8 EDCAL March 25, 2019
CTC
Continued from page 1
past two years. Guthrie is supported by
ACSA.
Modified teaching requirements for
out-of-state administrators
Administrators are required to have five
years of teaching experience before they can
earn a California Administrative Creden-
tial, including any out-of-state adminis-
trator. However, with very few exceptions,
most other states only require three years of
teaching experience. The increased expe-
rience requirement in California creates a
potential barrier for out-of-state prepared
administrators seeking certification.
Under the current regulations, an out-
of-state credentialed administrator with
less than five years of teaching or services
experience would be required to return to
the classroom (or services position) for one
or two years to satisfy California’s five-year
experience requirement, regardless of the
number of years the individual was em-
ployed in an administrative position. The
CTC amended their regulations to allow
out-of-state administrative experience to
satisfy up to two years of teaching/services
experience thereby eliminating a potential
barrier prohibiting out-of-state administra-
tors from serving in California.
Modification of Subject Matter
Preparation programs
The Commission has developed a
comprehensive set of subject matter re-
quirements that define the subject matter
competence required for each of its general
education teaching credentials. Demonstra-
tion of subject matter competence may be
done by passing an examination of subject
matter knowledge via the California Sub-
ject Examinations for Teachers or complet-
ing a Commission-approved subject matter
preparation program. Candidate failure
to pass these exams occasionally delay or
even prohibit credential candidates from
receiving a teaching credential because they
fail one or more components of a subject
matter exam.
Commissioners approved a modification
to the existing subject matter equivalency
process to enable a program route option
for candidates who may have been unsuc-
cessful in passing one or more subtests of
the CSET. This modification would allow
Commission-approved subject matter
preparation programs to grant equivalency
for program coursework that addresses the
CSET subject matter requirements.
CTC 2019 priorities
The vast majority of Commission staff
work is focused in three programmatic
divisions – Professional Services, Certi-
fication and Professional Practices. The
Commission has undertaken a number of
initiatives in the last seven years to update
and increase efficiency in all areas of the
agency’s work and to increase access and
efficiency for the Commission’s “clients”
and stakeholders. In recent years the CTC
has undertaken a number of ongoing proj-
ects to raise standards, align certification
practices and re-examine past practices.
These include: Implementation of the
updated accreditation system, credentialing
in Career Technical Education, develop-
ment of performance assessments, improv-
ing assignment monitoring, review of the
RICA Examination, development of Pupil
Personnel Services Credential Standards,
Education Specialist credential restructur-
ing, and development of Early Childhood
Education standards and requirements.
New priority areas of work that will be
initiated in 2019 include the following:
• Development of new credentials in
Theater and Dance.
• Review of subject matter testing.
• Development of a new Teaching Per-
formance Assessment in Special Education.
• Piloting a process for recognizing
exemplary programs.
• Working with the Attorney General’s
Office and stakeholders to restructure the
Commission’s educator discipline process.
Proposed 2019-20 budget
The Commission is a special‐fund agen-
cy supported entirely by fees. The Budget
Act of 2013 allowed the CTC to recover
costs for the approval of new programs and
extraordinary accreditation activities, and
the Budget Act of 2014 included additional
authority to assess an annual accreditation
fee to offset normal operating costs. Gov.
Gavin Newsom’s administration has pro-
posed the following for the CTC’s 2019-20
budget:
• A total operating budget of
$29,615,000;
• $5,591,000 to help support the Attor-
ney General’s discipline workload.
• $1.235 million to support the devel-
opment of a Special Education Teaching
Performance Assessment.
• Total authorized permanent posi-
tions of 144.6, which is an increase of 1.0
position.
Commission staff will be working with
the Legislature, new administration and
the Department of Finance throughout the
spring to discuss solutions to staffing needs
in the Division of Professional Practices
and the Certification Division.
Proposed addition to Title 5
Periodically an applicant for a credential
may be denied the credential for failure
to complete all of the required steps or
documentation without the Commission’s
knowledge that the applicant is a qualified
individual with a disability. In order to
increase transparency and ensure all appli-
cants have the same opportunity to earn a
credential, the CTC is seeking to amend
Title 5 to clarify “how” the Commission
will address the needs of applicants with
qualified disabilities.
Upon receipt of a request for reasonable
accommodation from an individual with a
disability or medical condition, the Certi-
fication Division shall promptly approve
the request unless, after conducting an
individualized assessment and engaging in
an interactive process with the applicant,
the Division determines that there is an
alternative, equally effective reasonable
accommodation. The Division shall give
preference to the applicant’s requested
accommodation. The Division may deny
reasonable accommodation only if it would
fundamentally alter the nature of the Com-
mission’s services, programs or activity.
Child Development Permit guidelines
The current Child Development Permit
structure is based largely on seat time,
course units, course titles and sequences.
The Performance Expectations approved
by the Commission describe the set of
professional knowledge and skills that
would be expected of a beginning level
Child Development practitioner relative to
the permit level sought by the candidate.
Child Development Performance Expecta-
tions are written to define the competencies
for earning a particular Child Develop-
ment Permit but they do not define how a
preparation program structures its program
offerings or selects and organizes its course
content to help candidates achieve these
expectations.
Based on analyses of all of the feed-
back, stakeholders from the field would
like to see greater emphasis in the four sets
of job role-related competencies (Assist-
ing, Teaching, Mentoring/Coaching, and
Administrating) and around five key areas:
Dual language learners, social-emotional
development, the importance of play as
learning, working with families and the
community, and children ages 0-5 with
special needs.
The revised draft Performance Expec-
tations address these key areas, as well as a
range of other areas supported by research
as skill areas that are associated with suc-
cess in school. It is also worth noting that
the structure of the Child Development
Permit is unique among the Commission’s
other licenses. The CTC has no other
credential or permit that is issued based on
developmental stages of specific job roles
such as Assisting, Teaching, Mentoring/
Coaching and Administrating.
