Report of the Working Group on
Professional Personnel Development
TABLE OF CONTENTS
The Joint Committee to Develop a Master Plan for Education established a
Professional Personnel Development (PPD) Working Group to provide
recommendations to achieve the following goals:
- Every student will have the opportunity to learn from a fully qualified
teacher or faculty member.
- The state will ensure a sufficient supply of teachers, faculty and
administrators with the qualifications necessary to promote student
The Working Group also examined ways the state could
ensure that (1) students and schools with the greatest challenges have access to
the best teachers and administrators, and (2) teacher preparation programs fully
train teachers in subject matter and pedagogy.
This report from the Working Group first provides definitions for what
constitutes teacher quality, administrator quality and the usefulness of a
credential. Teacher quality is defined as a continuous process throughout a
teacher’s career that is not solely determined by a credential or degree.
Essential qualities for a teacher to be considered initially qualified include:
subject matter knowledge, pedagogical knowledge, commitment to professional
collaboration, ability to use student data, belief that all children can
achieve, and ability to reflect on his or her own teaching. Essential qualities
for initially qualified principals include: demonstrated teaching effectiveness
and ability to supervise instruction, ability to use data to make decisions,
strong leadership skills, ability to effectively manage financial and human
resources, and ability to communicate effectively with a diverse range of
constituents. Finally, the PPD workgroup recommended that credentials be
retained for K–12 personnel as indicators of initial preparation and
competence in the above areas.
In describing the context of K–12 professional personnel development in
California, this report highlights five key issues: inadequate teacher quality
in low-performing schools, inadequate teacher professional development, lack of
teacher diversity, lagging teacher compensation, and the increasing difficulty
of recruiting and retaining skilled administrators. The section that follows
lays out in charts the details of recent initiatives important concerning
teacher recruitment, preparation and professional development.
In a separate higher education section, this report describes five key issues
concerning professional personnel development: the need for new faculty,
improving teaching quality and student learning at colleges and universities,
changing patterns of faculty hiring, development of community college
leadership, and expansion of education doctorates.
The PPD Working Group proposes 14 major recommendations for professional
personnel development—the first three concern state and regional issues,
recommendations four through nine are regarding K–12, and recommendations
ten through fourteen deal with higher education.
- Place responsibility for coordination of K–12 professional personnel
development activities in the Governor’s Office through the Office of the
Secretary for Education.
- Create an independent entity that is responsible for collecting data related
to teaching and school administration, and evaluating programs and
- Forge voluntary regional partnerships to provide program coordination,
evaluation, monitoring and intervention at the local
K–12 Professional Personnel
- Require that all teachers are adequately prepared prior to assuming
responsibility for a classroom.
- Focus more state resources and attention on hard to staff schools.
- Redesign professional development activities by the state, regional entities
and local school districts as well as invest more resources in human capital
- Redouble state efforts to diversify the educational workforce.
- Establish a career ladder for teachers that enables outstanding teachers to
stay in the classroom.
- Develop partnerships between local school districts and higher education
institutions to recruit, prepare and train quality
Higher Education Professional Personnel
- Increase the capability of California colleges and universities to attract
and hire qualified faculty members.
- Develop an infrastructure at California colleges and universities to support
the ongoing professional development of faculty to improve the quality of
teaching and promote student learning.
- Commission a study to evaluate the impact of temporary (part-time and
- Ensure qualified leadership for California community colleges.
- Develop new and expanded education doctorate programs in the public sector
in collaboration with K–12 educational leaders and community