The document discusses the Commission on Teacher Credentialing's efforts to strengthen teacher preparation programs in California to better align with the Common Core State Standards and Next Generation Science Standards. It outlines challenges these new standards present and the Commission's role in setting standards for subject matter knowledge, teacher preparation programs, examinations, and induction. It also summarizes recommendations from the Teacher Preparation Advisory Panel related to strengthening STEM education and revising science credential areas.

1. Commission on Teacher Credentialing
Strengthening the
Quality of Educator
Preparation for STEM
Education
February 2014
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2. Commission on Teacher Credentialing
In the Works and On the Horizon
 Alignment
of Teacher Prep with
Common Core State Standards
 Alignment with Next Generation
Science Standards
 Recommendations from Teacher
Preparation Advisory Panel
 Development of new Teacher
Preparation Program Standards
 Linked Learning
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3. Commission on Teacher Credentialing
Challenge of CCSS
 State
Board President Michael Kirst:
“State Policy to Implement CCSS:
Almost Everything Changes”
 CTC
Chair Linda Darling Hammond:
Goals of the CCSS – Fewer, Higher,
Deeper
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4. Commission on Teacher Credentialing
Challenge of CCSS
 Deeper
learning
 Understanding meaning and
relevance of ideas to concrete
problems
 Ability to apply core concepts and
modes of inquiry to complex, real
world tasks
 Capacity to transfer knowledge and
skills to new situations, build on and
use them
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5. Commission on Teacher Credentialing
Challenge of CCSS
 Abilities
to communicate ideas and to
collaborate in problem solving
 Ongoing ability to learn to learn
Significant departure from past
practice.
Key question: How will teacher
preparation respond?
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6. Commission on Teacher Credentialing
Role of Teacher Shifts
Fidelity Perspective Under CCSS
Created outside the
classroom by experts,
Knowledge
implemented by
Base
teachers with fidelity
to design and intent
Role of
Teacher
The teacher is a
consumer who follows
directions and
receives training in
how to do so;
students are
receptors;
responders.
Resides outside but is adapted
by teachers during
implementation. Adapted is
guided by a rich array of
curricular resources.
The teacher shapes the
curriculum to meet the demands
of their local context. Role of the
teacher is central, their input is
critical to successful
implementation; student is an
engaged participant, active in
their learning
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7. Commission on Teacher Credentialing
What does it mean for
Teacher Preparation?
“We are talking about major shifts in
pedagogy. It has forced us to
restructure our program.”
Cindy Grutzik, Associate Dean
College of Education
CSU Long Beach
(EdSource, January 12, 2014)
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8. Commission on Teacher Credentialing
Role of the CTC
 Set
Standards
– For subject matter knowledge
– For pre-service preparation
– For examinations, including
performance assessments
– For induction
 Accredit
colleges, universities and
local education agencies
 License teachers who have met
standards and requirements.
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9. Commission on Teacher Credentialing
3 Phases of Teacher Preparation
Phase I: Developing Subject Matter
Competency
Phase II: Developing knowledge, skills
and abilities to teach that
subject matter to K-12
students
Phase III: Job embedded induction for
novice teachers to refine
pedagogical skills.
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10. Commission on Teacher Credentialing
Role of Content Standards in
Teacher Preparation
Subject Matter
CSET Exams/
Programs
Preliminary
Teacher
Prep
Teacher
Induction
K-12 Academic Content Standards
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11. Commission on Teacher Credentialing
Ensuring a Solid Foundation
in Subject Matter
 Typically
acquired through
undergraduate studies
 MS
Candidates Must have a
Bachelor’s Degree and Pass CSET
 Single
Subject:
– Either Pass CSET Exam
– Complete Commission Approved Subject
Matter Program
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12. Commission on Teacher Credentialing
Aligning Subject Matter with CCSS
 Alignment
of Exams and Programs
 Commission Adopted New Subject
Matter Requirements (SMRs) in June
2013
 Examinations:
– Alignment of CSET: English and
Mathematics have been completed.
