the following duties:
1)Serving as a mentor to teachers with challenging students.
2)Assisting teachers with developing curriculum that conforms to
state standards.
3)Assisting in the professional development of teachers.
4)Serving as a coach or instructional leader in their school.
5)Sitting on advisory or policymaking groups.
6)Chairing departments or school teams.
7)Acting as a liaison between teachers and administration.
8)Acting as a liaison between the school and the community at
large.
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9)Coordinating meetings between administrators, teachers, and
parents.
A number of educational networks, institutions, and non-profit
organizations have implemented programs designed to recruit and
develop teacher leaders in California. The Los Angeles Urban
Teacher Residency Program, for example, has worked to establish
a partnership with the Los Angeles Unified School District that
allows educators to obtain a Master of Education degree, as well
as teacher leader training while completing their residency in
an urban school. UCLA's Center X also provides teacher leader
training in conjunction with obtaining a Master's in Education
through their Inspiring Minds through a Professional Alliance of
Community Teachers (IMPACT) pathway. Accordingly, this bill
would require that the advisory panel examine current teacher
leader programs and activities in the state.
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 the additional
responsibility of teacher leadership.
Previous legislation: AB 2040 (Brownley) of 2010, which was
substantially similar to this bill, would have required the CTC
to convene an advisory panel on teacher leaders and make
recommendations by January 1, 2012. The Governor vetoed the
bill with the following 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.
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GOVERNOR'S VETO MESSAGE :
This bill would require the California Commission on
Teacher Credentialing to convene an advisory panel to
come up with ways to identify and possibly reward
teachers who help other teachers become more
effective in the classroom.
Given that the Commission is facing a huge backlog of
cases, it is not the time to assume additional
responsibilities. While I enthusiastically support
professional development, especially by skilled
teachers, nothing precludes local educators from
doing this work. I don't think another government
panel is needed.
Analysis Prepared by : Chelsea Kelley / ED. / (916) 319-2087
FN: 0005724