Vocational Education by liuqingyan


									Vocational Education Teaching Credentials

                Assembly Committee on Education
            Career Technical Education Workgroup

                               February 28, 2007

                     on Teacher Credentialing

   CTC Review of Vocational Education Credentials
   Discussion Context
   Purpose of Vocational Education Teaching
   Credential Structure
   Program Standards
   Teacher Supply
Review of Vocational Education
Charge to the Review Panel:

   Review vocational education credential requirements to determine
    if they are appropriate to meet the need for teachers in today’s K-
    12 schools.

   Review credential types and authorizations for alignment to the
    adopted 2005 California Career and Technical Education
    Standards and the current instructional needs for K-12 vocational
    education teachers.

   Review and update vocational education teacher preparation
    program standards to be consistent with California statutes and
    current research-based best practices for teachers.
Each Point Will Be Discussed
Within the Following Context

   Current credentials

   Questions for Panel review
Purpose of Vocational
Education Credentials

   Vocational Education teaching credentials authorize
    the teaching of subject(s) listed on the credential in
    technical, trade or vocational classes.

   These classes may be organized for adults or for
    grades 12 and below, but must be identified as part
    of a vocational education program.
Questions for panel review

   How do the current vocational education credential
    requirements and teacher preparation content align
    with the State Board adopted career technical
    education requirements?

   What changes should be made to better align with
    the recently adopted career technical education
    standards and framework?
Credential Structure:
Preliminary Requirements

       Full-time Credential              Part-time Credential
   High school diploma (or          High school diploma (or
    GED)                             5 years work experience
   5 years work experience           OR a combination of work
    OR a combination of work          experience and education,
    experience and education          and
                                     Fingerprint clearance
   Fingerprint clearance, and
   U.S. Constitution course or
Questions for Panel Review

   Should the credential be renamed “Career Technical Education”
    to align with the vocational standards and framework adopted by
    the State Board of Education?
   Should the requirements for full-time credentials and part-time
    credentials be the same?
   What is the appropriate amount of work experience/education to
    qualify for the preliminary credential?
   Should a bachelor’s degree or basic skills be required?
   Should pedagogy be required for the preliminary credential? If
    so, how much? If so, should it be required prior to classroom
    teaching? If so, how should the training be delivered?
Credential Structure:
Clear Requirements

       Full-time Credential              Part-time Credential
   Preliminary vocational           Preliminary vocational
    education credential;             education credential;
   The equivalent of two years      The equivalent of two years
    of successful vocational          of successful vocational
    teaching;                         teaching;
   Personalized professional        Personalized professional
    development program               development program
    (Levels I & II); and              (Level I); and
   Health education.                Health education.
Personalized Professional
Development Program
                Level I                            Level II
   Completed within the first 2       Builds on the Level I
    years of teaching                   requirements and requires 6
   Supervised occupational             units in:
    teaching; and 6 units in:              teaching foundations;
       classroom management;              advanced learning and
       learning and instruction;
                                           program budgeting;
       curriculum; and
                                           computers;
       student evaluation.
                                           needs assessment and
                                            integration of academic skills;
                                           program evaluation; and
                                           serving special needs
Questions for Panel Review

   Should the Level I and Level II structure remain?
   What is the value added of the Level II
   What are the current delivery methods for the Level I
    and Level II instruction? Are they the best delivery
    methods for working professionals?
   What kinds of support are most needed by new
    vocational education teachers?

 Currently, there are 175 specific
 authorizations within the vocational education
 credential ranging from accounting to welding
 for full-time or part-time credential holders.
Questions for Panel Review

 Should the current authorizations align with
 the 15 industry sectors and 58 pathways
 identified by the California career technical
 education model curriculum standards and
 framework adopted by the State Board of
Program Standards: Overview
   Program Standards are used by program sponsors
    offering teacher preparation for vocational education
    to design their program.

   Program Standards are used by the Commission for
    initial program review and accreditation and for
    ongoing review and accreditation.

   There are currently 6 university and 13 school
    district or county office vocational education
Program Standards for Vocational
Education Programs Include
Standards for:

   Program resources and coordination
   Candidate services
   Two-level program of personalized
   Supervised occupational teaching
   Determining candidate competence
Teacher Supply

   In 2005-06, the Commission issued 2,108
    vocational education credentials.

   The largest number of vocational education
    credential holders are in the subjects of
    computer applications and office occupations.
Next Steps in Revision
   Panel appointments are taking place now

   Panel members will represent stakeholder

   Field survey will be completed and data will
    be presented to the panel to inform
Thank You
Larry Birch, Director
Professional Services Division

Teri Clark, Administrator
Professional Services Division

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