CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Title...

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Title II, Part A Teacher and Principal Quality

Credential Counselors and Analysts of California

34nd Annual Fall ConferenceOctober 2012

TOM TORLAKSONState Superintendent of Public Instruction

Teacher and Principal QualityIssues and Answers

Ron Taylor, Education Administrator I 916-323-4819

Lynda Nichols, Education Programs Consultant 916-323-5822

Title II Leadership Office


• The most significant factor in student achievement, under the school’s control, is the teacher.

• The difference between an effective and non-effective teacher can be one full level of achievement in a single school year.

• Unfortunately, on average, low-income and minority children have lower-quality teachers who are far more likely to be uncertified, to have scored poorly on college and licensure exams, and to be teaching outside of their field (Craig 2002).

Good Teaching Matters … A Lot!Good Teaching Matters … A Lot!


Greatness By DesignGreatness By Design

A Report by State Superintendent of Public Instruction Tom Torlakson’s Task Force on Educator Excellence

September 2012


Greatness By Design…excerptsGreatness By Design…excerpts

….Talk to any great teacher or school administrator

about what brought them to and keeps them in the

profession and it is clear that, to attract and keep

excellent educators, we need a comprehensive and

strategic approach. We need to focus equally on

outreach, preparation and mentoring, on the one hand,

and on the creation of school contexts that value and

develop teacher expertise and enable collaborative,

student-centered practice, on the other.



…On average, education systems are as likely to lose their top performers as their weaker staff, often because their is little attention to the kinds of conditions and opportunities that will persuade them to stay….

…..Recruitment and retention are closely interlinked. If an occupation develops and sustains productive individuals, there is less attrition and less need for ongoing recruitment, which allows the field to be more selective.

While money makes a difference, talented people are recruited to fields where they believe they will be valued for their work, and they stay when they feel efficacious and successful…..


Greatness By Design…excerptsGreatness By Design…excerptsResearch and common sense tell us that teachers’ and principals’ decisions regarding whether to enter and stay in the profession are strongly influenced by salaries and working conditions.

It turns out that low-salary districts serve disproportionately high numbers of minority students and more than twice as many new English learners. These districts also have class sizes that are, on average, about 20 percent larger than those in high-salary districts, signaling that they also provide poorer working conditions.

Furthermore, in both high-minority and high-poverty districts, there are much greater proportions of newly hired, inexperienced and under-qualified teachers.



These inequitably distributed teacher qualifications make a major difference in student achievement.

A large-scale study of high school student achievement in North Carolina found that students’ achievement growth was significantly higher if they were taught by a teacher who graduated from a competitive college, was fully prepared upon entry (rather than entering through the state’s alternative route), had higher scores on the teacher licensing test, was certified in his or her teaching field, had taught for more than two years, or was National Board Certified.



Similarly, a large-scale study in New York City found that students’ achievement growth in elementary and middle school mathematics was most enhanced by having a fully certified teacher who had graduated from a university-based, pre-service teacher education program, who had a strong academic background and who had more than two years of experience.

Students’ achievement was hurt most by having an inexperienced teacher on a temporary license – again, a teaching profile most common in high-minority, low-income California schools.



These studies strongly suggest that school districts

develop policies to ensure the recruitment of candidates

with strong academic ability, solid preparation, and ensure

that they are placed within their field of certification and

support them so that they stay long enough to gain the

experience that further enhances their effectiveness.


Commonly Used AcronymsCommonly Used Acronyms

NCLBNCLB No Child Left Behind Act of 2001

CAHSEECAHSEE California High School Exit Examination

CTCCTC Commission on Teacher Credentialing

CDECDE California Department of Education

CCACCCAC Credential Counselors and Analysts of California

CSETCSET California Subject Examinations for Teachers

HOUSSEHOUSSE High Objective Uniform State Standard of Evaluation

CLADCLAD Cross-cultural Language and Academic Development

CSTPCSTP California Standards for the Teaching Profession

CALPADSCALPADS California Longitudinal Pupil Achievement Data System

SEIDSEID State Educator Identifiers

HQTHQT Highly Qualified Teacher


Commonly Used AcronymsCommonly Used Acronyms

CMISCMIS Compliance, Monitoring, Interventions, and Sanctions program

High Poverty SchoolsHigh Poverty Schools Identified as having 40% student population eligible for the federal free and reduced lunch program

Low Performing SchoolsLow Performing Schools Identified as being in deciles 1-3 or identified for placement into Program Improvement


• Districts must develop or have already developed…

– Board Policy that restricts the placement of

teachers on Short Term Staff Permits,

Provisional Intern Permits at high poverty

low performing schools.

