1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Title II, Part A Teacher and Principal Quality Credential Counselors and Analysts of California 34nd Annual Fall Conference October 2012

2. TOM TORLAKSON State Superintendent of Public Instruction Charter Schools and their Chartering Authority Credentialing, assignments, and Monitoring Ron Taylor, Education Administrator I916-323-4819 Lynda Nichols, Education Programs Consultant 916-323-5822 Title II Leadership Office

3. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design A Report by State Superintendent of Public Instruction Tom Torlakson’s Task Force on Educator Excellence September 2012

4. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts ….Talk to any great teacher or school administrator about what brought them to and keeps them in the profession and it is clear that, to attract and keep excellent educators, we need a comprehensive and strategic approach. We need to focus equally on outreach, preparation and mentoring, on the one hand, and on the creation of school contexts that value and develop teacher expertise and enable collaborative, student-centered practice, on the other.

5. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts …On average, education systems are as likely to lose their top performers as their weaker staff, often because their is little attention to the kinds of conditions and opportunities that will persuade them to stay…. …..Recruitment and retention are closely interlinked. If an occupation develops and sustains productive individuals, there is less attrition and less need for ongoing recruitment, which allows the field to be more selective. While money makes a difference, talented people are recruited to fields where they believe they will be valued for their work, and they stay when they feel efficacious and successful…..

6. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts Research and common sense tell us that teachers’ and principals’ decisions regarding whether to enter and stay in the profession are strongly influenced by salaries and working conditions. It turns out that low-salary districts serve disproportionately high numbers of minority students and more than twice as many new English learners. These districts also have class sizes that are, on average, about 20 percent larger than those in high-salary districts, signaling that they also provide poorer working conditions. Furthermore, in both high-minority and high-poverty districts, there are much greater proportions of newly hired, inexperienced and under-qualified teachers.

7. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts These inequitably distributed teacher qualifications make a major difference in student achievement. A large-scale study of high school student achievement in North Carolina found that students’ achievement growth was significantly higher if they were taught by a teacher who graduated from a competitive college, was fully prepared upon entry (rather than entering through the state’s alternative route), had higher scores on the teacher licensing test, was certified in his or her teaching field, had taught for more than two years, or was National Board Certified.

8. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts Similarly, a large-scale study in New York City found that students’ achievement growth in elementary and middle school mathematics was most enhanced by having a fully certified teacher who had graduated from a university- based, pre-service teacher education program, who had a strong academic background and who had more than two years of experience. Students’ achievement was hurt most by having an inexperienced teacher on a temporary license – again, a teaching profile most common in high-minority, low-income California schools.

9. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts These studies strongly suggest that school districts develop policies to ensure the recruitment of candidates with strong academic ability, solid preparation, and ensure that they are placed within their field of certification and support them so that they stay long enough to gain the experience that further enhances their effectiveness.

10. TOM TORLAKSON State Superintendent of Public Instruction Commonly Used Acronyms NCLBNo Child Left Behind Act of 2001 CAHSEECalifornia High School Exit Examination CTCCommission on Teacher Credentialing CDECalifornia Department of Education CCACCredential Counselors and Analysts of California CSETCalifornia Subject Examinations for Teachers HOUSSEHigh Objective Uniform State Standard of Evaluation CLADCross-cultural Language and Academic Development CSTPCalifornia Standards for the Teaching Profession CALPADSCalifornia Longitudinal Pupil Achievement Data System SEIDState Educator Identifiers HQTHighly Qualified Teacher

11. TOM TORLAKSON State Superintendent of Public Instruction Commonly Used Acronyms CMIS CMISCompliance, Monitoring, Interventions, and Sanctions program High Poverty Schools High Poverty SchoolsIdentified as having 40% student population eligible for the federal free and reduced lunch program Low Performing Schools Low Performing SchoolsIdentified as being in deciles 1-3 or identified for placement into Program Improvement

