May 6, 2019
CTC
Continued from page 1
It is expected that all currently approved
Education Specialist credential programs
will begin full implementation of the
new standards and Teaching Performance
Expectations beginning in summer/fall
2021.
CTE work group update
The first work group meeting was held
Jan. 30 in Sacramento. During the meet-
ing, the subgroups engaged in an exercise
to begin to think outside of the current
confines and to think of novel solutions to
Career Technical Education issues. After
a whole group debrief of this activity, the
groups went back to work brainstorming
what they felt the major issues were with
respect to the current state of CTE.
Prior to the end of this meeting, the
work group members were asked to share
the “big takeaways” from the first meeting
and to suggest any changes that could
be made to improve the second meeting.
Many of these changes were incorporated
into the format of the second meeting.
The second meeting was held Feb. 21,
also in Sacramento. A representative of the
Southern Regional Education Board (a 16
southern states educational consortium)
spoke to the group on what several of the
southern regional states were doing related
to CTE and some of the changes they had
made to improve their CTE programs.
Work group members discussed how these
changes might be applied in California and
California Department of Education staff
provided some context around how new
federal laws have created a renewed push
for this work in California.
Commission staff collected the input
from the workgroup, which will be expand-
ed upon during a third meeting in April.
After this meeting, it is expected that a
draft of specific recommendations for enti-
ties that support and provide CTE prepa-
ration and instruction will be prepared.
These recommendations will then be used
to develop a report that will be presented
to the Commission at a future meeting
that can potentially serve as a foundation
for some of the changes that the educa-
tional community is recommending for
improving CTE in California.
Pupil Personnel Services programs
The CTC adopted pre-conditions for
the Pupil Personnel Services Credential
that include the following:
1. Persons admitted to programs must
have a minimum of a baccalaureate
degree from a regionally accredited
college or university in a subject
other than education.
2. A college or university that operates
a program of professional prepa-
ration shall have a curriculum that
meets the appropriate requirements
below:
• A program of study for the
school counselor specialization
shall be equivalent to a mini-
mum of 48 semester units (72
quarter units) or 720 classroom
hours of postbaccalaureate
study.
• A program of study for the
school psychologist specializa-
tion shall be equivalent to a
minimum of 60 semester units
(90 quarter units) or 900 class-
room hours of postgraduate
study.
• A program of study for the
school social work specializa-
tion shall be equivalent to a
minimum of 45 semester units
(67.5 quarter units) or 675
classroom hours of postgradu-
ate study.
3. For intern programs, an entity that
operates an approved program of
preparation for a PPS credential
with an intern option shall require
each candidate who is admitted
into the intern program to have
completed sufficient coursework
so that the candidate is ready for
supervised practice in the schools.
The intern must be supervised and
supported by both the employer
and the CTC-approved program.
Following the adoption of the draft
standards and Performance Expectations,
the remainder of the 2018-19 year will be
focused on supporting programs in gain-
ing a deeper understanding of the revised
preconditions, program standards and
Performance Expectations. The 2019-20
and 2020-21 years would be for institu-
tions to begin to align their programs with
the revised preconditions, standards and
Performance Expectations. Beginning with
the 2021-22 academic year, all programs
would be required to fully meet the revised
PPS preconditions, program standards and
Performance Expectations.
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EDCAL 5