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Blog | | Commission on Teacher Credentialing

California Commission on Teacher Credentialing Approves Regulations for PK-3 Early Childhood Education Specialist Instruction Credential Credential

The California Commission on Teacher Credentialing convened October 12th through 14th for its fall meeting. On October 13th, the Commission heard and took action on two items, Items 4A and 4B, that are of particular interest to Early Edge California and the Early Learning field. 

Agenda Item 4A: Proposed Adoption of Literacy Standards and Teaching Performance Expectations Pursuant to Senate Bill 488, was presented by Commission staff and consultants from the Professional Services Division: Nancy Brynelson, Roxann Purdue, and Heather Kennedy. The item provided an overview of the revised Literacy Program Standards and Teaching Performance Expectations (TPEs) for educator preparation programs leading to a Multiple Subject, Single Subject, Education Specialist: Mild to Moderate Support Needs and Extensive Support Needs, and the proposed PK-3 Early Childhood Education Specialist Instruction Credential, as required by SB 488. The staff provided a report out and summary of feedback from the field that was collected by a survey asking for feedback on the Literacy Standards and TPEs. Based on the feedback received, staff made revisions to the Literacy Standards that focused on ensuring emphasis on Dual Language Learners (DLLs) was adequately included, simplifying sentences, clarifying or expanding on key concepts, such as “asset-based instruction,” and expanding attention to home languages and dialects. With the revisions included, the Commissioners adopted the Literacy Standards and TPEs.

With approval of the TPEs, staff are working to put together the design team to develop the Literacy Performance Assessment (LPA). The application to be a member of the design team was open to the public until October 7th. Staff are now reviewing applications to appoint the design team, which must be comprised of “at least one-third classroom teachers with recent experience in teaching reading in the early grades.” Early Edge provided public comments that focused on emphasizing the use and development of a child’s home language in the LPA for the PK-3 credential and underscored the importance of putting together a design team that encompasses individuals with experience in early literacy and supporting DLLs. The design team will work with the Commission’s Performance Assessment team and the Evaluation Systems group of Pearson to design and develop the LPA.

The second agenda item, 4B: Adoption of Teaching Performance Expectations and Program Standards for the PK-3 Early Childhood Education Specialist Instruction Credential, was presented by Commission staff member, Phyllis Jacobson, Administrator, Professional Services Division. The agenda item presented to Commissioners the proposed Program Preconditions, Program Standards, and TPEs to create new regulations for the PK-3 Early Childhood Specialist Instruction Credential. Jacobsen shared the modifications that had been made to the proposed TPEs since the last meeting, which included further incorporation of the Preschool Learning Foundations, an increased focus on Multilingual Learners, and the addition of math instruction. During public comment, Early Edge thanked the Commission for its work on the PK-3 Credential and building in options for candidates to have their prior experiences in the Early Learning workforce recognized and credited. Early Edge also encouraged the Commission to support pathways for credential candidates to attain a Bilingual Authorization. The Commissioner approved the regulations for the TPEs and program standards of the PK-3 Credential with a unanimous vote.

This month, the Commission will begin the early phases of implementation for the PK-3 Early Childhood Education Specialist Instruction Credential by starting to provide technical assistance to Commission-approved programs at Institutions of Higher Education who wish to offer the credential. Program proposals for these credential programs will be accepted beginning in January 2023. Formal approval of these programs can only take place once the regulations to establish the requirements for this credential have been approved by the Office of Administrative Law, which could take up to a year to receive approval. 

For more information and updates on this credential, visit the Commission website.

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