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ACSA CTC Liaison Doug Gephart attended the recent meeting of the Commission on Teacher Credentialing and filed the following report .
Preliminary ASC standards additions
The Commission reviewed but did not take action on proposed changes to the Preliminary Administrative Services Credential current program standards . Formal adoption is scheduled for the June Commission meeting . The current Administrative Services Credential program was adopted prior to the development of the Administrator Performance Assessment ( CalAPA ) scheduled for implementation for the 2018-19 school year . Coinciding with this implementation plan is the need to amend program standards to address program level responsibilities for the implementation and administration of the CalAPA .
Members of the CalAPA Design Team recommended that the Commission take a similar approach for administrator preparation that mirrors teacher preparation by amending the current Preliminary Administrative Services Credential program standards with minor changes as appropriate prior to Sept . 1 .
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A summary of the proposed changes is as follows :
Program Standard 7 : Nature of Field Experiences .
Candidates must complete a range of activities in educational settings that include but not limited to : demonstrate commitment to collaborative student-centered practices ; create a learning culture that supports all students ; and demonstrate an understanding of socioeconomic and cultural diversity .
Program Standard 8 : Guidance , Assistance and Feedback .
The administrative services preparation program sponsor has an effective system by which the candidate ’ s performance is guided , assisted , and evaluated in each field experience .
Program Standard 9 : Assessment of Candidate Performance .
The candidate must meet all program requirements for coursework and fieldwork and also pass a Commission-approved Academic Performance Assessment prior to recommendation for a credential .
Induction for multiple credentials In October 2016 the CTC , as part of strengthening and streamlining the
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accreditation process , adopted a unitary set of program standards that governs induction for both general education and special education teachers . In doing so , the Commission recognized that a high quality , job-embedded mentoring program is the most effective means of delivering support and assistance to new teachers regardless of credential area .
When the CTC adopted the single set of Teacher Induction Program Standards they established the policy that an educator earning more than one teaching credential should only need to complete one induction experience . To formalize this pathway , the Commission amended Title 5 regulations to create a pathway for an educator to pursue additional credential authorization but only one induction experience . The amendment will allow an educator who already holds a clear credential in one area to be granted a clear credential in a different credential area , such as special education , upon completion of the appropriate preliminary teacher preparation program .
Intern program early completion
The Early Completion Option ( ECO ) for multiple subject and single subject intern program candidates allows a candidate
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to waive the program preparation coursework ( typically equivalent to 30 to 50 semester units of coursework ) and the program fieldwork . This option was created by the Legislature to provide an expedited path to a credential for unique candidates with either prior teaching experience ( private school ) or exceptional knowledge and skills linked to teaching . To qualify , ECO candidates must meet an extensive list of statutory requirements including :
1 . Satisfying the entrance requirements to an intern program , as follows :
• Bachelor ’ s or higher degree from a regionally accredited college or university ;
• Meeting the Basic Skills requirement ;
• Subject Matter competence ;
• Knowledge of the U . S . Constitution ( via exam or coursework );
• Professional fitness ( fingerprinting ); and
• Any additional requirements established by the individual program ( e . g ., GPA , experience ).
2 . Passing a written assessment of teaching foundations adopted for this purpose by the Commission , currently the National Evaluation Series Assessment of Professional Knowledge ( APK ).
See CTC , page 4
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BILLS Continued from page 1
have been introduced in the state Capitol to try to head off the sudden emasculation of unions due to a massive loss of fees . Following is a list of bills ACSA is following closely .
The ACSA Legislative Policy Council has maintained a stance of neutral on many of them , until we see how the U . S . Supreme Court rules on the Janus case . Unless otherwise noted , the official stance on these bills for now is therefore neutral .
AB 1937 ( Santiago ): Standardizes payroll deduction for certificated employee union dues .
According to the official bill analysis , supporters generally state that with the number of collective bargaining statutes covering public employers and their respective employees , the rules for payroll deductions being standardized is sensible towards ensuring that all involved parties
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are aware of the same process , among other comments similar to those of the author .
AB 2017 ( Santiago ): Prohibits public employers from deterring or discouraging prospective public employees from becoming or remaining members of an employee organization .
AB 2049 ( Gonzalez Fletcher ): Standardizes payroll deduction for classified employee union dues and all other public employees .
The bill analysis states that according to the author , “ Assembly Bill 2049 will correct an inconsistency in statute by extending to classified employees of school districts and employees of community college districts the same union membership dues processing requirements that currently exist for teachers . The bill would also create a clear process for an employee to revoke their membership with the union by adding a five-day notice to the exclusive representative in the event that an employee decides to revoke their membership from the
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union .”
AB 2154 ( Bonta ): Expands and uniformly applies time off without loss of compensation to public employees who are involved in collective bargaining and other union activities .
The proposal is very problematic for schools who tend to have a constant flow of employees being hired year-round , so providing many separate occurrences of release time is challenging and disruptive to the education environment .
The bill analysis shows that opponents express common concern regarding this measure in relation to new employee orientation which took effect in June 2017 .
Opponents state that , “… we view Assembly Bill 2154 as unwinding this carefully crafted and recently enacted agreement by requiring employers to give release time to employees who serve as the exclusive representative at new employee orientations .” Opponents state that the frequency and duration of new employee orientations varies among employers and that under this measure , “… any number of employees could be granted two to three hours per month of paid time to complete duties on
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behalf of their unit .” ACSA is opposed to this bill .
SB 1085 ( Skinner ): Is a placeholder for the unions to use after the Janus decision is delivered to narrow its application in California .
AB 2160 ( Thurmond ): Adds part-time playground employees to the classified union in merit districts .
AB 2261 ( Friedman ): Adds community representatives in advisory or consulting capacities to the classified union in merit districts .
AB 2970 ( Cooper ): Amends the public employee orientation law to require the time , date and place of orientation to be kept confidential to other than employees or the exclusive representative . ACSA is opposed to this bill .
AB 3121 ( Kalra ): Extends privileged communication protection to a represented employee or former employee and their exclusive representative .
ACSA is opposed to this bill .
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