12. TOM TORLAKSON State Superintendent of Public Instruction Charter Schools…the law Charter authorizations are granted for up to five years by a school district, County Office or Education, or the State Board of Education and may be renewed for periods of five years. Although charter schools operate outside the traditional system, they are still federally accountable. The accountability provisions and other requirements of the Elementary and Secondary Education Act (ESEA) (formally called No Child Left Behind) of 2001 must be applied to charter schools in accordance with the states' charter school laws. State-authorized chartering agencies, as established by the individual state laws, are responsible for ensuring that charter schools meet the accountability and testing provisions of ESEA

13. TOM TORLAKSON State Superintendent of Public Instruction Charter Schools….the law Most charter schools are authorized by either a local school district or county office of education, however the State Board of Education can and does authorize charter schools in California. For this presentation we are going to categorize charter schools into four types: Dependent : Charter schools that are part of a local educational agency (LEA)…locally funded monitored as part of the authorizer’s percentages Independent : Direct-funded charter schools are considered to be there own LEA (California Education Code Section 47636(a) monitored independently…as an LEA

14. TOM TORLAKSON State Superintendent of Public Instruction Charter Schools….the law State Benefit : The State Board of Education may authorize a five- year charter for the operation of a charter school that will provide instructional services of "statewide benefit" that cannot be provided by a charter school operating in only one school district, or only in one county. Statewide benefit charters must adhere to all other charter laws with the exception of geographic limitations. They must open at least two new sites/schools in different counties in areas with struggling schools. SBE : If a charter is denied by the local school district or county office of education they may petition to open a charter to the State Board of Education (SBE). If the SBE approves the charter, the Board may designate a local education agency (LEA) to oversee the school, provided that the LEA is in the same county as the school and agrees to take on that responsibility.

15. TOM TORLAKSON State Superintendent of Public Instruction Charter School…Employment/Assignment Employed by a classroom based Charter School, or Employed by a Charter School utilizing the Independent Study Model –EC Section 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher: –Designated Subjects credentials in vocational or career technical education can not be used for this type of assignment

16. TOM TORLAKSON State Superintendent of Public Instruction Charter School…Licensure EC Section 47605(l) –Teachers in charter schools shall be required to hold a Commission on Teacher Credentialing certificate, permit or other document equivalent to that which a teacher in other public schools would be required to hold. –The documents shall be maintained on file at the charter school and are subject to periodic inspection by the chartering authority. –It is the intent of the Legislature that charter schools be given flexibility with regard to non-core, non-college preparatory courses.

17. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Charter Schools Must Adhere to all State credentialing requirements for core and college preparatory classes. Charter schools teachers of core academic subjects, as defined in federal law, must meet the ESEA requirements. California law states that teachers in charter schools who teach core and/or college preparatory courses are required to hold a credential or other documents equivalent to which a teacher in other California public schools would be required to hold. There are some credential flexibility but not with HQT and NCLB courses.

18. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Independent Study Teachers Either the K–12 Multiple subject credential or a single subject credential is appropriate for independent study teachers. Must verify/demonstrate NCLB subject matter competence in each subject assigned to teach. Federal guidance encourages creativity and distance learning. –For ideas and suggestions: Carol Abbott, Education Programs Consultant –cabbott@cde.ca.gov Or visit –www.ccis.org (click on CDE Update)

19. TOM TORLAKSON State Superintendent of Public Instruction Interns On September 27, 2010, the U.S. Court of Appeals for the Ninth Circuit, ruled on Renee v. Duncan. The Court ruled that the federal regulation that permits teachers who are participating in an alternative route (interns) to achieving full certification conflicts with the statute and does not meet the requirements of the Elementary and Secondary Education Act (ESEA).

