March 20, 2002
Members of the Joint Committee:
My name is Phillip Escamilla. I am here today representing CSBA—the
California School Boards Association. CSBA represents approximately 1,000
school districts from all over the state, from small, rural districts to
large, urban districts. I have four main points I would like to address
with you today with regard to the Workforce Preparation and Business Linkages
Strategic Planning Report: Integrating Academics and Career Preparation
Throughout K-16, Professional Development, and Program Funding and Coordination.
Integrating Academics and Career Preparation Throughout K-16
CSBA would agree with the overall recommendation of the report to
support the strengthening of career, technical and vocational education
programs that are effectively integrated with academic curricula, provide
career relevance and are available to all students. CSBA also supports
the inclusion of career awareness, planning and preparation into the curriculum
throughout all grade levels. However, the report specifically charges elementary,
middle, and secondary schools by saying that they "shall be responsible"
for implementing different phases of career/workforce preparation programs.
Schools and districts can certainly serve as key partners, but they should
not be held solely responsible for implementing programs that clearly require
the active involvement and contributions of other members of the education
and business communities.
Professional Development
CSBA supports the overall recommendation of the report to expand
recruitment of and provide professional development for counselors and
other personnel working with career/workforce preparation programs. However,
efforts of this nature should be aligned with current and planned activities
of the Commission on Teacher Credentialing and the California Department
of Education. Also, money for the recruitment and professional development
of counselors and other career/workforce personnel should not come out
of state money currently designated for the recruitment and training of
teachers and principals.
The report states "the bureaucracy of districts also plays a role
when qualified candidates, including retired industry individuals, often
cannot gain sufficient credit for industry experience on salary schedules
in the K-14 system to make educational employment financially attractive."
The footnote to this statement clarifies the statement as follows: "the
Designated Subjects Credential is designed for persons coming from industry
without formal degrees or credentials and is currently under review by
the Commission on Teacher Credentialing and the Department of Education."
We would suggest that the problem with qualified candidates obtaining credit
for industry experience on salary schedules is much more complex than the
report intimates. First, K-12 districts cannot be held accountable for
the actions of community college districts (which are presumably part of
"K-14" as used in the report). Second, as the footnote correctly indicates,
credential requirements for hiring purposes are determined by state level
agencies, not local districts. Finally, salary schedules are typically
set through the collective bargaining process, not district policy.
Program Funding and Coordination
CSBA agrees with the report’s overall recommendation that there be
a provision of costs and flexibility for the internal allocation of funds
with respect to recruiting, professional development, and instructional
equipment. Furthermore, CSBA supports the funding and coordination of federal,
state and private resources for locally based programs that address the
transition from school-to-career. Finally, we support increased involvement
of the business community within schools.