Ensuring Qualified Personnel…Step 1Ensuring Qualified Personnel…Step 1


• Districts must develop or have already developed….

– Board Policy that equitably distributes interns at elementary schools across the district.



• Districts must develop or have already developed….

– Board policy that addresses how the district will

strategically assign students at the middle and high

school level to ensure interns will be placed in a

manner that will not result in, a student having an

intern for more than one class and that will not

result in an intern assigned to a student for two

consecutive years in high poverty and schools

identified as being in deciles 1-3 program

improvement.



• These policies will be enforced for planning for the

ensuing school year and STSP and PIPS would be

considered when there is an unexpected midyear

vacancy that cannot be filled with a regular

credentialed teacher; however board approval must

be obtained as an action item and not placed on the

consent calendar.



Ensuring Qualified Personnel …Step 5Ensuring Qualified Personnel …Step 5

• All teachers hired in Title I programs must meet NCLB Teacher Quality requirements when hired.

– If currently assigned teachers are not NCLB compliant district must send parent notification of instruction by non-compliant teacher by the 20th day of instruction

– When starting the school year…never leave non-NCLB compliant teachers at a Title I school


Ensuring Qualified Personnel …Step 5Ensuring Qualified Personnel …Step 5

• Title I Paraprofessional Requirements– These requirements apply only to those

paraprofessionals who work directly with students in Title I programs.

• High school diploma or the equivalent and

• Two years of college (48 units) or

• A.A. degree (or higher) or

• Pass a local assessment of knowledge and skills in assisting in instruction.


Just an FYI…..InternsJust an FYI…..Interns

On September 27, 2010, the U.S. Court of Appeals for the Ninth Circuit, ruled on Renee v. Duncan. The Court ruled that the federal regulation that permits teachers who are participating in an alternative route (interns) to achieving full certification conflicts with the statute and does not meet the requirements of the Elementary and Secondary Education Act (ESEA).


Interns….Interns….continued

In response the U.S. Department of Education issued the following statement:

As part of a Continuing Resolution that the United States Congress passed and the President signed in late December did address the alternative certification/HQT issue.

SEC. 163. (a) A ‘highly qualified teacher’ includes a teacher who meets the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the Federal Register on December 2, 2002.

(b) This provision is effective on the date of enactment of this provision through the end of the 2012–2013 academic year.

The provision of the Continuing Resolution amends the ESEA to confirm that teachers in alternative route programs (interns) may continue to teach as fully certified-highly qualified teachers under provision of this regulation until 2012–13, subject to any provision that Congress may enact before then in a reauthorized ESEA.


Interns….Interns….continued

• University Intern– University sponsored

alternative teacher training program; cooperative effort between district and IHE

• District Intern– Alternative teacher training

program by a district/county with an approved Professional Development Plan based on CTC standards

• Multiple Subject – Grades K-8

• Single Subject – Grades 6-12

– NOT transferable to another district


NCLB ComplianceNCLB CompliancePaddling Through the ProcessPaddling Through the Process

1. Degree

2. Licensure

3. Subject Matter Verification


Degree….

• Must have at least a BA from an accredited university

• Even in a charter school which is exercising their credentialing flexibility under California Education Code (EC) sections 47605(l), and 47605.6(l),


Licensure…Appropriate CredentialLicensure…Appropriate Credential• Ryan (named after

Assembly member Leo Ryan) 1970 to 2007

– Multiple Subject - service grades preschool, K-12, and adults in self-contained class and in a core setting in grades 5-8

– Single Subject – service grades preschool, K-12, and adults in subject(s) listed in a departmentalized setting

• SB 2042 (named after bill number) 2007

• General (also called Pre-Fisher) Pre 1961

• Standard (also called Fisher) 1961 to 1970

– subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department

• Social science: history…only authorizes history not government of economics

– elementary (think self-contained) and secondary (think departmentalized 7-12)


Licensure…Appropriate CredentialLicensure…Appropriate Credential

• “Specialist instruction”– Reading specialist,

mathematics specialist, specialist in special education or early childhood education

