California Senate Bill SB368 Amended / Bill

 BILL NUMBER: SB 368AMENDED BILL TEXT AMENDED IN SENATE APRIL 1, 2013 INTRODUCED BY Senator Pavley FEBRUARY 20, 2013 An act  to add Section 44265.2 to the Education Code,  relating to  special education   teacher credentialing  . LEGISLATIVE COUNSEL'S DIGEST SB 368, as amended, Pavley.  Special education credentialing.   Teachers: added authorization in special education.   Existing law establishes the Commission on Teacher Credentialing, and authorizes the commission to issue teaching and service credentials, including a special education credential. Existing law also authorizes the commission to grant an added or supplementary authorization to a credentialholder who has met the requirements and standards of the commission for the added or supplementary authorization.   This bill would declare the intent of the Legislature to encourage multiple pathways for credentialholders to add authorizations for special education credentials, and to encourage program sponsors, as defined, to ensure, where possible and appropriate, that credit is offered for prior work experience, knowledge, and coursework. The bill would set forth guidelines and criteria to determine comparability and equivalency for experience, knowledge, and coursework, as specified.   Existing law prescribes requirements for the credentialing and qualifications of special education teachers in the state.   This bill would declare the intent of the Legislature to enact subsequent legislation that would provide for an increased number of persons who can become credentialed special education teachers by creating multiple pathways for the training and credentialing of special education teachers in the state.  Vote: majority. Appropriation: no. Fiscal committee: no. State-mandated local program: no. THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:  SECTION 1.   Section 44265.2 is added to the   Education Code   , to read:   44265.2. (a) It is the intent of the Legislature to encourage multiple pathways for credentialholders to add authorizations for special education credentials. It is further the intent of the Legislature to encourage program sponsors to evaluate candidates individually to ensure that, where possible and appropriate, credit is offered for prior experience, knowledge, and coursework. (b) Programs accredited by the commission that offer added authorizations in special education to credentialholders may consider offering comparability for credential candidates pursuant to the guidelines set forth in this subdivision. Program sponsors may determine comparability and equivalency for credentialholders seeking added authorizations for special education credentials in accordance with the following guidelines: (1) Decisions regarding comparability are at the discretion of the program sponsor. (2) Program sponsors have a broad range of possibilities for data in considering evidence for comparability. (3) Evaluations of evidence for comparability are not required to be based on a course-credit model. Evaluations may be evidence-based, and reflect the current commission-approved standards for education specialist credentials. (4) For candidates simultaneously pursuing a degree in addition to earning a credential, approved program sponsors may use their own institutional processes and procedures for course credit evaluations. (5) The evaluation process may be guided by the principles of candidate friendliness and candidate responsibility. (6) The burden of retrieving, organizing, and reflecting on evidence provided for evaluation is on the candidate. (7) The comparability evaluation process may be rigorous and labor intensive. (c) Options used to verify competency may include, but are not limited to, the following: (1) Examination results. (2) Portfolio. (3) Performance narrative. (4) Field experience. (5) Video. (6) Transcript. (7) Prior learning assessment. (8) A review board process. (d) When a candidate presents evidence to a program sponsor for comparability, the following may be evaluated: (1) Whether information is based on current, adopted California credential standards, as appropriate to the specific credential sought. (2) Whether written agreements formulated between the candidate and program sponsor are evidence-based, as appropriate to the specific credential sought. (3) Whether evaluative information presented by the candidate is aligned with the California Standards for the Teaching Profession. (e) Flexible enrollment may be considered for candidates who need minimal work to complete a credential program. Program sponsors may explore alternatives for candidate enrollment in the program, including, but not limited to, visitor status, concurrent enrollment, open university, county or district programs, university extension programs, and professional development activities. (f) Program sponsors may take advantage of frequent collaborations to formalize written agreements concerning comparability of coursework or fieldwork. The agreements may be created to meet the needs of individual programs or individual candidates. (g) Prospective candidates may be granted recognition and credit for their life and learning experiences through prior learning assessment, in which candidates have the opportunity to demonstrate how their experiences and learning are comparable to what is required by the standards. (h) For purposes of this section, the following definitions apply: (1) "Equivalency" means the determination that a given set of knowledge, skills, and abilities as reflected in standards have been met through coursework, fieldwork, or prior learning experience, as determined by an evaluation process. (2) "Comparability" means the determination that a candidate has demonstrated the essence of a set of knowledge, skills, or abilities required by a particular commission program standard through another route. (3) "Prior learning assessment" means a process through which a person develops a portfolio of life experiences, training, or preparation experience that establish the basis for meeting the appropriate standards. (4) "Program sponsor" means any university-based or local educational agency-based program approved by the commission.   SECTION 1.   It is the intent of the Legislature to enact subsequent legislation that would provide for an increased number of persons who can become credentialed special education teachers by creating multiple pathways for the training and credentialing of special education teachers in the state.