Bill Text: CA AB578 | 2019-2020 | Regular Session | Amended

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Teachers: The California STEM Teaching Pathway Act of 2019.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Failed) 2020-02-03 - From committee: Filed with the Chief Clerk pursuant to Joint Rule 56. [AB578 Detail]

Download: California-2019-AB578-Amended.html

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Amended  IN  Assembly  April 22, 2019

Amended  IN  Assembly  March 25, 2019

CALIFORNIA LEGISLATURE— 2019–2020 REGULAR SESSION

Assembly Bill

No. 578

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Introduced by Assembly Member Mullin

February 14, 2019

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An act to add Chapter 3.9 (commencing with Section 44790) to Part 25 of Division 3 of Title 2 of the Education Code, relating to teachers, and making an appropriation therefor.

LEGISLATIVE COUNSEL'S DIGEST

AB 578, as amended, Mullin. Teachers: The California STEM Professional Teaching Pathway Act of 2019.

(1) Existing law establishes a system of publicrans, as mathematics and mathematics, science, and computer science teachers in California. The bill would authorize various activities as part of the California STEM Professional Teaching Pathway, including developing and distributing statewide recruitment materials encouraging interested STEM professionals to pursue teaching careers in mathematics, science, and computer science, and providing information to STEM professionals and current teachers regarding the requirements for obtaining a teaching credential in mathematics and mathematics, science, and computer science and how to complete those steps, applying to teacher preparation programs, and accessing financial aid.

The bill would also require the State Department of Education to submit a report, including specified data relating to the program, to the Legislature and the Governor by May 1 of each year, beginning with the first May 1 after an award under this program is granted.

(2) This bill would appropriate $2,000,000 $27,000,000, as scheduled, from the General Fund to the State Department of Education for the 2019–20 fiscal year for purposes of the bill, to be allocated as a one-time grant to a postsecondary educational institution, nonprofit public benefit corporation, county office of education, or a partnership of multiple organizations of these types. partnerships, including local educational agencies or county offices of education in high-needs school districts, in conjunction with institutions of higher education with a teacher preparation program. The bill would specify that these funds would be used to establish the California STEM Teaching Pathway.

Digest Key

Vote: MAJORITY   Appropriation: YES   Fiscal Committee: YES   Local Program: NO  

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Bill Text

The people of the State of California do enact as follows:

SECTION 1.

 Chapter 3.9 (commencing with Section 44790) is added to Part 25 of Division 3 of Title 2 of the Education Code, to read:

CHAPTER  3.9. The California STEM Professional Teaching Pathway

44790.

 This act shall be known as The California STEM Professional Teaching Pathway Act of 2019.

44791.

 The Legislature finds and declares all of the following:

(a) The shortage of qualified mathematics and mathematics, science, and computer science teachers in California is at a critical level that threatens the future work force workforce and economic well-being of the state.

(b) The projected shortage of 33,000 teachers in mathematics and mathematics, science, and computer science in California over the next decade cannot be met with current recruitment and preparation approaches.

(c) Education experts agree that science, technology, engineering, and mathematics (STEM) professionals bring unique expertise to the classroom for teaching mathematics and mathematics, science, and computer science, addressing the engineering focus in the state’s science standards, expanding computer science instruction, advancing environmental literacy, and preparing pupils for the careers of the future.

(d) Improvements in academic performance and the interest of California students in mathematics, science, and computer science can be achieved by increasing significantly significantly increasing the number of STEM professionals transitioning out of careers in these fields who enter a teaching career in mathematics or mathematics, science, or computer science.

(e)Exemplars in preparing STEM teachers in environmental literacy are a high priority for advancing California’s Environmental Principles and Concepts.

(f)

(e) STEM professionals in sequentially structured teaching pathways have been demonstrated to be retained in teaching positions at high rates, resulting in a cost-effective solution for addressing STEM teacher shortages.

44792.

 The California STEM Professional Teaching Pathway is hereby established for purposes of recruiting, training, preparing, supporting, and retaining qualified STEM professionals, including military veterans, and current teachers as mathematics and mathematics, science, and computer science teachers in California, and to prepare them to be leaders in environmental literacy. California. The activities associated with the California STEM Professional Teaching Pathway may include, but are not necessarily limited to, all of the following:

(a) Developing and distributing statewide recruitment materials encouraging interested STEM professionals and current teachers to pursue teaching careers in mathematics, science, and computer science.

(b) Conducting outreach to interested outreach, directed to interested current teachers and STEM professionals, including military veterans, designed to recruit them to second careers in mathematics and mathematics, science, and computer science teaching.

(c) Developing partnerships with the STEM business and industry community to support recruitment of retiring STEM professionals as tutors, supporting educators, and credentialed teachers, and establishing public-private partnerships that build and sustain the STEM teacher pipeline.

(d) Providing information to STEM professionals regarding all of the following:

(1) Requirements for obtaining a teaching credential in mathematics and mathematics, science, and computer science.

(2) Applying to teacher preparation programs.

(3) Accessing financial aid.

