Title II, Part A Teacher and Principal Quality
Credential Counselors and Analysts of
California
34nd Annual Fall Conference
October 2012
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Charter Schools and their Chartering Authority
Credentialing, assignments, and Monitoring
TOM TORLAKSON
State Superintendent
of Public Instruction
Title II Leadership Office
Ron Taylor, Education Administrator I
916-323-4819
Lynda Nichols, Education Programs Consultant
916-323-5822
Greatness By Design
TOM TORLAKSON
State Superintendent
of Public Instruction
A Report by State Superintendent of Public Instruction Tom
Torlakson’s Task Force on Educator Excellence
September 2012
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
….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.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
…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…..
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
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 universitybased, 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.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
Commonly Used Acronyms
NCLB
TOM TORLAKSON
State Superintendent
of Public Instruction
CAHSEE
No Child Left Behind Act of 2001
California High School Exit Examination
CTC
Commission on Teacher Credentialing
CDE
California Department of Education
CCAC
Credential Counselors and Analysts of California
CSET
California Subject Examinations for Teachers
HOUSSE
High Objective Uniform State Standard of Evaluation
CLAD
Cross-cultural Language and Academic Development
CSTP
California Standards for the Teaching Profession
CALPADS
California Longitudinal Pupil Achievement Data System
SEID
State Educator Identifiers
HQT
Highly Qualified Teacher
Commonly Used Acronyms
TOM TORLAKSON
CMIS
Compliance, Monitoring,
Interventions, and Sanctions program
High Poverty Schools
Identified as having 40% student
population eligible for the federal free
and reduced lunch program
Low Performing Schools
Identified as being in deciles 1-3 or
identified for placement into Program
Improvement
State Superintendent
of Public Instruction
Charter Schools…the law
TOM TORLAKSON
State Superintendent
of Public Instruction
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
Charter Schools….the law
TOM TORLAKSON
State Superintendent
of Public Instruction
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
Charter Schools….the law
TOM TORLAKSON
State Superintendent
of Public Instruction
State Benefit: The State Board of Education may authorize a fiveyear 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.
Charter School…Employment/Assignment
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
Charter School…Licensure
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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.
Licensure…Charter Schools
TOM TORLAKSON
• Must Adhere to all State credentialing requirements
for core and college preparatory classes.
State Superintendent
of Public Instruction
• 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.
Licensure…Independent Study
Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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)
Interns
TOM TORLAKSON
State Superintendent
of Public Instruction
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).
Interns
In response the U.S. Department of Education issued the following
statement:
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
Interns
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
NCLB Compliance
Paddling Through the Process
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Degree
2. Licensure
3. Subject Matter Verification
Degree….
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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),
Licensure…Appropriate Credential
•
General (also called Pre-Fisher)
Pre 1961
•
Standard (also called Fisher)
1961 to 1970
TOM TORLAKSON
State Superintendent
of Public Instruction
•
–
– 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)
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
Licensure…Appropriate Credential
EC 44256 (Ryan and beyond) Authorization for teaching
TOM TORLAKSON
State Superintendent
of Public Instruction
credentials shall be of four basic kinds, as defined below:
• "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)
• “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
Licensure…Authorizations
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
•
Local Teaching Assignment Option (Local Board Authorization)
–
TOM TORLAKSON
Requires NCLB subject matter verification
Option
Requires
Grade
Basic Credential
State Superintendent
of Public Instruction
EC §44256(b)
6/12 sem units
K-8
elementary
EC §44258.2
6/12 sem units
5-8
secondary
EC §44258.3 (Craven)
Board approved
policies and
procedures
K-12
elementary/secondary
EC §44258.7(c)(d)
Committee on
assignment - elective
classes
Board approved
policies and procedure
K-12
elementary/secondary
EC §44263
9/18 sem units
K-12
elementary/secondary
Licensure….Education Options
TOM TORLAKSON
State Superintendent
of Public Instruction

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.
Licensure…Middle School
Middle School Core Class
TOM TORLAKSON
State Superintendent
of Public Instruction
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
Licensure…Introductory Science Classes
Think Middle/Junior High
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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 7th grade)
science class
• General/standard physical science can teach any physical (generally
6th and 8th 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.
Licensure…Reading Teacher
Qualifications
TOM TORLAKSON
State Superintendent
of Public Instruction
•
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
•
Secondary reading
Intervention
– Multiple Subject,
Single Subject
English, General
Elementary, Standard
Elementary, Reading
Specialist, Reading
Certificate, Special
Education (for special
education students)
Licensure…..Hints
TOM TORLAKSON
State Superintendent
of Public Instruction
The Administrator’s Assignment Manual is your
best source of information
• http://www.ctc.ca.gov/credentials/manualshandbooks/Administrator-AssignmentManual.pdf
Join Credential Counselors and Analysts of
California and attend their annual conference
• http://www.teamccac.org/
Subject Matter Competence
TOM TORLAKSON
State Superintendent
of Public Instruction
“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.