• “Designated subjects”– Generally unaffected by

NCLB - designated technical, trade, or vocational programs

• "Single subject instruction”

– Generally secondary – High school, Junior/middle High (think 7-12)

• "Multiple subject instruction”

– Generally elementary – elementary schools (think one teacher all day…K-8)

EC 44256 (Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:


• Supplementary Authorization– Added to multiple &

single subject credentials only

– Issued as Specific or Introductory Subjects

• 20 units, requires NCLB subject matter verification

• Subject Matter Authorization– Added to multiple &

single subject credentials only

– Issued as Specific or Introductory Subjects (NCLB Core Academic Subjects Only)

• 32 units, NCLB subject matter compliant

Licensure…AuthorizationsLicensure…Authorizations


Licensure…AuthorizationsLicensure…Authorizations• Local Teaching Assignment Option (Local Board Authorization)

– Requires NCLB subject matter verification

Option Requires Grade Basic Credential

EC §44256(b) 6/12 sem units K-8 elementary

EC §44258.2 6/12 sem units 5-8 secondary

EC §44258.3 (Craven) Board approved policies and procedures

K-12 elementary/secondary

EC §44258.7(c)(d) Committee on assignment - elective classes

Board approved policies and procedure

K-12 elementary/secondary

EC §44263 9/18 sem units K-12 elementary/secondary


Licensure….Education OptionsLicensure….Education Options

Only one credential is needed – only credentials based on student teaching may be used for this authorization

EC Section 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher.


Licensure…Middle SchoolLicensure…Middle SchoolMiddle School Core ClassMiddle School Core Class

EC 44258.1

• The holder of a credential authorizing instruction in a self-contained classroom may teach in any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more subjects for two or more periods per day to the same group of pupils,

– and, in addition, may teach any of the subjects he or she already is teaching to a separate group of pupils at the same grade level as those pupils he or she already is teaching for an additional period or periods, provided that the additional period or periods do not exceed one-half of the teacher's total assignment.

– Alternating Day block schedule (A/B day) will not work for this type of assignment as the two periods must be on the4 same day


Licensure…Introductory Science ClassesLicensure…Introductory Science ClassesThink Middle/Junior HighThink Middle/Junior High

• Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes

– Credential verifies NCLB Subject Matter Competency

– Does NOT include General, Standard and Specialized Science Credentials

• General/standard life science can teach any life (generally 7 th grade) science class

• General/standard physical science can teach any physical (generally 6th and 8th grade) science class

EC 44257.2(a) – The holder of the single subject teaching credential in science

shall be qualified and authorized to teach courses in general science, introductory science, integrated science, and coordinated science in kindergarten and grades 1 to 12, inclusive.


Licensure…Reading Teacher Licensure…Reading Teacher QualificationsQualifications

• Secondary reading Intervention

– Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students)

• Response to Intervention (RTI²)– If mixed class (regular

education and special education)…teacher must hold more than a special education credential

– If special education students only…teacher may hold only a special education credential


Licensure…..HintsLicensure…..Hints

The Administrator’s Assignment Manual is your best source of information

• http://www.ctc.ca.gov/credentials/manuals-handbooks/Administrator-Assignment-Manual.pdf

Join Credential Counselors and Analysts of California and attend their annual conference

• http://www.teamccac.org/


Subject Matter CompetenceSubject Matter Competence

“New” to the Profession: Holds a Credential or Intern Certificate issued on or after July 1, 2002.

“Not New” to the Profession:Holds a credential or Intern Certificate issued before July 1, 2002.


NCLB Core Academic SubjectsFederal

• English English

• Reading/Language Arts Reading/Language Arts

• Mathematics Mathematics

• Science Science

• History History

• EconomicsEconomics

• Civics/GovernmentCivics/Government

• GeographyGeography

• Foreign LanguagesForeign Languages

• Arts Arts

• English/language arts/Reading English/language arts/Reading

– Includes reading intervention and Includes reading intervention and

CAHSEE-English classesCAHSEE-English classes

• Mathematics Mathematics

– Includes math intervention and Includes math intervention and

CAHSEE-Math classesCAHSEE-Math classes

• Biological SciencesBiological Sciences

• ChemistryChemistry

• GeosciencesGeosciences

• PhysicsPhysics

• Social Science Social Science

– history, government, economics, history, government, economics,

geography geography

• Foreign Languages (specific)Foreign Languages (specific)

