Teacher credentialing: services credential with a specialization in occupational therapy or physical therapy services.
The implementation of AB 1087 is designed to affect the educational laws pertaining to teacher credentialing, allowing individuals with significant practical experience in occupational or physical therapy to obtain the credential. This change addresses the gap in credentialing for professionals who have substantial experience, enabling them to contribute to the educational environment without the traditional educational pathways that may be impractical for many seasoned professionals. Furthermore, the bill reassures that its provisions won't necessitate credentials for all individuals delivering these services, thereby allowing school districts the flexibility to hire external providers when necessary.
Assembly Bill 1087, sponsored by Assembly Member Irwin, focuses on teacher credentialing by establishing a new services credential for professionals specializing in occupational therapy and physical therapy within California's public schools. The bill mandates the Commission on Teacher Credentialing to create minimum requirements for this new credential, which includes holding a baccalaureate degree from an accredited institution, a fifth year of educational preparation, and maintaining a valid license from the relevant State Boards of Occupational Therapy or Physical Therapy. The aim is to expand the pool of qualified professionals in schools to better serve students' physical therapy and occupational needs.
The sentiment surrounding AB 1087 appears to be generally supportive among educators and therapy professionals, as it offers a pathway for experienced individuals to formalize their qualifications. However, there may be concerns among educators and district administrators about the potential for variation in service quality among providers, as the bill permits schools to contract out therapy services to third-party providers. This aspect highlights a broader discussion about the importance of maintaining high standards for educational support services while ensuring that skilled professionals can enter the field.
Noteworthy points of contention may arise regarding the specifics of the additional requirements for obtaining the new credential, including what constitutes the necessary 'fifth year' of education or fieldwork. Additionally, the balance between maintaining rigorous standards for credentialing and allowing experienced professionals access to the credential may influence future debates. As the bill allows districts to continue contracting with third-party providers for necessary therapy services not covered by school staff, it raises questions about the integration of these services versus those provided directly by credentialed staff.