– First administration of new examination
will be in August 2014
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13. Commission on Teacher Credentialing
Aligning Subject Matter with CCSS
 Undergraduate
Programs:
Subject Matter
– Existing Programs Must submit
alignment matrices showing where they
address new Subject Matter
Requirements by June 2014
– All new programs must submit matrix
aligned to new SMR
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14. Commission on Teacher Credentialing
Next Generation Science Standards
2
Teaching Credentials and 10
Content Areas
– Multiple Subject: General Subjects
– Single Subject
 Foundational
Level Math –General Science
 Science: Biological Science
 Science: Chemistry
 Science: Geoscience
 Science: Physics
 Specialized Sciences: Biological, Chemistry,
Geoscience, Physics
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15. Commission on Teacher Credentialing
Next Generation Science Standards
 Commission
will address this topic at
its April 2014 Commission meeting
 Revisions
will be required for:
– Subject Matter Requirements (SMRs)
– Subject Matter Exam (CSET)
– Teaching Performance Expectation 1
(Subject Specific Pedagogy)
– Teacher Preparation Program Standard
8b (for SS Sciences)
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16. Commission on Teacher Credentialing
Ensuring a Strong Foundation in
Subject Specific Pedagogy
Teaching Performance Expectations
(TPEs)
– Revised TPES Align with CCSS were
adopted by the Commission in 2013
– 2013-14: Programs are integrating
revised TPEs aligned to CCSS
– 2014-15: Revised TPEs must be fully
integrated into preparation programs
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17. Commission on Teacher Credentialing
Ensuring a Strong Foundation in
Subject Specific Pedagogy
Teaching Performance Assessments
(TPA) – beginning to gather and use
marker papers that reference the
CCSS
Assessors being trained with CCSS at
the core
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18. Commission on Teacher Credentialing
Ensuring a Strong Foundation in
Subject Specific Pedagogy
 Revised
Teacher Preparation
Standards for all general education
teachers:
– Standards drafting panel will convene in
2014
– CCSS will be a major consideration
along with recommendations from TAP
panel
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19. Commission on Teacher Credentialing
TAP Recommendations
Full Report
 http://www.ctc.ca.gov/commission/a
gendas/2013-06/2013-06-4D.pdf
– Broad-based Task Force
– Look at Teacher Prep Soup to Nuts
– 40 Recommendations
– Commission working through the
Recommendations
– Different Time Frames/Needs to
Implement (Statute, Regs, Standards)
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20. Commission on Teacher Credentialing
STEM Related Recommendations
#3 – Revise and Strengthen the MS
and SS program standards and TPEs
to better reflect:
– CCSS
– Educational Equity
– Academic Language Development
– 21st Century and Linked Learning
content, skills and experiences
– Responsiveness to Students
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21. Commission on Teacher Credentialing
STEM Related Recommendations
#8 – Work with the Legislature to
amend the specific Science content
areas that must be issued by the
Commission
#9 – Blend the nine current science
credential areas into no more than
four areas with one being Foundational
Level General Science
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22. Commission on Teacher Credentialing
STEM Related Recommendations
#25 – The Commission should develop
program standards for a Recognition of
Study in Linked Learning.
#35 – The Commission should work
with the CDE to convene an advisory
panel to develop a Master Plan for
Professional Learning aligned with
CCSS
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23. Commission on Teacher Credentialing
How to Get Involved
 Advisory
Panels and Standards
Writing Panels - Application Process
– Advisory Panels – Broad-based, Policy
Oriented
– Standard Writing Panels – Specific
Expertise
– CTC Website www.ctc.ca.gov
– psd-news-subscribe@lists.ctc.ca.gov
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24. Commission on Teacher Credentialing
How to Get Involved
 Stakeholder
Feedback Important to
the Commission
–Electronic Surveys
–Stakeholder Meetings
–Commission meetings
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