• Drama/Theater (English Credential)Drama/Theater (English Credential)

• Visual ArtsVisual Arts

• MusicMusic

• Dance (Physical Education Credential) Dance (Physical Education Credential)

How That Looks in CaliforniaHow That Looks in California


Demonstrating Subject Matter Competency for Elementary Teachers

“New” multiple subject-elementary teachers must:

Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination… currently, the California Subjects Examination for Teachers (CSET) Multiple Subject

• Previous exams included MSAT, NTE, General Knowledge, NTE Commons Examination

“Not new” elementary teachers have two options to demonstrate subject matter competency:

Exam Option: Passing any prior or current CCTC-approved subject matter exam

HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)


Demonstrating Subject Matter Competency for “New” Middle & High School Teachers

1. Exam Option: Passing a CCTC-approved subject matter examination in the core area, or

2. Course Work Option:

a. CCTC-approved subject matter program in the core area, or

b. Major in the core area, or

c. Major equivalent in the core area (32 non remedial units…this option includes holders of a Subject Matter Authorization), or

d. Graduate degree in the core area

“New” middle/high school teachers have two options to demonstrate subject matter competency:


Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachers

1. Passing any prior or current CCTC-approved subject matter exam in the core area, or

2. Completing course work in the core area, or

3. Obtaining advanced certification (National Board Certification or VPSS) in the core area, or

4. California HOUSSE in the core area

“Not new” middle/high school teachers have four options to demonstrate subject matter competency:


NCLB Teacher Quality Compliance Paperwork


Certificate of ComplianceNew…Drop-Down Menu

• Should include teacher Statewide Educator Identifiers (SEID)

• Direct funded Charter Schools are the “district” and may sign the Certificate.

• Dependent Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate.

• Complete this section ONLY if the Certificate pertains to a “special setting” as identified

• University conferring the BA…not necessarily the teacher preparation university/program.

• If placement is based on EC Section 44865, check “other” and write in EC Section 44865.

• If placement is based on Local Teaching Assignment Option check “other” and write in appropriate EC.

• “New” = on or after July 1, 2002…NO EXCEPTIONS

• “Not new” = before July 1, 2002

Based on Original credential or CA intern credential:

• Please note…only secondary teachers (i.e. those teaching grades 9–12 and departmentalized 7th and 8th) can demonstrate subject matter competency via coursework or advanced certification.

• HOUSSE can only be used by “not new” teachers…except

– “New” secondary (i.e. departmentalized 7-12) special education teachers who were highly qualified in math, English, or science when hired

• These “new” teacher may use the HOUSSE process for subject matter competency verification.

• Form must be signed by both teacher and district personnel.

• District must retain original and provide teacher with a copy.

• Attach HOUSSE document if appropriate.


High Objective Uniform State Standard of Evaluation (HOUSSE)

Part 1


High Objective Uniform State Standard of Evaluation….Part 1

If a “not new” teacher is unable to demonstrate subject-matter competence via exam, subject matter program, university units or advanced certification you may choose to use the HOUSSE process to verify subject-matter competency.

HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREAHOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Total PointsPoints

Experience in teaching core area - 10 pts per school year (Five years max) Circle years teaching this core academic subject: 1 2 3 4 5

50 pts Max.50 pts Max._____pts_____pts

• Experience must be as a classroom teacher in a public school

– A maximum of five years (50 points) may be counted – Out-of-state experience may be counted, and non-

consecutive years may be counted. – Experience working under an intern permit can be counted – Experience as a substitute teacher does not count

• All experience must be at a similar level (e.g. secondary to secondary) and content specific



HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints

Elementary School Teachers Core Academic Coursework: Select one if appropriate

•Completed 18 semester units in each of four core areas: 1)Reading/ Language Arts, 2) Mathematics and Science, 3) History and Social Sciences and 4) the Arts. - 50 pts, or

•Completed a CTC approved Liberal Studies Waiver Program - 50 pts, or•National Board Certification in grade span - 60 pts, or•Completed an advanced degree in teaching, curriculum instruction, or

assessment in core academic area [e.g., MAT/MEd/MA/MS] - 60 pts

_____pts_____pts

Use this section for anyone working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms

You can not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential


HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints

Middle/High School Core Academic Coursework: Select one if applicable

•Completed CTC-Supplementary Authorization – 50 points, or•Completed 15-21 Units of Core – 30 points, or•Completed 22-30 Units of Core – 50 points, or

•Completed an advanced degree in teaching/curriculum/assessment in core academic area {e.g., MAT/MEd/MA/MS} – 60 points

_____pts_____pts

• Use this section for departmentalized 7th through 12th grade classrooms

• This section also pertains to any departmentalized class including those on elementary school campuses

– Units must increase teachers’ knowledge of core academic subject

• An advanced degree in special education or school counseling will not qualify


Participation in BTSA does not count…only if they were the support provided and in the assigned area.

