8 EDCAL January 14, 2019
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assistant/vice principal
✪ Santa Barbara Unified School District—Assistant Principal, High School 2019-20
School Year ADA 14,000+, Apply by 2/25/19 at https://www.sbunified.org/departments/
human-resources/employment/openings/#management, $109,120.56-$123,133.08/yr, 215
days. Interview date: 3/15/19. Contact person: Shawn Carey, Assistant Superintendent of
Secondary Education, (805)963-4338 ext. 6212, [email protected]
coordinator
✪ Oakley Union Elementary School District—Extended Day Learning Center
Coordinator The Extended Day Learning Center Coordinator directly supervises the
employees and instruction of kindergarten through fifth grade students in the Extended
Day Learning Center Program. Required: Teaching credential and Administrative Services
credential. Salary: $86,392-$104,063 per year + $1,200 stipend for MA or $1,600 for
Doctorate and $1,200 for state license. 205 days (12 month work calendar) Contact:
Tammi Lauderdale, HR Specialist. email: [email protected]. Deadline:
January 20, 2019 at 4:00 p.m. Please visit www.edjoin.org for application and additional
information.
CTC
Continued from page 3
mediate prior to formal site visit in the fall.
Common standards review
Institutions are organized into cohorts
that are reviewed in overlapping schedules.
In Year 5 of the cycle, program sponsors
submit specific documentation that indi-
cates alignment with the CTC’s adopted
Common Standards. Reviewers examine
the documentation to determine initial
alignment.
Site visits
In addition to determining whether
standards are met, the purpose of the site
visit is to evaluate the extent to which the
program is effectively implemented.
Purpose 1. Ensure accountability to the
public and to the profession with publicly
held meetings.
Purpose 2. Ensure program quality by
verifying that institutions addressed stipu-
lations and provide technical assistance as
appropriate.
Purpose 3. Ensure adherence to stan-
dards.
Purpose 4. Foster program improve-
ment.
CTC-administered grant programs
The Commission initiated legislative
and the governor supported five state-fund-
ed grant programs with the sole purpose of
chipping away at critical teacher shortages.
Three of the five programs focus primarily
on new teacher development: California
Classified School Employees Teacher
Credentialing Program; Integrated Teacher
Preparation Program; and California Cen-
ter on Teaching Careers/CalEd. The other
two programs focus on teacher recruitment,
retention, and support:
• Teacher Residency Programs.
• California Classified School Employ-
ee Teacher Credentialing Program.
The Legislature approved $45 million
for two separate rounds of funding for
the California Classified School Employ-
ee Teacher Credentialing Program: $20
million in 2016 and an additional $25
million in 2017. This program provides up
to $4,000 per participant, per year, for up to
five years. Annually, the funding provides
for 2,250 annual participant grants.
Integrated Teacher Preparation
Program
The Legislature authorized $10 million
for the Integrated Teacher Preparation Pro-
gram. Enabling legislation mandated that
the Commission give priority to proposals
for the establishment of four-year integrat-
ed programs that (a) produce credentialed
teachers in the areas of special education,
math, science, and/or bilingual education;
and (b) partner with a California Commu-
nity College to develop a four-year inte-
grated program of professional preparation.
To analyze the impact of the Integrated
Program, the legislation requires grantees
to provide the CTC with program and
outcome data for at least three years after
receiving the grant.
California Center on Teaching
Careers
The Tulare County Office of Education
was awarded a one-time grant of $5 million
to establish the Center following the com-
petitive grant process implemented by the
CTC. The Center’s mission is to provide
collaborative leadership on a statewide level
through seven regional satellite centers
(county offices of education from lead office
Tulare, Riverside, San Diego, Los Angeles,
Sonoma, Ventura, and Shasta) dedicated to
increasing the teacher workforce.
Certificated assignment monitoring
Assignment monitoring reports pro-
vide data collected by the Commission on
Teacher Credentialing from the county
offices of education and address the assign-
ment/mis-assignment of teachers. Districts
have a limited timeframe, 30 days, to reme-
dy the mis-assignment, which would result
in removing the teacher from assignment
and assigning an appropriately creden-
tialed teacher to the group of students. This
assumes of course there are credentialed
teachers available. Typically, the solution
is to work with the mis-assigned teacher
to apply for some form of an emergency
credential or receive formal board approval
to continue teaching in the assignment. All
emergency credentials require the teacher
to demonstrate evidence of progress toward
earning the appropriate credential. Failure
to show evidence of progress results in the
teacher being restricted from teaching in
the assignment.
Selected findings are provided below:
• Overall increase of 16 percent in iden-
tified teaching mis-assignments for schools
ranked in Deciles 1, 2 and 3 (based upon
2012 base API) when comparing the same
school sites between 2015-16 and 2016-17.
While there was an increase between the
two years, the total number of mis-assign-
ments remains less than 3 percent of the
total teachers monitored.
• Special education represented the
largest number of teaching mis-assign-
ments by type in both years in schools
ranked in the lowest three deciles. While
special education mis-assignments accounts
for over 30 percent of all assignments-as-
signments, the number of special education
mis-assignments identified for these two
academic years is still significantly lower
than the total number of special education
mis-assignments in 2011-12 when these
same school sites were first reviewed.
• English learners, representing less
than one percent of the teachers who were
reviewed, have been significantly reduced
due to the Williams court decision yet
their remains a gap with appropriately
credentialed teachers working with English
Language Learners.
