Credentialing in California Alternatives for Governance

Understanding the issues surrounding credentialing in California is, at best, difficult. The history of credentialing begins before statehood and has never been without complexity, controversy, and problems. This tradition continues today.

Over the next few years, California will require a large number of new teachers. The policies currently in effect, and those made in the near future, will influence the nature of the future teaching force. Responsibility for attracting and retaining capable teachers resides with the State and its associated bodies and agencies that make educational policy. The performance of one of these agencies, the Commission on Teacher Credentialing, is regarded as questionable by policymakers and observers of the education scene. They assert that credentialing can be more effective, especially if the governance structure is modified or changed.

This report explores the issues and problems surrounding credentialing and the present governance structure. Alternatives are suggested that may improve the Commission's performance, as well as enhance the teaching profession. The present governance structure is described, followed by critics' perceptions of the Commission on Teacher Credentialing. Then the present and three alternative structures are outlined. For readers who are interested, a history of the Fisher and Ryan Acts' reform efforts is presented in Appendix 1.

Hopefully, the perceptions and ideas presented will be used to focus on the issues and problems of credentialing and stimulate further discussion. Ideally, positive actions and an enhanced profession will result.