High Objective Uniform State Standard of Evaluation….Part 1High Objective Uniform State Standard of Evaluation….Part 1

Just make sure you keep a list of PD that have been accepted in the past…consistency is key!


One-day or short-term workshops and/or conferences are not acceptable and cannot be used to fulfill this requirement.

Methodology or instructional strategies (i.e. CLAD) classes can not be used to fulfill this requirement.

Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

Support provider must be in like grade level and subject.



Because the standards were not in place in California until 1997, only professional development offered after that date is acceptable.

Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

This is about content development…not pedagogical practices…



Reading the Credential for NCLB


Elementary …by Exam


Elementary …No Exam


Elementary …Supplemental Authorization


Secondary…..Social Studies


Secondary …Subject Matter Authorization


Secondary …Supplemental Authorization


Compliance Monitoring, Interventions, Compliance Monitoring, Interventions, and Sanctionsand Sanctions

Getting In and Getting OutGetting In and Getting Out


CMIS…Definitions

CMIS Compliance Monitoring, Interventions, and Sanctions program

SSD Comprehensive Single School Districts

USD Undersized School Districts, defined as a school district with one comprehensive high school, one elementary (k–8) or one

comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle


CMIS…Level AGetting In

• Level A, defined as reporting less than 100 percent teacher quality compliance for non-consecutive years, including comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (kindergarten through grade eight [K–8]), or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle.

• Report each non-compliant teacher, using Non-Compliant Teacher Action Plan (http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp)


CMIS…Level AGetting Out

• Level A, report 100 percent teacher quality compliance


CMIS….Level BGetting In

• Level B, defined as reporting less than 100 percent teacher quality compliance for two consecutive years, excluding comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (K–8); or one comprehensive high school, one elementary and one middle; or one primary/intermediate and or middle. Any SSD and USD reporting less than 100 percent teacher quality compliance for two consecutive years will be assigned to Level A.

– Develop an Equitable Distribution Plan (EDP) as described http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp

Release Criteria 2: Interns equitably

distributed

Release Criteria 4a:

Highly Qualified teachers

Release Criteria 4b:

Highly Qualified Teachers – Special Settings

Quantitative Benchmark: interns are

equitably distributed among all elementary schools

Quantitative Benchmark: All teachers at high

poverty/low performing comprehensive schools are

NCLB compliant

Quantitative Benchmark: All teachers assigned to Education Options programs and

secondary special education classes are NCLB compliant

Release Criteria 1:Fully certificated teachers

in equity schools

Quantitative Benchmark: No PIPs/STSPs in

high poverty or low performing schools

CMIS….MonitoringGetting Out


CMIS...Level CGetting In

• Level C, defined as reporting less than 100 percent teacher quality compliance and having failed Adequate Yearly Progress (AYP) for three consecutive years, including comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (K–8) or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle.

– Enter into an agreement with the CDE consisting of a Memorandum of Understanding (MOU), Budget Agreement and a Non-Compliant Teacher Action Plan as described http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp


CMIS...Level CGetting Out

• Level C, report 100 percent teacher quality compliance and or meet AYP for one year, including comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (K–8) or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle.

– Will be moved into Monitoring until requirements for removal are met


Contact InformationLynda Nichols, Education Programs Consultant – Program

[email protected] * 916-323-5822

Geeta Rezvani, Education Programs Consultant – [email protected] * 916-323-5595

Juan Sanchez, Education Programs Consultant – CMIS Level C (2141)[email protected] * 916-319-0452

Jane Ross, Education Programs Consultant, Private School [email protected] * 916-319-0339

Kelly Heffington, Analyst - [email protected] * 916-324-5689

Jackie Rose, Analyst - [email protected] * 916-322-9503

Ron Taylor, Education Administrator [email protected] * 916-323-4819

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Title...

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