A History of Policies and Forces Shaping California Teacher

A History of Policies and Forces Shaping California Teacher Credentialing Commission on Teacher Credentialing Blackburn, Constance Teacher Representative Dean, Steven Teacher Representative Evans, Marlon Public Representative Freathy, Mark Teacher Representative Gahagan, Charles Teacher Representative Hines, James Teacher Representative Littman, Leslie Designee, Superintendent of Public Instruction McInerney, Carolyn School Board Member Oropeza-Enriquez, Irene Administrative Services Representative Sun, Ting Public Representative Wright, Hilda Teacher Representative Vacant Non-Administrative Services Credential Representative Vacant Faculty Member Vacant Public Representative Vacant Public Representative Ex-Officio Members Martin, Shane Association of Independent California Colleges and Universities Perry, Janis California Postsecondary Education Commission Sloan, Tine University of California Young, Beverly California State University Dale Janssen Executive Director Vision Statement Ensuring high quality educators for California’s diverse students, schools and communities. Mission Statement The mission of the Commission on Teacher Credentialing is to ensure integrity and high quality in the preparation, conduct and professional growth of the educators who serve California’s public schools. Its work shall reflect both statutory mandates that govern the Commission and research on professional practices. A History of Policies and Forces Shaping California Teacher Credentialing February 2011 Sacramento, California Edmund G. Brown, Jr. Governor of California Table of Contents Preface…………………………………………………………………..v Chapter 1 The California Context: Conflict and Continuity Dennis S. Tierney…………………………………………………..........1 To the distress of many, California has a unique political and social history, particularly when public education is involved. In this introductory chapter, the author attempts to capture the uniqueness of the California experience and to set out seven policy strands that have engaged policy makers in public education in this state. Chapter 2 California’s First 100 Years: Establishing State Responsibility for Quality of Teachers (1850–1950)–Irving G. Hendrick…………..17 The responsibility for certifying teacher qualifications and competence has not always been a state function. Early in California history, that responsibility was held by schools and districts. The author discusses the movement to increase professionalism in teaching through state standards and uniform governance and describes the rising influence of normal schools, teacher education faculty and, particularly, the University of California. Chapter 3 A Political Firestorm Surrounds the Fisher Credential Reform (1950–1961)–Sidney A. Inglis………………………………..32 In the 1950s, growing national dissatisfaction with the public school curriculum and the preparation of teachers fed directly into the political ambitions of a young Democratic legislator, State Senator Hugo Fisher, Armed with his party's and the Governor's support, Fisher pressed for stronger subject matter preparation of all teachers-- elementary and secondary--and reduced emphasis of their pedagogical preparation. In this chapter, the author draws upon primary documents including interviews with key players to tell the story of the first wave of California credential reform. i Table of Contents Chapter 4 California’s Fisher Act Unravels (1961–1965) Sidney A. Inglis………………………………………………………...58 The Fisher Act of 1961 painted the canvas of credential structure in broad strokes. It delegated to the State Board of Education the task of refining these concepts by defining its key terms--like "academic" and "non-academic"--and shaping its regulations. The task met with the ambitions of several activists Board members, who seized the opportunity to work outside the reach of the "educationists." In doing so, however, they came up against the strong political forces of the press, the professional organizations with specialized interests, and college teacher education faculty. The author’s account is supported by interviews with key players shortly after these events. Chapter 5 Development of the Ryan Credential Reforms (1966–1970) Sydney A. Inglis………………………………………………………..97 Leo J. Ryan, the driving force behind the Ryan Act of 1970, was an informed and astute politician. He worked hard to educate himself and his legislative colleagues on innovative and imaginative educational thinking of the late 1960s. He knew when to concede without compromising his principles. He understood how to coalesce the national drive for greater professionalization of teaching, the local press for a supply of qualified teachers who could be flexibly assigned, and the political pressures of special interest groups and party politics. Chapter 6 California Establishes an Independent Standards Board Responsible for Teacher Licensing (1971–1980)–Richard K. Mastain…………..148 In addition to making significant changes to the credentialing requirements, in a historic step, the California Legislature, in the Ryan Act of 1970 created the first independent standards board in the nation, the Commission on Teacher Preparation and Licensing. The purpose was a step toward establishing teaching as a recognized profession. The author recounts some of the early actions of the Commission as it assumed its responsibilities. ii Table of Contents Chapter 7 The Educational Reform Movement of the 1980’s (1981–1988) Ralph A. Brott………………………………………………………...232 This section chronicles the major events and issues leading to the enactment of the Marian Bergeson, Gary Hart, and Teresa Hughes educational reforms in 1988. The complexity of the reform ideas and the stands of various organizations leave little subtlety. However, putting the ideas together and gaining enough consensus among stakeholders to pass a major reform bill was remarkably difficult. The author seeks to outline the major notions, events and forces acting on teacher credentialing reform. Chapter 8 Fulfilling the California Promise (1988–1996) Dennis S. Tierney & Philip A. Fitch……………………....................287 During this period of time, there was an expansion of the Commission’s role and responsibilities. Resources were available allowing for additional staff, as well as additional mandated roles for the Commission. The development of program standards, accreditation procedures, automated licensure procedures, and credentialing practices led to a partial fulfillment of the promises and expectations for the independent educator licensing board established in 1970. Chapter 9 The Critical Role of Teacher Preparation in the School Accountability Movement of the 1990s (1996–2003) Linda G. Bond…………………………………………………...…....339 The Commission was increasingly visible as an agent of school reform through the preparation of teachers. This coupled with an accelerated demand for teachers as a result of class size reduction, led to increased attention to teacher accountability led to the SB 2042 teacher preparation reform. iii Table of Contents Chapter 10 The Survival and Revitalization of the Commission on Teacher Credentialing (2004–2010) Philip A. Fitch & Lawrence W. Birch…………………………..…....366 The Commission deliberated on substantive issues such as accreditation, standard setting and revision. However, the existence of the Commission was challenged, yet again, in a report by the Legislative Analyst Office (LAO) that recommended that the Commission be replaced and its functions be assumed by the State Board of Education. At the same time Senator Jack Scott sponsored omnibus legislation that gave the Commission additional responsibilities. As the Commission implemented the legislation, there was emphasis on improved communication with stakeholders. An on-line credential application system was introduced that significantly reduced the time and paper involved in credential processing. The Commission also supported a number of changed processes involving the use of technology. iv Preface This publication consists of ten chapters about the Commission on Teacher Credentialing written during a period of over twenty years. The initial chapters were written during the late 1980s and the later chapters written during the 1990s. The intention at the time was to publish the book during the mid-nineties, however the project was not completed at that time. At a later date, a decision was made to prepare an additional chapter that would contain information about the turn of the 21st century and first few years of the century. At that time, a draft of the book was placed on the Commission’s website, but the book was not printed. Since that time, one additional chapter has been prepared bringing the book up to date through 2010. The Commission is indebted to those who have contributed to the writing of this book. Each chapter was written using the individual style of each author. The comments and opinions expressed throughout this history are attributable only to the authors who contributed to this work. There was no attempt to use a single format for the presentation of the ideas felt to be most important by each author. Minimal editing has been done, primarily to maintain continuity and to preserve accuracy of information. Each chapter should be considered as an individual unit. Taken as a whole this book presents important historical background about teacher certification in California as well as a history of the first forty years of the Commission on Teacher Credentialing. Authors Dennis S. Tierney Dr. Tierney was a university

Load more