Educator Excellence

Retain, Support, and Retain Effective Educators

The CA CC works closely with the California Department of Education (CDE) and the California Commission on Teacher Credentialing (CTC) in supporting the state’s efforts to ensure an excellent educator work force that is prepared to help each student learn and thrive.

Work Highlights

Greatness by Design (GbD)

The CA CC works closely with the CDE and the CTC to implement recommendations from the state’s Educator Excellence Task Force report, Greatness by Design- Supporting Outstanding Teaching to Sustain a Golden State (GbD).

Recommendations focus on: Recruiting and Equitably Distributing Excellent Educators, Preparing Educators, Inducting Teachers and School Leaders, Offering Ongoing Professional Learning, Evaluating Educators, and Providing Leadership and Career Development Opportunities.

Also, see a GbD summary developed by the CA CC.

Quality Professional Learning Standards (QPLS)

To activate GbD recommendations, the CA CC provides support to CDE’s Professional Learning and Support Division in building the awareness and understanding of educators, policymakers and stakeholders that professional learning is the state’s key educator improvement strategy. This work has a specific focus on applying the Superintendent’s  Quality Professional Learning Standards (QPLS) to state, regional, and local efforts that target the implementation of continuous educator learning across career stages. They describe quality criteria that shape a coherent professional learning system that is guided by equity and is reflected in both state and local plans and activities (e.g., ESSA, Educator Equity, administrator preparation and support, and Local Control Accountability Plans).

The CA CC collaborated with CDE staff to create resources for LEAs and other stakeholders to learn about and apply the QPLS:

Administrator Preparation and Induction

The CTC is California’s agency for licensing teachers, administrators and other educators. The CA CC has engaged with the CTC in a multi-year process to update and refine the state’s administrator preparation and induction system. By organizing and convening stakeholder panels and conducting public review and comment periods, program and professional standards, expectations and support documents have been developed, approved by the Commission and are now requirements for program accreditation and administrator certification.

The following shape the updated and revised Administrative Services Credential Programs:

  • Administrative Services Credential Standards – Preliminary Program Standards and Clear Induction Program Standards describe the system of administrator preparation, including requirements for Program Sponsors for accreditation and standards and expectations for candidates and new administrators.
  • California Professional Standards for Education Leaders (CPSEL) are standards that express expectations for administrators at the professional level. They are the foundation for the new induction program geared for credential candidates who have successfully completed preliminary preparation and are finalizing their preparation in an induction program while simultaneously serving in their first administrator positions
    • Descriptions of Practice (DOP) enhance the usefulness of the CPSEL by illustrating what individual elements within each of the six CPSEL look like across a continuum of practice—ranging from practice directed toward the standard to practice exemplifying the standard. The continuum can be used for a variety of purposes, including developing formative assessments, planning leadership preparation and induction activities, professional learning or coaching.
  • California Administrator Performance Expectations (CAPE) define the knowledge, skills and abilities expected to be demonstrated by candidates at the end of the preliminary preparation period. The CAPE are used as the basis for the design and development of the new California Administrator Performance Assessment (CalAPA).
    • Clear Administrative Services Credential Induction Modules provide information and examples about administrator induction programs and practices to credential program leaders and candidates of the new Clear Administrative Services Credentials, induction coaches, employers and others engaged in guiding and supporting beginning administrators.
    • California Administrator Content Expectations (CACE) are non-regulatory guidance that describe the underlying content knowledge needed by the administrative services candidate to successfully meet the performance expectations.

Educator Evaluation

Teacher Evaluation

  • The California Comprehensive Center at WestEd (CA CC) supported the California Department of Education (CDE) with a two-year state pilot focused on teacher evaluation by providing design and implementation coaching on the content of the pilot sessions, developing of evidence-informed tools and resources, facilitating key sessions for pilot participants, and documenting the pilot for the CDE team.

Principal Evaluation

  • The CA CC also published a series of resources on principal evaluation as part of the Center’s support of the Integrated Leadership Development Initiative (ILDI), a state cross-agency partnership. The resource collection provides examples and features of effective principal evaluation systems employed by states and districts, including considerations for developing local systems, examples of implementation and resources in support of these systems, and literature reviews identifying themes and perspectives that might be useful to practitioners and policymakers working to improve district principal evaluation systems.