20. TOM TORLAKSON State Superintendent of Public Instruction Interns In response the U.S. Department of Education issued the following statement: As part of a Continuing Resolution that the United States Congress passed and the President signed in late December did address the alternative certification/HQT issue. SEC. 163. (a) A ‘highly qualified teacher’ includes a teacher who meets the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the Federal Register on December 2, 2002. (b) This provision is effective on the date of enactment of this provision through the end of the 2012–2013 academic year. The provision of the Continuing Resolution amends the ESEA to confirm that teachers in alternative route programs (interns) may continue to teach as fully certified-highly qualified teachers under provision of this regulation until 2012–13, subject to any provision that Congress may enact before then in a reauthorized ESEA.

21. TOM TORLAKSON State Superintendent of Public Instruction Interns University Intern –University sponsored alternative teacher training program; cooperative effort between district and IHE District Intern –Alternative teacher training program by a district/county with an approved Professional Development Plan based on CTC standards Multiple Subject – Grades K-8 Single Subject – Grades 6-12

22. TOM TORLAKSON State Superintendent of Public Instruction NCLB Compliance Paddling Through the Process 1. Degree 2. Licensure 3. Subject Matter Verification

23. TOM TORLAKSON State Superintendent of Public Instruction Degree…. Must have at least a BA from an accredited university Even in a charter school which is exercising their credentialing flexibility under California Education Code (EC) sections 47605(l), and 47605.6(l),

24. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Appropriate Credential Ryan (named after Assembly member Leo Ryan) 1970 to 2007 –Multiple Subject - service grades preschool, K-12, and adults in self-contained class and in a core setting in grades 5-8 –Single Subject – service grades preschool, K-12, and adults in subject(s) listed in a departmentalized setting SB 2042 (named after bill number) 2007 General (also called Pre-Fisher) Pre 1961 Standard (also called Fisher) 1961 to 1970 –subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department Social science: history…only authorizes history not government of economics –elementary (think self-contained) and secondary (think departmentalized 7-12)

25. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Appropriate Credential “Specialist instruction” –Reading specialist, mathematics specialist, specialist in special education or early childhood education “Designated subjects” –Generally unaffected by NCLB - designated technical, trade, or vocational programs "Single subject instruction” –Generally secondary – High school, Junior/middle High (think 7-12) "Multiple subject instruction” –Generally elementary – elementary schools (think one teacher all day…K-8) EC 44256 ( Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:

26. TOM TORLAKSON State Superintendent of Public Instruction Supplementary Authorization –Added to multiple & single subject credentials only –Issued as Specific or Introductory Subjects 20 units, requires NCLB subject matter verification Subject Matter Authorization –Added to multiple & single subject credentials only –Issued as Specific or Introductory Subjects (NCLB Core Academic Subjects Only) 32 units, NCLB subject matter compliant Licensure…Authorizations

27. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Authorizations Local Teaching Assignment Option (Local Board Authorization) –Requires NCLB subject matter verification OptionRequiresGradeBasic Credential EC §44256(b)6/12 sem unitsK-8elementary EC §44258.26/12 sem units5-8secondary EC §44258.3 (Craven)Board approved policies and procedures K-12elementary/secondary EC §44258.7(c)(d) Committee on assignment - elective classes Board approved policies and procedure K-12elementary/secondary EC §442639/18 sem unitsK-12elementary/secondary

28. TOM TORLAKSON State Superintendent of Public Instruction Licensure….Education Options  Only one credential is needed – only credentials based on student teaching may be used for this authorization EC Section 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher.

29. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Middle School Middle School Core Class EC 44258.1 The holder of a credential authorizing instruction in a self-contained classroom may teach in any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more subjects for two or more periods per day to the same group of pupils, –and, in addition, may teach any of the subjects he or she already is teaching to a separate group of pupils at the same grade level as those pupils he or she already is teaching for an additional period or periods, provided that the additional period or periods do not exceed one-half of the teacher's total assignment. –Alternating Day block schedule (A/B day) will not work for this type of assignment as the two periods must be on the4 same day

30. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Introductory Science Classes Think Middle/Junior High Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes –Credential verifies NCLB Subject Matter Competency –Does NOT include General, Standard and Specialized Science Credentials General/standard life science can teach any life (generally 7 th grade) science class General/standard physical science can teach any physical (generally 6 th and 8 th grade) science class EC 44257.2(a) –The holder of the single subject teaching credential in science shall be qualified and authorized to teach courses in general science, introductory science, integrated science, and coordinated science in kindergarten and grades 1 to 12, inclusive.

31. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Reading Teacher Qualifications Secondary reading Intervention –Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students) Response to Intervention (RTI²) –If mixed class (regular education and special education)…teacher must hold more than a special education credential –If special education students only…teacher may hold only a special education credential

32. TOM TORLAKSON State Superintendent of Public Instruction Licensure…..Hints The Administrator’s Assignment Manual is your best source of information http://www.ctc.ca.gov/credentials/manuals- handbooks/Administrator-Assignment- Manual.pdf Join Credential Counselors and Analysts of California and attend their annual conference http://www.teamccac.org/

33. TOM TORLAKSON State Superintendent of Public Instruction Subject Matter Competence  “New” to the Profession: Holds a Credential or Intern Certificate issued on or after July 1, 2002.  “Not New” to the Profession: Holds a credential or Intern Certificate issued before July 1, 2002.

34. TOM TORLAKSON State Superintendent of Public Instruction NCLB Core Academic Subjects Federal EnglishEnglish Reading/Language ArtsReading/Language Arts MathematicsMathematics ScienceScience HistoryHistory EconomicsEconomics Civics/GovernmentCivics/Government GeographyGeography Foreign LanguagesForeign Languages ArtsArts English/language arts/ReadingEnglish/language arts/Reading –Includes reading intervention and CAHSEE-English classes MathematicsMathematics –Includes math intervention and CAHSEE-Math classes Biological SciencesBiological Sciences ChemistryChemistry GeosciencesGeosciences PhysicsPhysics Social ScienceSocial Science –history, government, economics, geography Foreign Languages (specific)Foreign Languages (specific) Drama/Theater (English Credential)Drama/Theater (English Credential) Visual ArtsVisual Arts MusicMusic Dance (Physical Education Credential)Dance (Physical Education Credential) How That Looks in California

35. TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for Elementary Teachers “New” multiple subject-elementary teachers must: Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination… currently, the California Subjects Examination for Teachers (CSET) Multiple Subject Previous exams included MSAT, NTE, General Knowledge, NTE Commons Examination “Not new” elementary teachers have two options to demonstrate subject matter competency: Exam Option: Passing any prior or current CCTC-approved subject matter exam HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)

36. Credentialing (State) Did the teacher receive the appropriate MS (elementary) credential by taking an exam? Yes Subject Matter Competence NCLB HQT (Federal) Subject Matter Compliance demonstrated Subject Matter Compliance not demonstrated Teacher Must: HOUSSE if “Not New” Take MS CSET Multiple Subjects (MS) Credential/Assignment Did the teacher receive the MS credential via a CTC- approved program? Yes No

37. TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for “New” Middle & High School Teachers 1.Exam Option: Passing a CCTC-approved subject matter examination in the core area, or 2.Course Work Option: a.CCTC-approved subject matter program in the core area, or b.Major in the core area, or c.Major equivalent in the core area (32 non remedial units…this option includes holders of a Subject Matter Authorization), or d.Graduate degree in the core area “New” middle/high school teachers have two options to demonstrate subject matter competency:

38. TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachers 1.Passing any prior or current CCTC- approved subject matter exam in the core area, or 2.Completing course work in the core area, or 3.Obtaining advanced certification (National Board Certification or VPSS) in the core area, or 4.California HOUSSE in the core area “Not new” middle/high school teachers have four options to demonstrate subject matter competency:

39. Credentialing (State) Does the teacher have the appropriate SS credential? Yes Does the teacher have a subject matter authorization in the core area? (32 units) Is the teacher assigned to teach in an Independent Study Program (Ed Code Option 44865) Subject Matter Competence NCLB HQT (Federal) Subject Matter Compliance demonstrated (exam or CTC-approved program Subject Matter Compliance not demonstrated Teacher Must: HOUSSE if “Not New” Take Subject Matter CSET Take 32 Appropriate Units Take VPSS (if applicable) Single-Subject (SS) Credential/Assignment: Complete for each subject area taught No Yes Subject Matter Compliance demonstrated Yes No

40. TOM TORLAKSON State Superintendent of Public Instruction Definition of NCLB Core Academic Subject Core/College-Prep As defined by Charter School NCLB Core Academic Subject Non-Core/Non- College Prep As defined by Charter School Teacher must have… Credential equivalent to teacher in non-charter school Bachelors Degree Demonstrated subject matter competence Teacher must have… Baccalaureate degree Demonstrated subject matter competence Yes Example… A high school level art class that counts for admission (a-g) to a university Example… A middle school level art class

41. Non-Core/non-College Prep Course per Charter Language Yes No Core/college prep No Core/college prep NCLB Core Academic SubjectYesNo Yes NCLB Teacher Quality Requirements as They Apply to Charter School  At least a baccalaureate degree, and  demonstrated subject matter competence  Credential equivalent to teacher in non-charter school  At least a baccalaureate degree; and  Credential equivalent to teacher in non-charter school; and  Demonstrated subject matter competency Example of CourseCAHSEE Math Prep Science Fiction and Modern Literature Algebra I Charter School Credentialing Table

42. TOM TORLAKSON State Superintendent of Public Instruction NCLB Teacher Quality Compliance Paperwork

43. TOM TORLAKSON State Superintendent of Public Instruction Certificate of Compliance New…Drop-Down Menu

44. Should include teacher Statewide Educator Identifiers (SEID) Direct funded Charter Schools are the “district” and may sign the Certificate. Dependent Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate.

45. Complete this section ONLY if the Certificate pertains to a “special setting” as identified

47. University conferring the BA…not necessarily the teacher preparation university/program.

48. If placement is based on EC Section 44865, check “other” and write in EC Section 44865. If placement is based on Local Teaching Assignment Option check “other” and write in appropriate EC.

49. “New” = on or after July 1, 2002…NO EXCEPTIONS “Not new” = before July 1, 2002 Based on Original credential or CA intern credential:

50. Please note…only secondary teachers (i.e. those teaching grades 9–12 and departmentalized 7 th and 8 th ) can demonstrate subject matter competency via coursework or advanced certification.

51. HOUSSE can only be used by “not new” teachers…except –“New” secondary (i.e. departmentalized 7-12) special education teachers who were highly qualified in math, English, or science when hired These “new” teacher may use the HOUSSE process for subject matter competency verification.

52. Form must be signed by both teacher and district personnel. District must retain original and provide teacher with a copy. Attach HOUSSE document if appropriate.

53. TOM TORLAKSON State Superintendent of Public Instruction High Objective Uniform State Standard of Evaluation (HOUSSE) Part 1

54. TOM TORLAKSON State Superintendent of Public Instruction High Objective Uniform State Standard of Evaluation….Part 1 If a “not new” teacher is unable to demonstrate subject-matter competence via exam, subject matter program, university units or advanced certification you may choose to use the HOUSSE process to verify subject-matter competency.

55. HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Points Experience in teaching core area - 10 pts per school year (Five years max) Circle years teaching this core academic subject: 1 2 3 4 5 50 pts Max. _____pts Experience must be as a classroom teacher in a public school –A maximum of five years (50 points) may be counted –Out-of-state experience may be counted, and non- consecutive years may be counted. –Experience working under an intern permit can be counted –Experience as a substitute teacher does not count All experience must be at a similar level (e.g. secondary to secondary) and content specific High Objective Uniform State Standard of Evaluation….Part 1

56. HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA Points Elementary School Teachers Core Academic Coursework: Select one if appropriate Completed 18 semester units in each of four core areas: 1)Reading/ Language Arts, 2) Mathematics and Science, 3) History and Social Sciences and 4) the Arts. - 50 pts, or Completed a CTC approved Liberal Studies Waiver Program - 50 pts, or National Board Certification in grade span - 60 pts, or Completed an advanced degree in teaching, curriculum instruction, or assessment in core academic area [e.g., MAT/MEd/MA/MS] - 60 pts_____pts Use this section for anyone working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms You can not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential

57. High Objective Uniform State Standard of Evaluation….Part 1 HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA Points Middle/High School Core Academic Coursework: Select one if applicable Completed CTC-Supplementary Authorization – 50 points, or Completed 15-21 Units of Core – 30 points, or Completed 22-30 Units of Core – 50 points, or Completed an advanced degree in teaching/curriculum/assessment in core academic area {e.g., MAT/MEd/MA/MS} – 60 points_____pts Use this section for departmentalized 7th through 12th grade classrooms This section also pertains to any departmentalized class including those on elementary school campuses –Units must increase teachers’ knowledge of core academic subject An advanced degree in special education or school counseling will not qualify

58. High Objective Uniform State Standard of Evaluation….Part 1 Participation in BTSA does not count…only if they were the support provided and in the assigned area.

59. High Objective Uniform State Standard of Evaluation….Part 1 Just make sure you keep a list of PD that have been accepted in the past…consistency is key!

60. TOM TORLAKSON State Superintendent of Public Instruction  One-day or short-term workshops and/or conferences are not acceptable and cannot be used to fulfill this requirement.  Methodology or instructional strategies (i.e. CLAD) classes can not be used to fulfill this requirement.  Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.  Support provider must be in like grade level and subject. High Objective Uniform State Standard of Evaluation….Part 1

61. TOM TORLAKSON State Superintendent of Public Instruction  Because the standards were not in place in California until 1997, only professional development offered after that date is acceptable.  Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused. This is about content development…not pedagogical practices… High Objective Uniform State Standard of Evaluation….Part 1

62. TOM TORLAKSON State Superintendent of Public Instruction HOUSSE Part 2

63. TOM TORLAKSON State Superintendent of Public Instruction If a “not new” teacher is unable to accumulate 100 points through HOUSSE - PART 1 the LEA may use HOUSSE PART 2, observation or portfolio requirement to determine subject matter competency. If a teacher does not satisfactorily meet standards 3 and 4.2 (previously 5.1, however the CSTPs have changed) of CSTP subject- matter competency shall be demonstrated through an approved exam or course work option. High Objective Uniform State Standard of Evaluation….Part 2

64. TOM TORLAKSON State Superintendent of Public Instruction The teaching standards are assessed in relation to the California K–12 academic content standards for the appropriate grade span and the core academic subject area to which the teacher is assigned. Evidence from the Observation or Portfolio assessment should be sufficient to indicate that CSTP standards 3 and 4.2 are met. Assessment of progress toward compliance is formative, not summative, in nature. 2 High Objective Uniform State Standard of Evaluation….Part 2

65. TOM TORLAKSON State Superintendent of Public Instruction Reading the Credential for NCLB

66. TOM TORLAKSON State Superintendent of Public Instruction Elementary … by Exam

67. TOM TORLAKSON State Superintendent of Public Instruction Elementary … No Exam

68. TOM TORLAKSON State Superintendent of Public Instruction Elementary …Supplemental Authorization

69. TOM TORLAKSON State Superintendent of Public Instruction Secondary….. Social Studies

70. TOM TORLAKSON State Superintendent of Public Instruction Secondary …Subject Matter Authorization

71. TOM TORLAKSON State Superintendent of Public Instruction Secondary …Supplemental Authorization