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Teacher Preparation Programs

Section 207 of Title II of the Higher Education Act mandates that the Department of Education collect data on state assessments, other requirements, and standards for teacher certification and licensure, as well as data on the performance of teacher preparation programs. The law requires the Secretary to report on the quality of teacher preparation to the Congress April of each year. Annual state and institutional report cards are due annually in October and April respectively.

The Secretarial report is due April of each year, with State reports due in October and teacher preparation program reports due in April.


Emergency Permits and Credential Waivers

This report provides information on emergency permits and credential waiver activity for public, nonpublic and charter schools. The data contained in this report is compiled from the Department of Education's - California Basic Education Data System (CBEDS) and the CCTC's database.


Teacher Supply in California

AB 471 requires that the California Commission on Teacher Credentialing report to the Governor and the Legislature each year on the number of teachers who received credentials, certificates, permits and waivers. This report provides data collected by the California Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms.

Please Note: The reports for the years 1997-1998, 1998-1999, and 1999-2000 were titled "Teachers Meeting Standards for Professional Certification in California."

Committee on Accreditation Annual Report

Required by Education Code §44373, the Committe on Accreditation annual report summarizes the accomplishments, activities and plans of the past year.


Paraprofessional Teacher Training Program

Section 44393 of the Education Code requires the California Commission on Teacher Credentialing (Commission) to report to the Legislature regarding the status of the California School Paraprofessional Teacher Training Program. This report fulfills the Commission's requirement to report to the Legislature: the number of paraprofessionals recruited; the academic progress of participating school paraprofessionals; the number of paraprofessionals recruited who are subsequently employed as teachers in the public schools; the degree to which the program meets the demand for bilingual and special education teachers; the degree to which the program or similar programs can meet the demand if properly funded and executed; other effects of the program on the operation of the public schools. This report also includes the economic status of participants and information about the annual cost per participant based upon all state, local, federal and other funding sources.


Other Reports

Services Credentials Issued in California; 2001-02 to 2005-06
This report presents trends and patterns in numbers of services credentials issued in the past five years.
April 2008

Report on the Study of Special Education Certification
 The Report on the Study of Special Education Certification: A Report to the Governor and Legislature as Required by SB 1209 (Chap.517, Stats, 2006) provides the mandated report (December 2007) to the Governor and Legislature on Special Education and proposes a plan for implementation of its recommendations. It includes information about the activities that have occurred since June 2006 to modify the requirements for Education Specialist credentials, including (a) implementation procedures to add an English learner authorization to the current Education Specialist Credential, (b) conducting field meetings to examine issues related to modifying the Credential, and (c) the twenty five recommendations made to the Commission on Teacher Credentialing as a result of the review of the structure and requirements for the Special Education credentials.

Pre-Intern Program — Report to the Legislature
 In 1997 the California Legislature passed and the Governor signed Assembly Bill 351 (Scott, Chapter 934, Statutes of 1997). This bill established the Pre-intern Program. AB 351 defines a Pre-intern Program as one that provides pre-interns with "early, focused, and intensive preparation in the subject matter that they are assigned to teach and development in classroom management, pupil discipline, and basic instruction methodologies." The program is designed to facilitate as quickly as possible a candidate's entry into an internship or other teacher preparation program. The goals of the program are responsive to the significant and increasing need for additional teachers in California schools. The Pre-intern Program offers teachers who are in the process of completing their subject matter requirements support and instruction in subject matter content, test preparation, and training in the California Standards for the Teaching Profession.

Final Report of the Independent Evaluation of the Beginning Teacher Support and Assessment Program (BTSA) — April 2002
 The 1999 Budget Act provided funds for an independent comprehensive evaluation of the Beginning Teacher Support and Assessment (BTSA) System. The Commission and the Superintendent of Public Instruction contracted with WestEd to perform the following tasks: 1) design a comprehensive evaluation study; 2) examine the effects of this program on teacher retention rates; 3) measure the impact of statewide expansion on the quality; 4) measure the effect of program on increasing the knowledge and skills of beginning teachers; and 5) examine the organizational support structure of BTSA.

Implications of Incorporating the Reading Instruction Competence Assessment (RICA) within the Teaching Performance Assessment (TPA) — April 2007
 A public study session was held by the Commission at its February 2007 meeting to solicit public input regarding the implications and feasibility of incorporating the knowledge, skills and abilities assessed by the Reading Instruction Competence Assessment (RICA) within the Teaching Performance Assessment (TPA). The public study session and required report to the Governor and the Legislature by July 1, 2007 were initiated by SB 1209 (Chap. 517, Stats. 2006), now found in subsection 44252.6(c) of the California Education Code.

Implications of Modifying the California Single Subject Examinations for Teachers (CSET: SS) to Assess Basic Skills in Reading, Writing, and Mathematics — August 2007
 A public study session was held by the Commission at its June 2007 meeting to solicit public input regarding the implications and feasibility of modifying the CSET: Single Subject (CSET: SS) examinations to assess basic skills in reading, writing, and mathematics. The public study session and required report to the Legislature due by October 1, 2007 were initiated by SB 1209 (Chap. 517, Stats. 2006), now found in subsection 44252.6(d) of the California Education Code.

Study of Availability and Effectiveness of Cultural Competency Training for Teachers in California — September 2005
 Assembly Bill 54 (Oropeza, 2003) required the Commission on Teacher Credentialing, in consultation with the Department of Education, to work with an independent evaluator to complete a cultural competency study of teachers and administrators at 10 California schools. The legislation specified that the selected schools reflect the demography and geography of California, and that the numbers of English learners and linguistic diversity of each school also reflect California school populations.

