In a first for the California Commission on Teacher Credentialing, state student performance data is being used to pose questions about the preparation of Multi-Subject Credential teachers in the delivery of mathematics instruction to K-8 students.
As CTC staff looked at current math scores, there is a consistent pattern of student performance decline from fourth grade onward. The staff posed the question: “Are the current multiple subject credential standards sufficient to equip teachers with both the K-8 math content knowledge as well as the pedagogy to both introduce math concepts to students and to diagnose and remediate problems of low performing students?”
The commission has set aside the coming months to study the topic of K-8 teacher preparation, especially as it pertains to mathematics.
In addition, this month the CTC addressed the topic of the Mathematics Specialist Credential. While this credential has been on the books since 1992, there are no preparation programs currently offering the program. In a discussion with selected ACSA administrators, none were aware that the credential existed.
As it is currently written, the Mathematics Specialist Credential does not authorize an individual to teach anything in addition to what a Single Subject credential in math is already authorized to teach, said ACSA CTC Liaison Sharon Robison. The Math Specialist Credential authorization states that an individual may coordinate curriculum, develop programs and deliver staff development beyond teaching in a classroom.
ACSA testified that the California Mathematics Project currently provides intense preparation for math majors to equip them to provide professional development, support peers and develop curriculum. The commission staff was encouraged to examine this project prior to revising the Math Specialist Credential. In equipping teachers to teach the more sophisticated math standards as well as to diagnose and remediate low performing learners, ACSA noted that both the preparation of new teachers and the continuing education of veteran teachers must be addressed.
The commission directed staff to review and revive the Mathematics Specialist Credential requirements and program standards. An advisory panel will be appointed by March 2009 with a completion date of the draft credential requirements, authorization and program standards to be complete by January 2010.
Election of officers
Teacher representatives Constance Blackburn and Steven Dean, school board member Carolyn McInerney, and administrative services representative Irene Oropeza-Enriquez, were installed at the Dec. 11-12 meeting. There remain three open seats on the CTC: two teacher representative and one public representative position.
The annual election of officers took place. Retiring as chair was David Pearson, who has worked closely with Executive Director Dale Janssen to bring collegial discussion to the CTC meetings. Newly elected officers are expected to provide the same efficiency and thoughtful deliberation, according to Robison.
Caleb Cheung was selected as the new chair. He is the K-12 science manager for Oakland USD. Margaret Gaston was elected vice chair. She is the president and executive director for the Center for the Future of Teaching and Learning.
Also on the agenda for December was adoption of program standards for the Education Specialist Teaching Credential. The CTC staff and Special Education Task Group continue their work on the revision of the Special Education Credentials.
The commission approved the program standards for mild/moderate disabilities, moderate/severe disabilities, visual impairment, physical and health impairment, deaf and hard of hearing, early childhood special education, and communication development.
The CTC also approved the fifth in a series of studies to gather data on the effectiveness of a pilot program to expand the District Intern Education Specialist Program by allowing districts to include all areas of special education disabilities.
Another data and action report that was approved addresses the Paraprofessional Teacher Training Program, which aims to create local career ladders that enable school paraprofessionals to become certificated classroom teachers in K-12 public schools.
For more information, visit www.ctc.ca.gov.