In its first in-person meeting since March 2020, the Commission on Teacher Credentialing approved sending to Gov. Gavin Newsom and the Legislature the report, “Teacher Supply in California, 2020–21,” and conducted a review of four key foundational components for establishing a PK-3 Early Childhood Education (ECE) Specialist Credential for California early childhood teachers.

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. “Teacher Supply in California, 2020–21: A Report to the Legislature” provides data collected by the CTC and addresses several questions regarding the supply of new teachers available for classrooms. The report covers the number of teachers who received credentials, certificates, permits and waivers to teach in California public schools.

Some highlights contained in the report:

• From 2019–20 to 2020–21, there was an overall increase of 9.3 percent in newly issued teaching credentials for Multiple Subject, Single Subject and Education Specialist. This marks the seventh year in which there was an increase since the 10-year decline between 2004–05 and 2013–14.
• The number of new credentials issued showed an increase for California institute of higher education (IHE)-prepared (13.3 percent) and California district/county-prepared (54 percent), and a decline for out-of-state-prepared (15 percent). California IHEs prepared more than four-fifths of the total new teaching credentials issued in 2020–21. The district/county-prepared pathway here includes only the intern delivery model (not teacher residency programs).
• The proportion of Multiple Subject credentials increased by 3.6 percentage points and the Education Specialist credentials by 0.7 percentage points, while the proportion of Single Subject credentials decreased by 4.3 percentage points between 2016–17 and 2020–21.
• There was a decline of Short-term Staff Permits (STSPs) and Provisional Intern Permits (PIPs) issued between 2019–20 and 2020–21 (46.4 percent and 50.3 percent, respectively).
• There was a dramatic increase (by 107.4 percent) in the number of waivers issued between 2019–20 and 2020–21. Staff credited much of this increase to issues related to the COVID-19 pandemic.

CSBA President and CTC Commissioner Dr. Susan Heredia talked about the need to recruit bilingual candidates following the presentation. “I agree with the speaker who talked about the idea of looking at teacher recruitment for those who have earned the Seal of Biliteracy in schools — to tap into that resource because they will be the ones, hopefully, that will be able to meet the demand for more bilingual teachers as more dual immersion programs are established across the state.”

Commission Chair Tine Sloan raised concerns about the amount of STSPs, PIPs, interns and waivers. “Only 40 percent of teachers who started their career with an intern or waiver get fully credentialed, and of those, 40 percent left the profession within three years,” she said. “As we grow around teacher residencies and our understanding of innovative staffing models that can capitalize on multiple professionals preparing within a school, but preparing under the supervision of more-expert teachers.”

The CTC also collects information regarding race/ethnicity of new teacher candidates. The report found that overall, more than half of the teacher candidates identified themselves as belonging to a non-white race/ethnicity category. The proportion of teacher candidates who identified themselves as Hispanic/Latino of any race has increased from 29.8 percent in 2015–16 to 32.5 percent in 2019–20 (2.7 percentage points). However, Black teachers decreased in the same time period from 5.1 percent in 2015–16 to 3.1 percent in 2019–20.

The Commission reviewed the body of work generated and presented from the ECE Specialist Workgroup, including four key foundational components for establishing a PK-3 Early Childhood Education (ECE) Specialist Credential for California early childhood teachers. The four proposed foundational components are the proposed authorization statement; draft PK-3 ECE Specialist Credential Teaching Performance Expectations (TPEs); proposed credential requirements for the PK-3 ECE Specialist Credential including 24 units in early childhood education, child development or both; and draft PK-3 ECE Specialist Preparation Program Standards.

The draft TPEs integrate the job role expectations of early childhood educators at both the PK level and the TK-3 levels and have undergone an initial field review survey. The survey results included more than 900 responses from a variety of related fields and “support a clear consensus that these TPEs are clearly stated; include knowledge, skills, and abilities needed by PK-3 ECE Specialist Credential holders from the first day on the job; contain no content that should be removed; and need no further content additions,” according to a summary document.

Public comment failed to agree with this assessment, however, with many from the ECE field calling upon the CTC for further collaboration with those who have expertise in early childhood education. Concerns were also shared that workable pathways are not being developed for early childhood educators to obtain a PK-3 ECE Specialist Credential.

Presenters noted that the process for candidates to earn this credential will include intentional bridges for Child Development Permit holders as well as Multiple Subject Credential holders and new candidates. Before the June 16–17 CTC meeting, staff noted they will work collaboratively with education partners and communities of interest to provide additional opportunities for feedback and discussion.