The state has revised its accountability
system, however, this change has resulted
in the same school sites being monitored
annually since 2012. The Education Code
would need to be amended legislatively in
order for future assignment monitoring
reports to discontinue the use of the API
and begin using the revised accountabil-
ity system. This is highly unlikely due to
political pressure from English Language
Learner and Special Education advocates.
It is important to note that the teaching
other
✪ Rincon Valley Union School District—Superintendent ADA 3,000, Pre-K - 8,
(Sonoma County) - Competitive Compensation Package (C) Dr, Scott Mahoney, Advisor,
1000 Yulupa Avenue, Santa Rosa, CA 95405; (707) 953-3434; MahoneySearches@gmail.
com; Deadline February 6, 2019, Start July 1, 2019.
✪ Small School Districts’ Association—SSDA Executive Director Responsible for
overseeing administration, implementing programs, and following the strategic plan/
mission of the organization. Salary: Competitive and negotiable. Deadline: February 28,
2019 - 5:00 p.m. More information: Debra Pearson (530) 415-1152 (cell); (916) 662-7212
(office); [email protected]; www.ssda.org/jobs.
More resources...
Online job postings: careers.acsa.org/jobs
Career resources:
careers.acsa.org/jobseeker/resources
mis-assignment totals in 2011-12 (8,338)
and 2012-13 (5,051) when these specific
school sites were first reviewed were signifi-
cantly higher than the current year totals.
Less than three percent of the total teachers
monitored were identified as mis-assigned.
This significant downward trend since these
school sites were monitored in 2011 meets
the intent of this focused annual monitor-
ing. full credit on district salary schedules upon
employment. These efforts include clarify-
ing these units through modifications to
the program completer transcripts high-
lighting the “post graduate” units for easier
editing by credential technician staff within
school districts, development of a letter of
clarification from the university, and notices
in EdCal to inform ACSA stakeholders of
the pending problem.
Intern program early completion Child Development Permit
When the Early Completion Option
was initially enacted through legislation,
there were no performance assessments
in use in California. There are now three
teaching performance assessment models
available:
• CalTPA-developed by the Commis-
sion.
• edTPA-developed by the Stanford
Center for Assessment, Learning and Eq-
uity (SCALE).
• Fresno Assessment of Student Teach-
ing developed by California State Universi-
ty, Fresno.
Consequently, the Education Code
must be amended to align with the Early
Completion Option. The CTC is prepared
to propose legislation to align the Educa-
tion Code to the Early Completion Option
as follows:
1) Delete the section of the Education
Code that specifies what the intern pro-
grams are required to do until a TPA has
been developed.
Rationale: The TPA has been developed
and is a requirement for all Preliminary
Multiple and Single Subject candidates
so this portion of the code is no longer
needed.
2) Amend the section of the Education
Code to clearly state that once an indi-
vidual passes the entry level assessment
the individual must continue to take the
coursework and be supported and super-
vised as any other intern is until the TPA
has been passed.
Rationale: This will allow implementa-
tion of the Commission’s direction that all
interns must continue to take coursework
and be supported and supervised until the
time that the intern has demonstrated that
he or she is ready for independent teaching
practice by passing the TPA.
3) Amend the section of the Education
Code that allows a candidate who does
not pass the entry-level assessment to have
their intern program individualized based
on the results on the entry-level assessment.
Rationale: The entry assessment is a
single measure while the Commission’s ed-
ucator preparation system relies on multiple
measures to determine candidate readiness
for independent teaching practice.
Special Note: Program completers in
existing programs are experiencing diffi-
culty receiving post graduate unit credit
from some school districts because the total
number of units appear to be embedded
within the bachelor of education transcript.
ACSA Legislative Advocate Laura Preston
and Doug Gephart, ACSA Liaison to the
Commission on Teacher Credentialing,
have been working very closely with Joan
Bissell in the Chancellor’s Office to address
this issue to ensure candidates will receive
Since the work to update and strengthen
the requirements leading to a Commis-
sion-issued Child Development Permit
began in 2015, several issues have emerged
that include appropriate recognition,
preparation, and compensation of the ECE
workforce. In the last year alone, a num-
ber of new reports have been published
by respected entities in the field of ECE.
These include, but are not limited to, the
following:
“Transforming the Financing of Early
Care and Education” :The reports includes
recommendations focused on ensuring that
all families will have equal access, providing
financial support for practitioners, and at-
tain required qualifications and/or licensing
through higher education or professional
development.
“Early Childhood Workforce Index
2018”: The 2018 issue tracks trends in the
ECE workforce since 2016 in the areas of
compensation, qualifications, educational
and financial supports, work environments,
and workforce data.
“Getting Down to Facts 2: Current
Conditions and Paths Forward for Califor-
nia Schools”
A national collaborative research
project focused on the current condition
of California’s PreK-12 education system
in the areas of student success, governance,
personnel, and finance.
“Early Childhood Education in Califor-
nia”: Deborah Stipek, author, discusses key
findings including but not limited to the
value of high-quality preschool for children,
their families, and the public.
In the last two years, ECE policy
makers in California as well as across the
nation have begun to better coalesce and
coordinate their efforts resulting in a much
stronger momentum toward change than
has been seen in the past decade.
Next steps for 2018-19
1. CTC staff will continue to collaborate
with the field regarding the work relating
to the licensing of the workforce in Califor-
nia’s publicly funded Early Childhood Ed-
ucation programs, and anticipates returning
to the Commission at its February 2019
meeting with an analysis of the feedback
from the stakeholder surveys.
2. Following the February 2019 Com-
mission meeting, staff will develop a plan
for next steps including an analysis of
possible options for moving forward.