While Gov. Newsom has identified
Early Childhood Education as a signifi-
cant area of focus for his administration,
it should be obvious to all concerned that
the cost of these program improvements
will ultimately create a major demand for
greater infusion of funding to increase
compensation and benefits for Early Child-
hood Teachers. Adopting new standards
for the preparation and licensure of early
childhood educators is part of this larger
and more comprehensive effort and could
be very useful as other initiatives, statutory
changes and investment strategies are con-
sidered by the policy community.
Revised Pupil Personnel program
standards
Commission staff hosted a PPS work-
group during five two-day meetings held
in October 2017, and January, March, June
and September 2018. The work group
focused on preparing candidates for the
expectations and responsibilities related to
issues and concerns in today’s schools. To
do so, the work group reviewed the current
set of program standards, other professional
standards, and recent changes in the field.
During the meetings, each specialty
group reviewed and provided feedback
on the draft standards and performance
expectations developed by the other two
specialty groups. Field surveys were con-
ducted to gather and incorporate broader
stakeholder feedback on the draft standards
and performance expectations. This work
helped identify what changes were needed
to specialty area requirements, as well as
helped determine what knowledge, skills,
and abilities a candidate should have in the
new Performance Expectations.
CTC staff will now reach out to the
field for final input and consider any addi-
tional proposed modifications.
Commission’s program surveys
The Commission has developed and im-
plemented a number of program completer
surveys, as well as a survey of master teach-
ers and of employers as part of the work to
strengthen and streamline the accreditation
system. Work on the CTC’s set of surveys
began with the initial convening of the
Surveys and Outcomes Data Taskforce
Group in 2015. The group’s charge was to
draft brief but focused surveys that can be
completed quickly by program completers
and others to maximize accuracy of results.
There are nine surveys currently being
administered by the Commission:
• Preliminary Multiple Subject Com-
pleter.
• Preliminary Single Subject Completer.
• Preliminary Education Specialist
Completer.
• Preliminary Administrative Services
Completer.
• Clear/Induction Multiple Subject,
Single Subject and Education Specialist
Completer.
• Clear Administrative Services Com-
pleter.
• General Educator Completer.
• Master Teacher.
• Employer.
As the Commission works to fully
implement surveys in its accreditation
system a number of issues will need to
be addressed. These include, but are not
limited to, how to interpret and use survey
findings with small programs that have
few responses, transparency of data, and
under what circumstances the data should
be made available on public websites and
dashboards. CTC staff, in collaboration
with the Committee on Accreditation, will
continue to monitor and address these and
other data-related questions.
Continued from page 7
program specialist
✪ Escondido Union School District—Program Specialist ADA 16,700 San Diego.
Salary: $103,349 - $129,068. Under the direction of the Assistant Superintendent of
Student Support Services or designee, the Program Specialist provides coordination,
planning, consultation and assistance to special education staff and is responsible for
effective educational opportunities for all pupils referred to the Individualized Education
Program Team. Please include special education teaching experience in your Resume
and Letter of Introduction. Apply at: www.edjoin.org/Home/DistrictJobPosting/1150731 to
view additional information and submit all listed attachments with the application.
assistant/vice principal
✖ Liberty Union High School District—Assistant Principal Contact: Debbie Matteson,
Certificated Personnel Analyst. 20 Oak Street Brentwood, California 94513. 2019-2020
School Year.Salary Range: $109,311-$129,936. Work Year: 210 Days. Apply Online: www.
edjoin.org. Application Deadline: March 29, 2019 @ noon.
✖ Soquel Union Elementary School District—Assistant Principal Salary Range:
$86,613 - $100,407. Work Days 205. Application Deadline: April 8, 2019 at 5:00
p.m.Contact: Janine Blaesser, Personnel Department at [email protected]. 620
Monterey Ave., Captiola, CA 95010. Phone (831) 464-5633. Apply online at EdJoin: www.
edjoin.org/suesd.
Sunnyvale School District—Elementary Assistant Principal (2019-2020 school year)
Salary: 11 months/211 days. Salary Range: $117,677 - $160,902/including MA. Excellent
Management Benefit Package. Qualifications: Valid CA Administrative Services Credential.
Master’s Degree in Educational Administration. 4 years Teaching Experience. Bilingual.
Candidates Encouraged to Apply. Contact: Laura Di Pol, [email protected] 408-522-
8200 x1033. Apply online at: https://sesd.tedk12.com/hire/index.aspx.
coordinator
✖ Liberty Union High School District—Special Education Coordinator Contact:
Debbie Matteson, Certificated Personnel Analyst. 20 Oak Street Brentwood, California
94513. 2019-2020 School Year. Salary Range: $101,240 - $120,344. Work Year: 210 Days.
Apply Online: www.edjoin.org. Application Deadline: March 29, 2019 @ noon.
other certificated
✪ Woodlake Unified School District—Alternative Education Administrator/Principal
2019/2020 School Year. Bravo Lake Continuation High School; Community Day School
& Independent Study. Salary Range: $99,476 to $107,125. Valid Clear Administrative
Services Credential; Valid California Single Subject Teaching Credential; Master’s degree,
desirable. Spanish speaking preferred but not required. To apply, please visit EdJoin:
www.edjoin.org/Home/DistrictJobPosting/1148618.
other classified
✪ Bonita Unified School District—Director of Transportation Director of Transportation
is a management level position within the business services division under the direction
of the Assistant Superintendent, Business Services. The incumbent exercises discretion
in supervising the day-to-day activities of the District transportation department. The
Director of Transportation supervises and evaluates the transportation department staff,
has regular visible contact with parents and community.