4 EDCAL October 22, 2018
CTC
Continued from page 2
Each VTW application is evaluated by
CTC staff on a case-by-case basis to deter-
mine if the applicant meets the require-
ments for issuance (or reissuance); deter-
mine what requirements the applicant still
needs to complete to qualify for the associ-
ated credential, certificate, permit, or autho-
rization; and determine whether or not
the remaining requirements can reasonably
be completed in one year. Determining
whether a subsequent VTW will be issued
depends on the type of VTW held.
CTE workgroup
In recent years, stakeholders have
expressed to the California Department of
Education and the CTC the desire to work
collaboratively to find creative and effective
solutions that would address some of the
chronic and persistent challenges within the
myriad of CTE options for California’s stu-
dent population in a 21st century economy.
These challenges include not only the need
for more fully prepared educators, but also
the number and type of courses offered,
funding pathways, and ensuring that CTE
is integrated into the larger school environ-
ment.
CTC staff initiated collaborative efforts
SAFE SPACE
Continued from page 3
ating a sense of connection and a sense of
the ability of people to talk to one another,”
Dorn said. “That can protect us from many
types of things.”
The entire picture of what’s really going
on inside and outside of the school walls
won’t be clear until all students are heard,
including the introverts, the disenfran-
chised, the angry and the hurt.
But this kind of conversation isn’t easy to
accomplish, as scale alone makes it a monu-
mental task. The unfolding discussions will
likely be uncomfortable at times, but if the
kids aren’t part of the discussion, adults can
only ever be partially aware of what’s hap-
pening.
Creating a safe space
Overcoming the challenge of scale,
remaining undaunted by potential discom-
fort, and recognizing the need, California’s
Mountain View Whisman School District
with the California Comprehensive Center
at WestEd and CDE to create a CTE work
group for the purpose of identifying solu-
tions that will help strengthen and improve
the viability of CTE programs.
From these meetings, a Theory of Action
has been developed to help focus the efforts
of the work group, as well as a timeline
to keep all parties appraised of next steps.
Theory of Action focuses on what is needed
to create and operate a successful work
group that will explore solutions surround-
ing CTE issues. The core functions of the
work group will address major questions,
analyze data and current policies, gather
feedback, and create draft recommenda-
tions. The desired outcomes from this effort
include a reduction of CTE teacher short-
ages, continued collaboration and align-
ment between CDE and the Commission,
and expand high quality CTE programs
throughout the state.
CTC staff is acutely aware of the need to
involve a broad range of stakeholders on the
work group by widely distributing applica-
tions and a call for prospective members
for the work group. The timeline for this
endeavor anticipates the work group con-
vening at the beginning of 2019 and com-
pleting its draft recommendations by May.
Stakeholder input on the draft recommen-
dations would be sought at various times
throughout the process. A report outlining the challenges, recommendations, and the
rationale for the recommendations would
be drafted in the summer 2019, with the
final report presented to the Commission
and the corresponding leadership within the
CDE in fall 2019.
found a way to host a sound dialogue on
school safety.
Although there has been no violence
in the district, leadership took a proactive
approach and engaged its whole community
in an open discussion. Because this is such a
delicate topic, the MVWSD team decided
to launch a Thoughtexchange that let the
community confidentially share and collec-
tively prioritize their concerns in an online
space before they were invited to carry the
dialogue forward at a town hall meeting.
The exchange was more tightly moderated
than other topics often are to ensure the
dialogue remained both safe and productive.
When Ayindé Rudolph, superintendent
of MVWSD, asked his community “What
are some important things for us to consider
as we work to ensure our schools are safe
places for all students to learn?,” he learned
that what was important to parents differed
from what mattered most to students.
For example, while parents expressed
concerns about safety training, middle
school students indicated safety drills are
important to them. As one student shared: “We should practice more of those types
[of lockdown drills] because we don’t know
who’s next.”
Throughout the exchange, MVWSD
students offered rich and varied perspec-
tives. They talked about school facilities
and transportation, drills, cameras, visitor
checks, student behavior and discipline,
mental health support, and school culture.
According to Rudolph, a safety discus-
sion, including students became a “power-
ful moment” for his district, and not the
emotionally charged ordeal many leaders
anticipate.
Master
Schedule Training
December 4, 2018 | Sacramento
December 11, 2018 | Oakley
January 10, 2019 | San Diego
REGISTRATION (and additional dates)
https://goo.gl/7FZnPr
A Day in the Life of
a Co-Administrator
December 14, 2018 | Victorville
February 7, 2019 | Sanger
REGISTRATION (and additional dates)
https://goo.gl/AHesT1
The Skillful
Certifi cated Evaluator
December 6, 2018 | Sacramento
January 9, 2019 | Ontario
February 27, 2019 | San Jose
REGISTRATION (and additional dates)
https://goo.gl/n2SPEm
Alternative routes
All programs, including intern programs,
are required to meet uniform standards of
program quality and effectiveness including
instruction in pedagogy, supervised teaching
experiences, and assurances that prospective
teachers meet the Teaching Performance
Expectations. Intern programs, the most
frequently used alternative, are designed to
provide formal teacher preparation to quali-
fying individuals who serve as the teacher of
record and are paid a salary by the district.
Interns benefit from a close linkage between
their teacher preparation and classroom
experience as they are able to immediately
put newly acquired skills and knowledge
into practice in the classroom. California
offers two types of intern programs, those
offered by universities and those offered by
districts/county offices.
• University intern programs: Provide
one or two-year internships leading to basic
teaching credentials, specialist teaching cre-
dentials, and/or service credentials.
