Teacher credentialing: dual credentialing.
- Requires the state to create new pathways for teachers to earn dual credentials in general and special education by 2027.
- Establishes routes for existing teachers to add special education or general education credentials to their qualifications.
- Mandates the review of current credentialing systems to identify barriers and create more efficient certification paths.
- Aims to address the shortage of special education teachers while promoting inclusive classroom environments.
Assembly Member Patel's dual credentialing initiative directs the Commission on Teacher Credentialing to establish new pathways for educators to obtain multiple teaching credentials by March 2027. The measure creates routes for both new teacher candidates and existing credential holders to acquire combinations of multiple subject, single subject, PK-3 early childhood education specialist, and education specialist credentials.
The Commission must evaluate current credentialing processes to identify opportunities for streamlining requirements across credential types. This includes reviewing existing routes for adding credentials, analyzing overlapping preparation content, and examining potential supplementary teaching authorizations. The Commission will also study dual credentialing models from other states and catalog barriers facing both teachers and preparation programs.
The bill responds to California's longstanding shortage of education specialists and aligns with recent reforms establishing common preparatory coursework between general and special education credentials. According to the legislative findings, dual credentialing aims to increase inclusion of students with disabilities in general education settings by preparing teachers to instruct diverse learners across multiple contexts. The measure requires the Commission to incorporate input from education stakeholders throughout the regulatory development process.
 Darshana PatelD Assemblymember | Bill Author |  Not Contacted |
Email the authors or create an email template to send to all relevant legislators.
Introduced By
Latest Voting History
| Ayes | Noes | NVR | Total | Result |
|---|---|---|---|---|
| 37 | 0 | 3 | 40 | PASS |
- Requires the state to create new pathways for teachers to earn dual credentials in general and special education by 2027.
- Establishes routes for existing teachers to add special education or general education credentials to their qualifications.
- Mandates the review of current credentialing systems to identify barriers and create more efficient certification paths.
- Aims to address the shortage of special education teachers while promoting inclusive classroom environments.
Email the authors or create an email template to send to all relevant legislators.
Introduced By
Assembly Member Patel's dual credentialing initiative directs the Commission on Teacher Credentialing to establish new pathways for educators to obtain multiple teaching credentials by March 2027. The measure creates routes for both new teacher candidates and existing credential holders to acquire combinations of multiple subject, single subject, PK-3 early childhood education specialist, and education specialist credentials.
The Commission must evaluate current credentialing processes to identify opportunities for streamlining requirements across credential types. This includes reviewing existing routes for adding credentials, analyzing overlapping preparation content, and examining potential supplementary teaching authorizations. The Commission will also study dual credentialing models from other states and catalog barriers facing both teachers and preparation programs.
The bill responds to California's longstanding shortage of education specialists and aligns with recent reforms establishing common preparatory coursework between general and special education credentials. According to the legislative findings, dual credentialing aims to increase inclusion of students with disabilities in general education settings by preparing teachers to instruct diverse learners across multiple contexts. The measure requires the Commission to incorporate input from education stakeholders throughout the regulatory development process.
Latest Voting History
| Ayes | Noes | NVR | Total | Result |
|---|---|---|---|---|
| 37 | 0 | 3 | 40 | PASS |
Darshana PatelD Assemblymember | Bill Author | Not Contacted |