The table below lists every school in California with its teachers’ qualifications as of the first Wednesday of October, 2020.
This is new data required by state law. It was released Thursday by the state Department of Education and compiled with the Commission on Teacher Credentials.
Clear: Classes taught by teachers with the appropriate credentials.
Out-of-field: Classes taught by a credentialed teacher, but the teacher lacks the appropriate credential for the course being taught.
Interns: Classes taught by interns who have yet to complete teacher preparation or credential requirements.
Ineffective: Teacher not authorized to teach in California, or is teaching a course without authorization from the state.
County | District | School | Charter | Clear (percent) | Out-of-Field (percent) | Intern (percent) | Ineffective (percent) |
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Uno Online 6 months ago6 months ago
I value this article’s impartial viewpoint. It offers several viewpoints and allows readers draw their own judgments.
Deric English 2 years ago2 years ago
After reading Mike's comment, I agree with much of what was expressed. However, evaluating a teacher on "outcomes" must include an analysis or understanding of student demographics. The ability, among other factors, of students must be a consideration when measuring the effectiveness of instruction, and effective administrators will include such measurements within their evaluations. Ascertaining an initial level of ability provides a base line to effectively measure improvement, mastery or progress. … Read More
After reading Mike’s comment, I agree with much of what was expressed. However, evaluating a teacher on “outcomes” must include an analysis or understanding of student demographics. The ability, among other factors, of students must be a consideration when measuring the effectiveness of instruction, and effective administrators will include such measurements within their evaluations. Ascertaining an initial level of ability provides a base line to effectively measure improvement, mastery or progress. Oftentimes it seems oranges are compared to apples, areas used to show improvement are almost unrelated, and an institutionalized pre test/post test approach is often ignored. And, unfortunately, political dynamics seem to find a way of creeping into the evaluative process.
Mike 2 years ago2 years ago
I was a public school teacher in a large California school district for close to 30 years. I didn't see that many teachers "in action" because we're all sort of self-contained islands. But of what I saw, teaching credentials bore no connection with effective teaching. I had students who were better teachers than fully credentialed teaching employees. It would be great if that weren't the case. It would make finding qualified teachers … Read More
I was a public school teacher in a large California school district for close to 30 years. I didn’t see that many teachers “in action” because we’re all sort of self-contained islands. But of what I saw, teaching credentials bore no connection with effective teaching. I had students who were better teachers than fully credentialed teaching employees. It would be great if that weren’t the case. It would make finding qualified teachers a much clearer process, but empirically it doesn’t work out that way. Everyone knows that the education courses a person has to complete in college in order to receive a credential are ridiculously easy. Any teacher who thinks otherwise probably shouldn’t be teaching because it means they found the classes difficult.
So, you shouldn’t fret much if your school has a lot of un-credentialed teachers. Maybe they’re good, maybe they’re not. But their having a credential has no relationship to what they can – and choose to – provide to their students.
So what can we do to make sure we’re getting good teachers? That’s easy, actually. You test the outcomes. That’s the only objective way to do it. Stull Act evaluations (periodic administrator evaluations of teachers) are supposed to do that job, but they are highly “political”. By that I mean, the Stull evaluation you receive as a teacher is primarily a function of how well you recently got along with your school or district administration. Often “getting along” means “playing ball”, even if it’s to the detriment of your students’ educations. I’m sure impartial Stull evaluations do occur, but in my experience it’s basically an opportunity (that every teacher knows is coming) to reward or to punish them based on their past administrative-related behavior.
Just telling it like it is.