2008-2009 TCC Year-End Report
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San Francisco State University
Report of the Teacher Credential Committee (TCC)
AY 2008-2009
I. Executive Summary
The San Francisco State University Teacher Credential Committee (TCC) is responsible
for making recommendations regarding existing and proposed University teacher
credential programs. In addition, it has the responsibility for implementing University
policy as it relates to teacher credentialing. Finally, it serves as a forum for on-going
information exchanges between faculty in the subject areas and faculty in the College of
Education (COE). TCC meets twice a semester, usually on Thursdays from 10:00-11:30.
The primary business of the Committee for this academic year was to discuss
applications for subject matter competency programs, alternative credential programs,
and heard updates from the California Commission on Teacher Credentialing.
II. Charge to the Committee
Responsibilities and Functions
A. The TCC shall make recommendations to the Dean of the College of
Education regarding all existing and proposed University teacher
credential programs.
B. The TCC shall have the responsibility for implementing the All
University Teacher Education Committee (AUTEC) policies that
relate to teacher credentialing. This responsibility shall include but not
be limited to the review and approval of courses and procedures
proposed by departments and colleges to meet AUTEC guidelines for:
early field experience units
certification of subject matter competency
joint supervision of candidates for teaching credentials
multicultural knowledge and skills
recruitment of racial and ethnic minority students into teaching
credential programs
implementation of computer literacy requirements
C. Any action or decision of the TCC relating to AUTEC policies shall
be subject to appeal by program, to AUTEC.
Committee Membership
 One member from each college (total of 8): Only 4 attended the meetings
 Elementary Education (and Liberal Studies) Representative (1)
 Secondary Education Representative (1): On Maternity Leave
 Special Education Representative (vacant)
 Administrative and Interdisciplinary Studies Representative (vacant)
 Student Representative from Elementary Education*
 Student Representative from Secondary Education*
 Office of Credential Services and Data Management Representative (1)
 AUTEC Representative (chair of TCC)**
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* It remains difficult to achieve student representation on this committee.
**With the change in TCC Chairs, it was unclear whether or not, the TCC Chair
was to attend the AUTEC meetings.
III. Activities of the Year
TCC met four times during the AY 2008-2009.
We began in the fall with Maika Watanabe as the chair and we spent the meetings in the
fall brainstorming about TCC’s role and purpose. This is still a bit unclear as to what
TCC’s future purpose or charge should be. Maika Watanabe went on maternity leave at
the end of the fall 2008 semester.
In the spring 2009 semester Allyson Tintiangco-Cubales became the chair. During the
TCC meetings we received CCTC updates from Myla Marcelino-Adeva from the
Credential Analyst Office. The following are the reported updates:
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Implementation of Senate Bill 1104 Pertaining to Designated Subjects Career
Techinical Education Teaching Credentials
Approval of Amendments to Title 5 Regulations Pertaining to the Single Subject
Credential Authorization in Foundational-Level General Science
Approval of Amendments to Title 5 Regulations Pertaining to the Extensions of
Preliminary Multiple and Single Subject Teaching Credentials for Applicants
Prepared in California
Implementation of Assembly Bill 1871 concerning Bilingual and English Learner
Authorizations
TCC also reviewed to proposals.
Bay Area Teacher Training Institute (BATTI)
The Bay Area Teacher Training Institute (BATTI) began in 2002 as a program sponsored
by the SF State Department of Elementary Education to train teachers who are working
as assistant teachers at non-public schools, primarily those in a group of 25 California
Association of Independent Schools (CAIS) in five Bay Area counties. The EED has an
internship program for public school interns, but found it difficult to support non-public
assistant teachers because of the very different educational circumstances at those
schools. The department contracts with BATTI to coordinate a credential program for
this unique group of pre-service teachers, and refers all applicants in this category to
BATTI.
The proposed SF State/BATTI Professional Clear Program (hereafter, the program) is
specifically designed to encourage teacher growth and achieve higher retention rates
through high-quality mentoring and thoughtful group seminars. The program, a member
of the New Teacher, Center (NTC) at the University of California, Santa Cruz, will
provide Mentor training in partnership with the NTC. These Mentors will establish good
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working relationships with participating teachers before school begins in August. The
Individual Learning Plan (ILP) each participating teacher creates will guide his or her
learning that year. Monthly Advanced Professional Seminars (see Appendix A) led by
three well-qualified Instructors will help the participating teachers accomplish their
professional development goals and introduce them to experts in educational fields such
as English language acquisition and teaching children with special needs.
The program aims to produce teachers that reflect upon and apply the guidelines in the
CSTP. In order for participating teachers to complete their Professional Clear Credential
through BATTI/SF STATE they must be employed lead teachers in a non-public school
or a school district that does not offer a BTSA program. The participant’s employer must
fill out form CLL55 as evidence of their need for an induction program.
TCC is planning on approving the BATTI proposal contingent on the following two
clarifications that we hope will be included in a revised proposal.
1. Connecting the mentors to the seminars that you are providing to the students: What is
the relationship between the mentors and instructors? How will the mentors be
connected to the curriculum in the seminars?
2. Connecting the ILP to seminar topics? How is the ILP reflected in the topics and
assignments in the seminars? How will the mentors and instructors of the seminars assist
the students to complete their ILP?
Teacher Preparation in Latin at San Francisco State University
The Classics Department drafted a single subject teaching credential document for
submission to the teacher credential committee and the state of California. The current
certification is due to expire in 2010, so they would like to submit our document and have
the approval process begin before this semester is over.
TCC reviewed the overview of the detailed proposal and agreed to approve the Latin
single subject proposal.
IV. Agenda for the Coming Year
TCC recommended the following items of business for the 2007-2008 academic year:
 Recruitment in general and of candidates of color
 Integration of pre-service preparation and induction
 Revisiting the stalled change in membership
 Role of TCC in the new assessment system and consideration of assessment results
 Role of TCC in approval of course proposals and program changes for teacher
preparation programs
TCC recommends that we continue to discuss the able items of business for the 20082009 academic year, along with the following:
2008-2009 TCC Year-End Report
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The procedures and role of TCC in making decisions about proposals.
TCC’s relationship to AUTEC.
This report was compiled and submitted by Allyson Tintiangco-Cubales, chair.
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