• District intern programs: Two- or
three-year programs operated by local
school districts, charter organizations, or
Nurturing connection
It’s clear that students see and experi-
ence what adults sometimes don’t, espe-
cially when it comes to day-to-day life and
culture. Their perspectives offer an insider
view. As one middle school student com-
mented, “Everyone is different. Students
can’t be themselves, and sometimes they can
get discouraged or put down by other stu-
dents with hurtful comments or jokes that
hurt deep down.”
county offices of education in consultation
with accredited colleges and universities.
District intern programs must meet the
same standards of program quality and
effectiveness as university sponsored intern
programs.
All intern programs, up to three years in
length, are required to provide each intern
with the support and assistance of a men-
tor teacher or other experienced educator.
School districts, as well as county offices of
education, collaborate with local universities
in the planning and implementation of pro-
fessional instruction, support, supervision,
and assessment of interns.
Program oversight
Since the adoption of the first
Accreditation Framework in 1993, the CTC
has maintained a comprehensive accredita-
tion system that includes regular, rigorous
reviews of the colleges and universities,
school districts, county offices of educa-
tion, and other entities that prepare educa-
tors for California’s public schools. Under
the Commission’s accreditation system,
institutions are required to meet Common
Standards that apply to all educator prepa-
ration programs, as well as specific program
standards of quality and effectiveness that
apply to each educator preparation program.
For more, please go to www.ctc.ca.gov.
Student demonstrations and walkouts
have sent a clear message to the policymak-
ers: the kids are well past the point of being
talked about and at.
Despite significant criticism, student
activists like David Hogg of Marjory
Stoneman Douglas High School have
brought an impressive level of civility and
clarity to the issue that many adults have
not been willing or able to reach.
As the discussion, awareness and dem-
onstrations continue, safe and open engage-
ment and direct action become increasingly
more critical. It may not be possible to com-
pletely erase fear around school safety, but
opportunities for students’ voices to provide
input will help mitigate the anxiety while,
at the same time, nurture feelings of confi-
dence, security, and connection.
Thoughtexchange is part of the ACSA
Partner for Purpose program. If you have
questions about their product and services,
please contact K-12 Business Development
Strategist Heidi Baker at heidi.baker@though-
texchange.com.
Negotiators’ Symposium offers powerful learning
ACSA’s Negotiators’ Symposium is one of the most powerful professional develop-
ment events put on by the Human Resources Council. Sessions offered by some of
the best attorneys and practitioners in the state will help to provide you and your
team with the critical and timely information you need from the state budget release.
This will provide a solid footing to begin addressing the challenges that we all face.
This event is aimed toward all negotiators – from those who are just getting started
to the seasoned. A variety of levels of approaches and frameworks will be featured
to ensure you leave equipped with new negotiating resources, tools and ideas. The symposium will also feature more than 50 dynamic attorneys and many HR col-
leagues to help guide, inform and captivate in the sessions they provide.
The 2019 symposium is ACSA’s first negotiators‘ event since the U.S. Supreme Court
ruled in the Janus vs AFSCME case regarding union agency fee dues. The Janus
decision continues to reverberate and generate questions, and in some cases, labor-
management relations have become more challenging. Schools are seeking guidance
moving forward in the post-Janus world and looking for ways to maintain positive
relationships through negotiations. Planning committee members Cindy Frazee, associate superintendent in San
Dieguito Union High School District, and Darvin Jackson, assistant superintendent
in Monrovia USD, are especially looking forward to the variety of sessions slated
to provide the essentials for teamwork and collaboration to keep us focused on
negotiations that support our students. “We have already been hearing from human
resources administrators regarding the Negotiators‘ Symposium. We have been
asked to make sure to include workshops on building positive relationships and
negotiating in a post-Janus environment,” Frazee said.
The Negotiators’ Symposium takes place Jan. 23-25 in San Diego. Invited as feature
keynote speakers, but not yet confirmed, are Katie Sowers, the second full-time
woman assistant coach and only current active woman assistant head coach of
an NFL team, and John Gray, CEO of School Services of California. We will also
hear from a lead attorney from Lozano Smith during a general session on education
specific negotiation tools.
The general sessions offer attendees an opportunity to hear lessons from individuals
who have had to “negotiate through adversity” to receive desired outcomes. Keynote
presenter John Gray is always a highlight.
“John comes to our event shortly after the release of the governor’s preliminary bud-
get,” said Tom Stekol, president of the state Human Resources Council and assistant
superintendent of Human Resources for Redondo Beach USD. “He is great about
setting the stage for our budget challenges and the opportunity to spend some time
asking him specific questions afterwards is so valuable.”
One of the best parts of any large conference is networking with like-minded col-
leagues and the Negotiators’ Symposium is no exception. Between lunches and
afternoon receptions there are ample opportunities to get to know new colleagues
and exchange knowledge and stories. These times are also excellent for networking
with the many negotiations experts presenting at the conference.
Stekol said he too is looking forward to the conference. “The timing is perfect, right
after the 2019 state budget is released, when we are preparing and/or continuing
negotiations. The Council understands all too well how difficult it can be to get away
for three days, but this conference will set negotiators up to learn, network, and
improve upon your negotiating skills,” he said.
The Symposium also affords an opportunity to recognize exceptional negotiations
skills which have been demonstrated by an individual over the past year. The
Negotiator of the Year award is presented annually at this event to an ACSA mem-
ber who has been nominated by his or her superintendent, district negotiating team
members, and/or current HR Council Members for exemplary negotiations skills.
The nomination may be for negotiations which have taken place at the local district,
regional, and/or state levels. We are now accepting nominations for this award, and
encourage you to submit one. For further information, selection criteria and nominat-
ing procedures, please visit www.acsa.org/negotiatorssymposium.