NCLB Core Academic
Subjects
Federal
TOM TORLAKSON
State Superintendent
of Public Instruction
How That Looks in California
•
•
English
•
•
•
•
•
•
•
•
•
Reading/Language Arts
Mathematics
Science
History
Economics
Civics/Government
Geography
Foreign Languages
Arts
•
English/language arts/Reading
– Includes reading intervention and
CAHSEE-English classes
Mathematics
–
Includes math intervention and
CAHSEE-Math classes
•
•
Biological Sciences
Chemistry
•
•
Geosciences
Physics
•
Social Science
– history, government, economics,
•
geography
Foreign Languages (specific)
•
•
Drama/Theater (English Credential)
Visual Arts
•
Music
•
Dance (Physical Education Credential)
Demonstrating Subject Matter Competency
for Elementary Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“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)
Multiple Subjects (MS) Credential/Assignment
Subject Matter Competence
NCLB HQT (Federal)
Credentialing (State)
Did the teacher receive the
appropriate MS
(elementary) credential by
taking an exam?
Yes
Subject Matter Compliance
demonstrated
No
Did the teacher receive the
MS credential via a CTCapproved program?
Yes
Subject Matter Compliance not
demonstrated
Teacher Must:
• HOUSSE if “Not New”
• Take MS CSET
Demonstrating Subject Matter Competency for
“New” Middle & High School Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“New” middle/high school teachers have two
options to demonstrate subject matter
competency:
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
Demonstrating Subject Matter Competency for
“Not New” Middle & High School Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“Not new” middle/high school teachers have four
options to demonstrate subject matter
competency:
1. Passing any prior or current CCTCapproved 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
Single-Subject (SS) Credential/Assignment: Complete for each subject area taught
Subject Matter Competence
NCLB HQT (Federal)
Credentialing (State)
Does the teacher have the
appropriate SS credential?
Yes
Subject Matter Compliance
demonstrated (exam or
CTC-approved program
No
Does the teacher have a subject
matter authorization in the core
area? (32 units)
Yes
No
Is the teacher assigned to teach in an
Independent Study Program (Ed Code
Option 44865)
Yes
Subject Matter Compliance
demonstrated
Subject Matter Compliance not
demonstrated
Teacher Must:
• HOUSSE if “Not New”
• Take Subject Matter CSET
• Take 32 Appropriate Units
•Take VPSS (if applicable)
Definition of NCLB Core Academic Subject
NCLB Core Academic Subject
Core/College-Prep
TOM TORLAKSON
State Superintendent
of Public Instruction
As defined by Charter
School
Example…
Non-Core/NonCollege Prep
As defined by Charter
School
Example…
A middle school level art class
Yes
Teacher must have…
• Credential equivalent to teacher in
non-charter school
• Bachelors Degree
• Demonstrated subject matter
competence
A high school level art class that
counts for admission (a-g) to a
university
Yes
Teacher must have…
• Baccalaureate degree
• Demonstrated subject matter
competence
Charter School Credentialing Table
Non-Core/non-College Prep
Course per Charter Language
Yes
No
Core/college prep
No
Core/college prep
NCLB Core Academic Subject
Yes
No
Yes
NCLB Teacher Quality
Requirements as They Apply to
Charter School
Example of Course
At least a baccalaureate
degree, and
demonstrated subject
matter competence
CAHSEE Math Prep
At least a baccalaureate
degree; and
Credential equivalent to
teacher in non-charter
school
Credential equivalent to
teacher in non-charter
school; and
Demonstrated subject
matter competency
Science Fiction and
Modern Literature
Algebra I
TOM TORLAKSON
State Superintendent
of Public Instruction
NCLB Teacher Quality Compliance
Paperwork
TOM TORLAKSON
State Superintendent
of Public Instruction
Certificate of Compliance
New…Drop-Down Menu
• 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.
• Complete this section ONLY if the
Certificate pertains to a “special
setting” as identified
• University conferring the BA…not
necessarily the teacher preparation
university/program.
• 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.
Based on Original credential or CA intern credential:
• “New” = on or after July 1, 2002…NO EXCEPTIONS
• “Not new” = before July 1, 2002
• Please note…only secondary teachers (i.e. those
teaching grades 9–12 and departmentalized 7th
and 8th) can demonstrate subject matter
competency via coursework or advanced
certification.
• 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.
• 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.
TOM TORLAKSON
State Superintendent
of Public Instruction
High Objective Uniform State
Standard of Evaluation (HOUSSE)
Part 1
High Objective Uniform State Standard of
Evaluation….Part 1
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
High Objective Uniform State Standard of Evaluation….Part 1
HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA
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
Total Points
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 nonconsecutive 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
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA
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
Points
_____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
High Objective Uniform State Standard of Evaluation….Part 1
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA
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
Points
_____pts
•
Completed an advanced degree in teaching/curriculum/assessment in core
academic area {e.g., MAT/MEd/MA/MS} – 60 points
• 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
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.
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!
High Objective Uniform State Standard of Evaluation….Part 1

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.
TOM TORLAKSON
State Superintendent
of Public Instruction
High Objective Uniform State Standard of Evaluation….Part 1
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…
TOM TORLAKSON
State Superintendent
of Public Instruction
HOUSSE
Part 2
High Objective Uniform State Standard of Evaluation….Part 2
•
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 subjectmatter competency shall be demonstrated
through an approved exam or course work
option.
TOM TORLAKSON
State Superintendent
of Public Instruction
High Objective Uniform State Standard of Evaluation….Part 2
•
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.
TOM TORLAKSON
State Superintendent
of Public Instruction
TOM TORLAKSON
State Superintendent
of Public Instruction
Reading the Credential for NCLB
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …by Exam
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …No Exam
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …Supplemental Authorization
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary…..Social Studies
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary …Subject Matter Authorization
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary …Supplemental
Authorization