BILL ANALYSIS �
AB 1853
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ASSEMBLY THIRD READING
AB 1853 (Bonilla)
As Amended May 25, 2012
Majority vote
EDUCATION 6-4 HIGHER EDUCATION 9-0
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|Ayes:|Brownley, Ammiano, |Ayes:|Block, Olsen, Achadjian, |
| |Butler, Carter, Eng, | |Brownley, Fong, Galgiani, |
| |Williams | |Lara, Miller, Portantino |
| | | | |
|-----+--------------------------+-----+--------------------------|
|Nays:|Norby, Grove, Halderman, | | |
| |Wagner | | |
| | | | |
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APPROPRIATIONS 12-5
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|Ayes:|Fuentes, Blumenfield, | | |
| |Bradford, Charles | | |
| |Calderon, Campos, Davis, | | |
| |Gatto, Ammiano, Hill, | | |
| |Lara, Mitchell, Solorio | | |
| | | | |
|-----+--------------------------+-----+--------------------------|
|Nays:|Harkey, Donnelly, | | |
| |Nielsen, Norby, Wagner | | |
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SUMMARY : Authorizes the Commission on Teacher Credentialing
(CTC) to convene a workgroup to develop program standards for
the issuance of recognition of study in transitional
kindergarten (TK) for holders of a multiple subject teaching
credential who will be teaching pupils enrolled in a TK program.
Specifically, this bill :
1)Requires the workgroup to include, but not be limited to:
a) The Superintendent of Public Instruction (SPI) or his or
her representative;
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b) Representatives from approved teacher preparation
programs, as specified;
c) A higher education researcher who has experience in
pupil learning;
d) A school district, county office of education, or a
charter school representative;
e) A teacher who is currently teaching pupils in
transitional kindergarten and who has experience teaching
pupils in kindergarten;
f) A teacher who is currently teaching pupils in
transitional kindergarten;
g) A representative of other organizations deemed
appropriate by the CTC; and,
h) A parent representative.
2)Authorizes the CTC to add a recognition of study in TK to the
multiple subject teaching credential of a teacher, as
specified.
3)Authorizes the CTC to work with the SPI to gather and post, on
an appropriate Internet Web site, best practices from school
districts on curriculum development and professional
development relating to implementing and sustaining TK
programs.
4)Prohibits a teacher who receives a TK recognition of study
from teaching English learners unless he or she hold an
appropriate authorization or is employed on the basis of a
local assignment option for this purpose.
5)Prohibits a TK recognition of study to be used as a condition
of employment, replace a subject matter competence
requirement, and make employment decisions, as specified.
6)Encourages teacher preparation programs to establish goals to
increase the number of teachers participating in TK
preparation programs; and, encourages beginning teacher
support and assessment programs to provide appropriate support
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to beginning teachers who teach TK.
7)Requires the CTC to use private funds to support the
development of the recognition of study in TK; prohibits
General Fund moneys from being used for this purpose; and,
specifies that the measure shall not be implemented unless the
CTC certifies that it has received private funding to complete
the development of the recognition of study in TK.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, one-time costs, likely between $100,000 and $150,000,
to the CTC to convene an advisory group and complete the report,
as specified. This bill prohibits General Fund moneys from being
used for the advisory panel and further specifies implementation
will not occur unless private funding is used, as specified.
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 teaching credential in the area of TK.
This notation would still be displayed on a teaching credential,
like an authorization, but would not be a barrier to entry into
the specific teaching field. For example, a multiple subject
teacher could complete additional training or coursework in the
area of TK and upon completion of a commission-approved program,
receive a "recognition of study" notation on their credential in
the area of TK.
According to the author, the Kindergarten Readiness Act was
passed to offer a different and appropriate curriculum for
eligible four-year olds. However, no new formal opportunities
were created or are currently available for teachers to prepare
themselves to offer an "age and developmentally appropriate"
curriculum. As educators across the state have begun
transitional kindergarten implementation, teachers,
administrators and teacher instructors have recognized the need
for CTC to establish standards for a TK specialization. The
specialized teacher training will ensure teachers are prepared
to deliver the age- and developmentally appropriate curriculum
that will prepare TK students for success in kindergarten and
beyond.
Existing Professional Development for TK: Loyola Marymount
University currently offers a TK Teaching Certificate, that is
designed to provide TK teachers with expertise to create and
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design effective learning environments, curriculum, and
instruction that are developmentally, culturally, and
linguistically appropriate for young learners. The TK Teaching
Certificate consists of a three-course program of study with a
combination of real-time webinars and online sessions.
Analysis Prepared by : Chelsea Kelley / ED. / (916) 319-2087
FN: 0003881