Bill Text: CA AB2609 | 2017-2018 | Regular Session | Amended
Bill Title: Teachers: California Scientist-to-Teacher Pathway Program.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Introduced - Dead) 2018-05-25 - In committee: Held under submission. [AB2609 Detail]
Download: California-2017-AB2609-Amended.html
|
Amended
IN
Assembly
April 12, 2018 |
CALIFORNIA LEGISLATURE—
2017–2018 REGULAR SESSION
| Assembly Bill | No. 2609 |
| Introduced by Assembly Member O’Donnell |
February 15, 2018 |
LEGISLATIVE COUNSEL'S DIGEST
AB 2609, as amended, O’Donnell.
Teacher credentialing: single subject teaching credentials: review of subjects. Teachers: California Scientist-to-Teacher Pathway Program.
Existing law establishes a system of public elementary and secondary schools in this state and authorizes local educational agencies throughout the state to operate schools and provide instruction to pupils in kindergarten and grades 1 to 12, inclusive. Existing law establishes the State Department of Education, under the administration of the Superintendent of Public Instruction, and assigns to the department numerous duties relating to the financing, governance, and guidance of the public elementary and secondary schools in this state.
This bill would establish the California Scientists-to-Teacher Pathway Program for the purpose of recruiting, training,
supporting, and retaining qualified science, technology, engineering, and mathematics (STEM) scientists as STEM teachers in kindergarten and grades 1 to 12, inclusive, under the administration of the department, as specified. The bill would require the department, commencing with the 2018–19 fiscal year, to allocate a one-time grant to an institution of higher education, nonprofit public benefit corporation, county office of education, or a partnership among multiple organizations of these types, for the purposes of the program, as specified, and for subsequent fiscal years if specified conditions are met. The bill would require the department to evaluate the impacts of the program and include that information in a specified report. The bill would require its provisions to be implemented only upon the enactment of an appropriation in the annual Budget Act or another statute for its purposes.
Existing law requires the
Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue single subject teaching credentials in specified subjects. Existing law requires the commission to periodically review and assess the adequacy and relevance of those subjects, and report its findings and recommendations to the Legislature.
This bill would instead require the commission to annually review and assess the adequacy and relevance of those subjects, and report its findings and recommendations to the Legislature.
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NOBill Text
The people of the State of California do enact as follows:
SECTION 1.
The Legislature finds and declares all of the following:(a) The shortage of qualified science, technology, engineering, and mathematics (STEM) teachers is at a critical level that threatens the future workforce and economic well-being of the state.
(b) The projected shortage of 33,000 STEM teachers in California over the next decade requires innovative approaches to recruitment and teacher preparation.
(c) The STEM teacher shortage in K-12 grades coincides with a critical job shortage in higher education for early career scientists, which has resulted in a large and increasing number of trained scientists remaining in insecure, poorly compensated instructor and research positions.
(d) Education experts agree that STEM scientists bring unique expertise to the classroom for teaching mathematics and science, addressing the engineering focus within the state’s new science standards, advancing computer science instruction, and connecting academics and careers.
(e) Major increases in pupil performance and interest in STEM subjects may be achieved by recruiting new K-12 STEM teachers from the state’s surplus of early career scientists.
(f) Early career
scientists in sequentially structured teaching pathways are retained in teaching positions at high rates, resulting in a cost-effective solution for addressing STEM teacher shortages.
SEC. 2.
Chapter 3.7 (commencing with Section 44780) is added to Part 25 of Division 3 of Title 2 of the Education Code, to read:CHAPTER 3.7. California Scientist-to-Teacher Pathway Program
44780.
(a) The California Scientist-to-Teacher Pathway Program is hereby established for the purpose of recruiting, training, supporting, and retaining qualified science, technology, engineering, and mathematics (STEM) scientists as STEM teachers in kindergarten and grades 1 to 12, inclusive, (K-12). The program shall be administered by the department, and shall adhere to the minimum criteria, standards, and requirements that are applicable pursuant to Part A (commencing with Section 2101) of Title II of the federal Elementary and Secondary Education Act of 1965, as amended by the federal Every Student Succeeds Act (Public Law 114-95).(b) (1) Commencing with the 2018–19 fiscal year, the department shall allocate a one-time
grant to an institution of higher education, nonprofit public benefit corporation, county office of education, or a partnership among multiple organizations of these types, for the purposes of this chapter, subject to a competitive grant process.
