SENATE BILL REPORT

SB 5496

This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not a part of the legislation nor does it constitute a statement of legislative intent.

As Passed Senate, March 3, 2015

Title: An act relating to changing explicit alternative routes to teacher certification program requirements to expectations for program outcomes.

Brief Description: Changing explicit alternative routes to teacher certification program requirements to expectations for program outcomes.

Sponsors: Senators Litzow, McAuliffe, Dammeier, Rolfes and Chase; by request of Professional Educator Standards Board.

Brief History:

Committee Activity: Early Learning & K-12 Education: 2/03/15, 2/12/15 [DP].

Passed Senate: 3/03/15, 47-0.

SENATE COMMITTEE ON EARLY LEARNING & K-12 EDUCATION

Majority Report: Do pass.

Signed by Senators Litzow, Chair; Dammeier, Vice Chair; McAuliffe, Ranking Member; Billig, Fain, Mullet, Rivers and Rolfes.

Staff: Matthew Lemon (786-7405)

Background: The Alternative Routes Partnership Grant Program, established in 2002, is operated by the Professional Educator Standards Board (PESB). It provides support for the formation of partnerships between school districts and higher education teacher preparation programs to offer one or more of four school-based alternative routes to teacher certification. The programs are aimed at experienced paraeducators and mid-career professionals with expertise in subject areas in which Washington has shortages, such as math, science, and special education.

Alternative Route One. Alternative Route One programs enroll currently employed classified instructional employees (paraeducators) with a transferable associate degree who are seeking teacher certification with an endorsement in special education, bilingual education, or English as a second language. Candidates pursuing this route are expected to complete both their baccalaureate degree and requirements for residency certification in two years or less, including a mentored internship in the final year. Entry requirements for candidates include the following:

Alternative Route Two. Alternative Route Two programs enroll currently employed classified staff with a baccalaureate degree who are seeking teacher certification in subject matter or geographic shortage areas. Candidates pursuing this route must complete a mentored internship and training and coursework offered at a local site, online, or via video conference. Entry requirements for candidates include the following:

Alternative Route Three. Alternative Route Three programs enroll individuals with baccalaureate degrees who are not employed in the district at the time of application. When selecting candidates, priority is given to individuals who are seeking teacher certification in subject matter or geographic shortage areas. Candidates pursuing this route attend an intensive summer teaching academy, followed by a full year employed by a district in a mentored internship, followed, if necessary, by a second summer teaching academy. Entry requirements for candidates include the following:

Alternative Route Four. Alternative Route Four programs enroll individuals with baccalaureate degrees who are employed in the district at the time of application or who hold conditional teaching certificates or emergency substitute certificates. Candidates pursuing this route must attend an intensive summer teaching academy, followed by a full year of employment with a district in a mentored internship. If employed on a conditional certificate, the intern may serve as the teacher of record, supported by a well-trained mentor. Entry requirements for candidates include the following:

Veterans and National Guard members who meet the entry are given preference in admissions to all alternative route programs.

School districts may partner with the higher education teachers' preparation programs to provide one or more of the alternative route programs. At the completion of the program, successful candidates will be eligible for teacher certification.

Summary of Bill: The four specific alternative route pathways to teacher certification are removed from statute. Instead PESB is allowed to establish policies based on expectations for program outcomes. A new framework is created for PESB's approval of new nontraditional teacher preparation programs and PESB must provide oversight and accountability related to the quality of such programs. PESB must also develop rules to address the grant process and scholarship eligibility.

When establishing and amending rules related to alternative route programs, PESB must:

Beginning December 1, 2015, and each odd-numbered year thereafter, PESB must submit a report to the education committees of the Legislature on how approved alternative route programs are meeting the Legislature's intent that PESB provides oversight and regulation of such programs, focusing on the following data:

Alternative route partnership programs proposed by school districts must receive priority eligibility for partnership grants from PESB to recruit paraeducators and other individuals in the local community to become certified as teachers.

Appropriation: None.

Fiscal Note: Available.

Committee/Commission/Task Force Created: No.

Effective Date: Ninety days after adjournment of session in which bill is passed.

Staff Summary of Public Testimony: PRO: Several changes and innovations in how teacher preparation works have occurred since 2001 due to alternative routes. The innovations that occurred are now embedded in traditional programs. Currently, everything down to eligibility for alternative routes is explicitly stated in statute. PESB would instead like to focus on an outcome approach in which PESB is permitted to create innovations and new strategies for training teachers without the handicaps of the explicit language in statute. This bill will also help address a lack of substitute teachers by clarifying that preservice teachers in an alternative route can serve as substitutes.

Persons Testifying: PRO: David Brenna, PESB.