(4) Completing steps required to obtain a teaching credential.

(e) Supporting California STEM Professional Teacher Teaching Pathway fellowships to assist program participants in transitions into the teaching profession and completion of teaching credential programs.

(f) Placing STEM professionals interested in teaching in instructional roles in-school and out-of-school in order for them to support STEM learning and motivation among pupils in kindergarten and grades 1 to 12, inclusive.

(g) Establishing agreements with teacher credentialing programs to facilitate rapid achievement of teaching credentials by STEM professionals, and placement of participants in high-need schools for clinical preparation and subsequent employment.

(h) Preparing STEM professionals for effectiveness in integrating California’s Environmental Principles and Concepts into instruction, and advancing environmental literacy, including developing their expertise in all at least one of the following:

(1)Incorporating California’s Environmental Principles and Concepts into the state science standards and framework.

(1) Mathematical practices.

(2) Science and engineering practices.

(3) Computer science core practices.

(i) Preparing STEM professionals by developing their expertise in each of the following:

(2)

(1) Implementing environmental learning experiences inside and outside of the classroom.

(3)

(2) Advancing problem solving skills and hands-on real world learning experiences in teaching environmental literacy. experiences.

(4)

(3) Addressing cultural relevance in teaching environmental literacy. teaching.

(i)

(j) Supporting STEM professionals in experiences leading to STEM teacher leadership, including, but not necessarily limited to, all of the following: obtaining one or more additional teaching authorizations in STEM disciplines.

(1)Obtaining one or more additional teaching authorizations in STEM disciplines.

(2)Participating in research internships at federal STEM laboratories.

(3)Developing expertise in implementing California’s Environmental Principles and Concepts.

(j)

(k) Providing ongoing support and professional development learning for California STEM Professional Teaching Pathway participants as beginning teachers to ensure high rates of retention and opportunities for teacher leadership.

(k)

(l) Conducting the required annual evaluation of the California STEM Professional Teaching Pathway pursuant to Section 44793.

44793.

 A report shall be submitted to the Legislature and the Governor by the department by May 1 of each year following an award being granted to a qualified entity, documenting the impacts of the California STEM Professional Teaching Pathway. The report shall be submitted in compliance with Section 9795 of the Government Code, and shall include all of the following:

(a) The number of STEM professionals and current teachers who participated in the California STEM Professional Teaching Pathway and their demographic characteristics.

(b) The number and demographic characteristics of new mathematics and mathematics, science, and computer science teachers who received their teaching credential annually through the California STEM Professional Teacher Teaching Pathway, the schools in which they teach, and the number of pupils in kindergarten and grades 1 to 12, inclusive, affected by them in their first three years of teaching. inclusive, in the schools of employment.

(c) Annual job placement data for the new mathematics and mathematics, science, and computer science teachers, including placement rates, subjects taught, and poverty and achievement levels of taught, number of pupils eligible for free and reduced price meals, and the achievement levels of the pupils attending the schools of employment.

(d) The total number of STEM professionals who have been trained and current teachers prepared and retained in STEM teaching positions positions, specifically in mathematics, science, and computer science, in kindergarten and grades 1 to 12, inclusive, through the California STEM Professional Teaching Pathway.

(e) The total number and demographic data of schools that offer computer science or science courses taught by a STEM professional or current teacher prepared through the California STEM Teaching Pathway.

(f) The total number of computer science or science courses offered, and demographic data of the pupils who took these courses, before and after the placement of STEM professionals who have been prepared through the California STEM Teaching Pathway.

SEC. 2.

 (a) (1) The sum of two million dollars ($2,000,000) twenty-seven million dollars ($27,000,000) is hereby appropriated from the General Fund to the State Department of Education for the 2019–20 fiscal year for allocation, in accordance with subdivision (b), for purposes of Chapter 3.9 (commencing with Section 44790) of Part 25 of Division 3 of Title 2 of the Education Code. The funds appropriated by this subdivision shall be used to establish the California STEM Teaching Pathway.

(b)(1)

(2) The funds appropriated in subdivision (a) paragraph (1) shall be allocated by the State Department of Education as a one-time grant to a postsecondary educational institution, nonprofit public benefit corporation, county office of education, or a partnership among multiple organizations of these types, partnerships including local educational agencies or county offices of education in high-needs school districts, in conjunction with institutions of higher education with a teacher preparation program, for purposes of Chapter 3.9 (commencing with Section 44790) of Part 25 of Division 3 of Title 2 of the Education Code, subject to a competitive grant process developed by the department.

(b) (1) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of computer science teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs.

(2) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of science teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs.

(3) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of mathematics teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs.

(c) The amounts specified in subdivision (b) shall be allocated in a manner that ensures geographic diversity among grant recipients representing rural, suburban, and urban areas of the state.

(2)

(d) If sufficient funds are provided in the 2020–21 fiscal year or in subsequent fiscal years, the State Department of Education may award additional one-time grants to the grant recipient in the fiscal years in which funds are made available. Grant awards under this section may be made both to applicants who have previously received awards and to new applicants.