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News and Events, Blog | | Early Edge California

Latest Developments at the California Commission on Teacher Credentialing (CTC)

By Yasmin Grewal-Kök
Senior Policy Analyst
Early Edge California


Last week we attended the CTC’s February 7 meeting, where the Commission took an important step in moving California towards a more competency-based preparation system for teachers seeking a Child Development Permit.

As we work on one of our priorities to ensure that Early Learning teachers throughout the state have the training, pay, and support they need to do their jobs well, we want to share updates from the meeting as well as next steps.

Early Childhood Education (ECE) Performance Expectations are ADOPTED

Based in part on survey feedback received from the field last year, the CTC adopted new ECE Performance Expectations (PEs) and Program Guidelines.

The updated Performance Expectations describe the knowledge and skills that Child Development Permit holders are expected to have in their job roles–from assistant teacher to administrator–for each of the standards below. The intent is to use these in ECE preparation programs to inform course content and field experiences.

Standard 1: Engaging and Supporting All Students* in Learning

Standard 2: Creating and Maintaining Effective Environments for Student Learning

Standard 3: Understanding and Organizing Subject Matter for Student Learning

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

Standard 5: Assessing Students for Learning

Standard 6: Developing as a Professional Educator

*Young children age birth to age 8

Public Comment on the Performance Expectations Focused on the Need to Further Support Dual Language Learner (DLL) Children

We commend the CTC for placing further emphasis on supporting DLLs in the revised Performance Expectations and including language that reflects the importance of promoting these children’s home language. Research demonstrates that young children learning English advance more quickly in both English and their home language when teachers use both languages in Early Learning settings.  

During the meeting’s public comment period, our Executive Director, Patricia Lozano, along with several other organizations, emphasized that the PEs should:

  • Ensure our Early Learning teachers are well-prepared to work with DLL children, and
  • Frame bilingualism as an asset for all children.

The CTC agreed to take these recommendations into consideration as they make future modifications to the adopted PEs.

Click here to watch the CTC meeting

Next Steps

Now that the Performance Expectations have been adopted, the CTC indicated that it will:

  • Further strengthen the language around DLLs in the PEs;
  • Work with ECE workforce preparation programs to implement the PEs;
  • Complete revisions to the Child Develop Permit; and
  • Consider re-establishing an ECE Credential that is aligned with the PEs and revised Child Development Permit.

We look forward to continuing to collaborate with the CTC on this important work. As California makes strides to improve the preparation of its ECE workforce, Early Edge will continue to focus on making sure our Early Learning teachers receive fair pay.


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