Amended in Senate April 1, 2013

Senate Bill No. 368

Introduced by Senator Pavley

February 20, 2013

An act begin insert to add Section 44265.2 to the Education Code, end insert relating to begin delete special education end delete begin insert teacher credentialing end insert .

LEGISLATIVE COUNSEL’S DIGEST

SB 368, as amended, Pavley. begin delete Special education credentialing. end delete begin insert Teachers: added authorization in special education. end insert

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Existing law establishes the Commission on Teacher Credentialing, and authorizes the commission to issue teaching and service credentials, including a special education credential. Existing law also authorizes the commission to grant an added or supplementary authorization to a credentialholder who has met the requirements and standards of the commission for the added or supplementary authorization.

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This bill would declare the intent of the Legislature to encourage multiple pathways for credentialholders to add authorizations for special education credentials, and to encourage program sponsors, as defined, to ensure, where possible and appropriate, that credit is offered for prior work experience, knowledge, and coursework. The bill would set forth guidelines and criteria to determine comparability and equivalency for experience, knowledge, and coursework, as specified.

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Existing law prescribes requirements for the credentialing and qualifications of special education teachers in the state.

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This bill would declare the intent of the Legislature to enact subsequent legislation that would provide for an increased number of persons who can become credentialed special education teachers by creating multiple pathways for the training and credentialing of special education teachers in the state.

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Vote: majority. Appropriation: no. Fiscal committee: no. State-mandated local program: no.

The people of the State of California do enact as follows:

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begin insert SECTION 1. end insert   

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begin insert Section 44265.2 is added to the end insert begin insert Education Code end insert begin insert ,
to read: end insert

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begin insert 44265.2. end insert   

(a) It is the intent of the Legislature to encourage
multiple pathways for credentialholders to add authorizations for
special education credentials. It is further the intent of the
Legislature to encourage program sponsors to evaluate candidates
individually to ensure that, where possible and appropriate, credit
is offered for prior experience, knowledge, and coursework.

(b) Programs accredited by the commission that offer added
authorizations in special education to credentialholders may
consider offering comparability for credential candidates pursuant
to the guidelines set forth in this subdivision. Program sponsors
may determine comparability and equivalency for credentialholders
seeking added authorizations for special education credentials in
accordance with the following guidelines:

(1) Decisions regarding comparability are at the discretion of
the program sponsor.

(2) Program sponsors have a broad range of possibilities for
data in considering evidence for comparability.

(3) Evaluations of evidence for comparability are not required
to be based on a course-credit model. Evaluations may be
evidence-based, and reflect the current commission-approved
standards for education specialist credentials.

(4) For candidates simultaneously pursuing a degree in addition
to earning a credential, approved program sponsors may use their
own institutional processes and procedures for course credit
evaluations.

(5) The evaluation process may be guided by the principles of
candidate friendliness and candidate responsibility.

(6) The burden of retrieving, organizing, and reflecting on
evidence provided for evaluation is on the candidate.

(7) The comparability evaluation process may be rigorous and
labor intensive.

(c) Options used to verify competency may include, but are not
limited to, the following:

(1) Examination results.

(2) Portfolio.

(3) Performance narrative.

(4) Field experience.

(5) Video.

(6) Transcript.

(7) Prior learning assessment.

(8) A review board process.

(d) When a candidate presents evidence to a program sponsor
for comparability, the following may be evaluated:

(1) Whether information is based on current, adopted California
credential standards, as appropriate to the specific credential
sought.

(2) Whether written agreements formulated between the
candidate and program sponsor are evidence-based, as appropriate
to the specific credential sought.

(3) Whether evaluative information presented by the candidate
is aligned with the California Standards for the Teaching
Profession.

(e) Flexible enrollment may be considered for candidates who
need minimal work to complete a credential program. Program
sponsors may explore alternatives for candidate enrollment in the
program, including, but not limited to, visitor status, concurrent
enrollment, open university, county or district programs, university
extension programs, and professional development activities.

(f) Program sponsors may take advantage of frequent
collaborations to formalize written agreements concerning
comparability of coursework or fieldwork. The agreements may
be created to meet the needs of individual programs or individual
candidates.

(g) Prospective candidates may be granted recognition and
credit for their life and learning experiences through prior learning
assessment, in which candidates have the opportunity to
demonstrate how their experiences and learning are comparable
to what is required by the standards.

(h) For purposes of this section, the following definitions apply:

(1) “Equivalency” means the determination that a given set of
knowledge, skills, and abilities as reflected in standards have been
met through coursework, fieldwork, or prior learning experience,
as determined by an evaluation process.

(2) “Comparability” means the determination that a candidate
has demonstrated the essence of a set of knowledge, skills, or
abilities required by a particular commission program standard
through another route.

(3) “Prior learning assessment” means a process through which
a person develops a portfolio of life experiences, training, or
preparation experience that establish the basis for meeting the
appropriate standards.

(4) “Program sponsor” means any university-based or local
educational agency-based program approved by the commission.

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SECTION 1.  

It is the intent of the Legislature to enact
subsequent legislation that would provide for an increased number
of persons who can become credentialed special education teachers
by creating multiple pathways for the training and credentialing
of special education teachers in the state.

end delete