(2) If sufficient funds provided pursuant Part A (commencing with Section 2101) of Title II of the federal Elementary and Secondary Education Act of 1965, as amended by the federal Every Student Succeeds Act (Public Law 114-95), are available in subsequent fiscal years, the department may award additional one-time grants to the grant recipient under paragraph (1) in those fiscal years.
(c) To be eligible to receive funding under this program, applicants shall have demonstrated expertise in recruiting scientists into K-12 teaching and demonstrate an ability to accomplish all of the following:
(1) Recruit STEM scientists into STEM teaching in K-12 using, but not limited to, the following approaches:
(A) Developing open education resources that are culturally responsive and can be used as outreach statewide to encourage interested STEM scientists to pursue second careers as mathematics and science teachers.
(B) Creating a successful teacher recruitment, training, support, and retention model and framework that can be disseminated and used statewide.
(C) Developing partnerships with STEM Doctor of Philosophy (Ph.D.) programs, masters programs, and university STEM departments to educate graduate students, research scientists, and postdoctoral researchers about careers in STEM teaching.
(2) Support California Scientist-to-Teacher Pathway participants to foster high rates of retention and teacher leadership using all of, but not limited to, the following approaches:
(A) Providing participants with information on the requirements for obtaining teaching credentials, how to complete those steps, how to apply to teacher preparation programs, how to apply for school district internship or residency programs, and how to access financial aid and loan forgiveness programs.
(B) Creating California Scientist-to-Teacher Pathway fellowships to support participants during their transition into the teaching profession and the completion of teacher credentialing requirements. Fellowships may be used to pay a living stipend, tuition and fees, and other costs associated with the credentialing process.
(C) Establishing mentoring relationships between program participants and experienced STEM teachers.
(D) Establishing agreements with teacher credentialing programs to facilitate timely achievement of teaching credentials by STEM scientists and placement of participants into teaching positions.
(E) Providing ongoing support and professional development for participants, including information on content-specific pedagogy and classroom management strategies, through their first year as an instructor of record in a classroom.
(3) Conduct the required evaluation of the California Scientist-to-Teacher Pathway Program pursuant to Section 44781.
44781.
(a) The department shall evaluate the impacts of the California Scientist-to-Teacher Pathway Program and include that information in a report submitted on or before January 31, 2025, to the Department of Finance, the relevant policy and fiscal committees of the Legislature, and the Legislative Analyst on the outcomes of the California Scientist-to-Teacher Pathway Program. The report shall address the program’s effectiveness at science, technology, engineering, and mathematics (STEM) teacher recruitment and retention and the extent to which continued support of the program would address ongoing and future shortages in STEM teachers, and shall include, but not be limited to, all of the following information:(1) The number of STEM scientists
participating in the California Scientist-to-Teacher Pathway Program and their demographic characteristics.
(2) On an annual basis, the number and demographic characteristics of STEM scientists who received their teaching credential while participating in the California Scientist-to-Teacher Pathway Program, and the schools in which they teach.
(3) Annual job placement data for STEM scientists who received their teaching credential while participating in the California Scientist-to-Teacher Pathway Program, including placement rates, subjects taught, and poverty and achievement levels of the schools of employment.
(4) The total number of STEM scientists who have been trained and retained in STEM teaching positions in kindergarten and grades 1 to 12, inclusive, through the California Scientist-to-Teacher Pathway
Program.
(b) As a condition of funding, the grantee shall provide all of the information necessary to generate this report, in a form and manner as determined by the department.
44782.
This chapter shall be implemented only upon the enactment of an appropriation in the annual Budget Act or another statute for these purposes.The commission shall annually review and assess the adequacy and relevance of the subjects of teaching credentials set forth in Section 44257, and shall report its findings and recommendations to the Legislature.
