EdCal EdCal v49.27 5/6/19

Education California | The official newspaper of the Association of California School Administrators Volume 49 | Number 27 | May 6, 2019 State divided on charter schools A majority of Californians support teacher strikes and more funding for edu- cation, but Californians are evenly split on how they feel about charter schools, according to results from a statewide sur- vey released April 24 by the Public Policy Institute of California. Californians hold mixed views on char- ter schools, with 49 percent of adults in favor and 46 percent opposed. Support is somewhat higher among public school par- ents, with 59 percent in favor and 38 per- cent opposed. Across racial/ethnic groups, Latinos (51%) and whites (50%) are more likely than Asian Americans (43%) and African Americans (36%) to favor charter schools in general. Overwhelming Read the full majorities (75% report at bit.ly/ adults, 81% public PPIC2019CAEd school parents) say it is very important or somewhat important for parents in low-in- come areas to have the option of sending their children to charter schools. However, 64 percent of adults and 75 percent of public school parents say they are very con- cerned or somewhat concerned about char- ters diverting state funding away from tra- ditional local public schools. Majorities of adults across all regions express this view, with those in Los Angeles (71%) being the most likely to express concern. “Charter public schools get mixed reviews,” said Mark Baldassare, PPIC pres- ident and CEO, in a press release. “Many Californians say it is important to have the option of a charter school, but there are concerns about the fiscal impacts on tradi- More online Sisterhood Leadership Symposium. The Sisterhood Lead- Senate Education Committee Chair Connie M. Leyva, center, casts a no vote on SB 328 during the com- mittee’s hearing on April 24. ACSA Governmental Relations staff testified at the hearing in opposition to the bill, which would prohibit middle and high schools from starting the school day before 8:30 a.m. Bill to push back school start times advances Despite ACSA and several other education groups expressing opposi- tion, the Senate Education Committee voted April 24 to advance Senate Bill 328 (Portantino), which would prohibit middle and high schools from begin- ning the school day before 8:30 a.m. ACSA Governmental Relations advocates testified in opposition to the bill, which now advances to the Find a summary appropriations com- of all the bills mittee after a 4-2 ACSA is follow- vote. ing. Page 3 Proponents of the bill cite research that shows sleep depri- vation negatively affects educational outcomes in areas such as attendance, discipline and test scores. Inside After doing her own research, Sen. Connie M. Leyva, D-Chino, the Chair of the Senate Education Committee, cast a no vote on the bill that she sup- ported last year. “As the bill was presented in the Senate Education Committee, SB 328 would have likely created several unintended consequences, including impacts in terms of cost and also equity concerns for working and single parent families. School districts in California are already able to implement later school start times and I do not believe that a one-size-fits-all approach for the entire state is appropriate,” Leyva said. According to the Centers for Disease Control and Prevention, other remedies for sleep deprivation in teens include educating families on the importance of See SB 328, page 3 See SURVEY, page 4 CTC updates Education Specialist credentials The April meeting of the California Commission on Teacher Credentialing was attended by ACSA CTC Liaison Doug Gephart. This is part 2 of his report. For part 1, see the April 29 edition of EdCal. Following extensive input from myri- ad stakeholders over an extended period of time, CTC commissioners adopted updated authorization statements for Mild to Moderate Support Needs Credential, Extensive Support Needs Credential, Early Childhood Special Education Credential, and the Early Childhood Special Education Added Authorization. Commission staff will begin the reg- ulatory process to implement the revised authorizations for teachers who will be prepared for these credentials and added authorization in the future. As part of the regulatory process, specific dates will be identified when candidates completing an Education Specialist teacher preparation program will earn the revised Education Specialist credential and authorization, consistent with the program transition and implementation timeline presented below. As part of the next steps process, CTC staff will also develop and distribute an implementation timeline for the teacher preparation programs. Historically, pro- grams have been given two years to review and update their current programs when the commission adopts new program stan- dards. A transition plan will be required from each approved teacher preparation program in 2020 to ensure that all pro- grams are in the process of carefully con- sidering any modifications and to provide the commission with information about where to best focus technical assistance for the field during the transition process. ership Symposium, co-sponsored by ACSA, CAAASA and CALSA, will be May 18 in Alhambra. This inclusive space brings together women in the education profession, women in lead- ership positions, and women leaders seeking to advance their career for a one-day event focusing on leader- ship, diversity and empowerment. It is designed to honor and value the diverse and rich strengths that make women bold and courageous leaders for the students and communities they serve. Cost to attend is $85 for ACSA/CAAASA/CALSA members and $100 for non-members. For more information or to register, visit www. acsa.org/sisterhoodsymposium. New Supes Seminar. Regis- tration is now open for ACSA’s New Superintendents Seminar Series. The program provides first and second year superintendents with a cohort of colleagues in a yearlong program of five, two-day workshops. NSSS allows new superintendents to tackle current issues in a confidential and supportive setting with the guidance of experienced, successful superin- tendents. Topics include board/super- intendent relations, negotiations, goal setting, evaluations, culture building and leadership. Registration is $1,900 for ACSA members and $2,900 for non-members, with discounts for registering before Sept. 1. Visit www. acsa.org/NSSS. California Implementation Conference. CTC is offering two California Implementation Confer- ences for Preliminary Administrative Services Credential faculty and instructors. This is an opportunity for the PASC preparation faculty to gather and discuss best practices in supporting candidates for the CalAPA. The Southern California conference is from 9 a.m. to 4 p.m. May 17 at the Riverside County Office of Education in Riverside. The Northern California conference is from 9 a.m. to 4 p.m. May 22 at William Jessup University in Rocklin. To register, visit http://bit. ly/2GuJ0hQ. See CTC, page 5 AAPI administrators address the ‘bamboo ceiling’ at equity network Periodicals Dated Material Since 2016, ACSA has been hosting equity networks for African American, Latino, Asian American and LGBQT members. The events are part of ACSA’s larger equity vision and align with ACSA’s mission statement to be “the driving force for an equitable world-class education sys- tem, and the development and support of inspired educational leaders who meet the diverse needs of all California students.” Such an event occurred recently for ACSA Asian-American and Pacific Islander members in partnership with San Francisco USD’s Asian American Administrators Association, where central and site leaders from ACSA Regions 2, 4, 5 and 6 gathered to share their personal stories and engage in discussions about navigating specific road blocks to their success. Asian American and Pacific Islanders lead with a style that is different from the American cultural norm. As a result, they are often overlooked as effective leaders. A Harvard study of the National EEOC Workforce Data showed that Asian Americans are the least likeliest group See AAPI, page 2