Assignments of Certificated Employees by County Offices of Education, 1999-2003 — June 2004
This report is provided pursuant to Education Code Section 44258.9, which requires the Commission to submit a report to the Legislature concerning teacher assignments and misassignments. This is an analysis of the assignment data submitted to the Commission over the four year cycle of county monitoring activities from September 1999 through June 2003.

Approved Blended and Integrated Teacher Preparation Programs — June 2004
 This report is provided pursuant to Education Code Section 44252.1(e)(5), which requires the California Commission on Teacher Credentialing to provide information to the Legislature on the success of integrated/blended programs of professional preparation.

CCTC California Mathematics Initiative for Teaching — December 2003
 The Commission has implemented the California Mathematics Initiative for Teaching since 1999. This program has provided funding to local education agencies to assist their current and prospective math teachers to pay for needed coursework. The program will end in June 2004, and a key culminating activity has been the preparation of this report, adopted by the Commission in December, 2003.

Evaluation of the Accreditation Framework Policies and Procedures — March 2003
 Accreditation is the primary vehicle by which the California Commission on Teacher Credentialing (CCTC) ensures that educator preparation programs are of sufficient quality. Over the past few years, the Commission has undertaken an accreditation study for the purposes of evaluating its accreditation policies and procedures. A major component of this research effort was completed this past spring by the American Institutes for Research (AIR) who contracted with the Commission to conduct an evaluation of the Accreditation Framework . The purpose of this three year study, which was finalized in March 2003, was to examine the policies and procedures found in the Commission 's Accreditation Framework and Accreditation Handbook including (a) the Commission's processes and procedures for conducting accreditation visits, (b) training of the Board of Institutional Reviewers (BIR) for site visits, and (c) the question of whether the current process allows for a fair and productive review that supports program and institutional improvement. A final report was submitted by AIR to the Commission's executive director for further consideration. That report contains numerous findings and recommendations.

Laws and Rules Manual Pertaining to the Discipline of Professional Certificated Personnel — 2007
 This booklet is a collection of the most frequently cited provisions of the California Education Code, Code of Regulations, Penal, Health and Safety, and Government Code sections that govern the imposition of adverse action and professional discipline against California credential applicants and holders. It is not intended to be used in place of official law publications. Any conflicts in legal authority should be resolved in favor of official legal publications.

California Center For Teaching Careers (CalTeach) Program Evaluation — March 2003
 This evaluation of the California Center for Teaching Careers (CalTeach) pursuant to California Education Code Section 90533 finds that, in general, the activities undertaken thus far by the CalTeach program are consistent with the legislative mandate for the program. The report concludes that during the first five years, the CalTeach staff has built a solid foundation for a sustainable program that -- together with California's myriad teacher recruitment, preparation, and retention programs -- helps meet a critical statewide need.

Preliminary Report on Teacher Retention in California — September 2002
 As California strives to retain trained teachers, there has been no reliable data on teacher attrition to make public policy decisions. This preliminary report is the first statistical examination of teacher retention rates among new teachers in California. This report also compares those findings with national teacher retention data. Preliminary data show that California has significantly lower teacher attrition rates than the national average.

SB 395 Program Advisory: Staff Development for Teachers of English Language Learners — June 2001
 This document contains essential information for individuals and organizations, including professional organizations, local education agencies and institutions of higher education, involved in staff development for experienced teachers seeking an authorization to teach English Learners in the general education classroom. Specifically it addresses the provisions of SB 395 (Chapter 685, Statues of 1999, Hughes). SB 395 extends the timeframe for staff development programs formerly known as "SB 1969 training" through January 1, 2005, but is not identical to that program. It is important for those who intend to continue offering this staff development program to read the information contained in this advisory carefully, noting the important differences between the new and previous versions of the program.

Preliminary Report on the Assignments of Certificated Employees By County Offices of Education For Four School Years, 1995-1999 — November 2000
 Education Code Section 44258.9 directs county superintendents of schools to submit an annual report to the California Commission on Teacher Credentialing summarizing the results of all assignment monitoring and reviews in one quarter of the school districts within their county. This section also requires the Commission to submit a report to the Legislature concerning teacher assignments and misassignments based on these reports of the county superintendents. The following is an analysis of the assignment data submitted to the Commission over the four-year cycle of countymonitoring activities from September 1995 through June 1999.

California Standards for the Teaching Profession (CSTP) — January 1997
 Since 1988, California has sought to provide intensive learning experiences for beginning teachers. First-year and second-year teachers need intensive learning activities that build on their preservice preparation and lead to lifelong professional development. The State's efforts revealed a need for a common language and a new vision of the scope and complexity of teaching that would enable teachers to define and develop their practice. The California Standards for the Teaching Profession address these needs.

Creating Caring Relationships to Foster Academic Excellence — Recommendations For Reducing Violence in California Schools — October 1995
 Through Senate Bill 2460 (C. Green, 1990), the California Legislature and Governor directed the Commission on Teacher Credentialing to engage in a series of leadership activities, primarily focused on improving the preparation of all certificated educators to more effectively cope with violence in California schools.

CCTC Annual Report
 The report contains information about the Commission's history, accomplishments, strategic goals, programs and operations.

Updated May 1, 2008