cde teacher assignment monitoring

Teaching Assignment Monitoring Outcomes (TAMO) Data Dashboard

• Comprehensive subject matter training and demonstrated proficiency in the subject(s) they will teach
• Completed an accredited teacher preparation program and demonstrated their effectiveness in teaching through a performance assessment
• Completed at least 600 hours of student teaching
• Earned a credential in either multiple subjects, single subjects, or specialized education

* This definition is not to be confused with the process of “clearing” a preliminary teaching credential through the completion of a Commission-approved General Education Induction Program.

• Parents, Families, and Community Members: By accessing this information, families and community members can get a clearer picture of the qualifications of teachers in their children’s schools, which can inform their decision-making and equip them with information to advocate for change.
• Education Administrators: School and district leaders can analyze this data to optimize teacher placement and ensure students have equitable access to well-prepared educators.
• Policymakers: Decision-makers crafting educational policies and practices can use this data as a foundation for setting goals for improvement and targeting investments and supports in recruiting, hiring, and retaining fully prepared teachers.

This map displays the percentage of full-time teaching assignments deemed “Clear” across each school district in California. A “Clear” assignment means that a class is taught by a teacher with all of the appropriate credentials.

• During the 2020-2021 academic year, 83% of teaching assignments across the state were “clear”.
• During the 2021-2022 academic year, 84% of teaching assignments across the state were “clear”.
• Orange Districts: These have a lower percentage of clear teaching assignments than the state average.
• Blue Districts: These exceed the state average in terms of the percentage of clear assignments.
• Left-Hand Side Filters
• Scroll to the bottom left of the map.
• Search by location using filters like district type, county name, or district name.
• The “all” option allows you to search for and select one or multiple specific entities.
• Right-Hand Side Filters
• Search by “clear” assignments in specific school districts.
• Use filters to hide/show districts based on student group percentages served by the district.
• To reset any filters, click the red “X” over the funnel icon located on the upper right-hand side of any filter section.
• Use the dropdown list on the bottom-right of the tool to search by student demographics and use the filters below to show or hide districts based on the percentage of students that are in a given student group served by the district. Click the red “X” over the funnel icon in the upper right-hand side of any filter to clear the selection. You can search by percentage of low-income students, percentage of English learners students, percentage of students with disabilities, percentage of Black students, and percentage of Latino students
• ‘Clear’ Teaching Assignments: “Clear” teaching assignments are those where all relevant attributes or dimensions of a teacher placement are properly authorized. This typically means that the teacher holds either a clear or preliminary credential suitable for the content, student groups, or grades they’re instructing in a particular class or course section.
• ‘Out-of-field’ Teaching Assignments: “Out-of-field” teaching assignments are those where the teacher has a teaching credential but not for the subject of the class and is teaching with a limited permit. 
• ‘Intern’ Teaching assignments: “Intern” teaching assignments are those where the teacher has an intern credential but has not yet completed a teaching program.
• ‘Ineffective’ Teaching Assignments : “Ineffective” teaching assignments are those where the teacher does not have the credentials or permit to teach the class.
• ‘Incomplete’ Teaching Assignments : “Incomplete” teaching assignments are those where there is missing or incorrect information.

Please visit the California Department of Education’s website for more information.

• Webinar Slide Deck
• English Recording of the Webinar
• Spanish Recording of the Webinar  
• Spread the word: Share information about the TAMO tool with your community, school, or organization.
• Feedback: Let us know your thoughts on the dashboard by completing this form .
• Use hashtags to share on social media about the assignments for schools and teachers in your district: #TAMODataDashboard

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Credentialing

Nearly 1 out of 5 classes in california taught by underprepared teachers, diana lambert , daniel j. willis , and yuxuan xie, june 30, 2022.

Most California teachers have the appropriate credentials and training to teach the subjects and students in their classes, but many do not, according to new statewide data on teacher assignments released Thursday.

While 83% of K-12 classes in the 2020-21 school year were taught by teachers credentialed to teach that course, 17% were taught by teachers who were not.  

Teachers are required to have either a multiple-subject, single-subject or special education credential to teach, depending on the grade level and coursework, but an ongoing statewide teacher shortage has meant that most school districts have had to rely on teachers who are not fully prepared to teach at least some classes on their schedule. Often that has meant teachers working with various emergency-style permits or waivers. 

Map shows the percentage of classes taught by teachers with full credentials labeled by the state as clear.

“There is no question that well-qualified teachers are among the most important contributors to a student’s educational experience,” said State Board of Education President Linda Darling-Hammond. “California is committed to ensuring that every student has teachers who are well-prepared to teach challenging content to diverse learners in effective ways and are fully supported in their work. With this data, we can focus on measures to assist our educator workforce as they strive to provide high-quality teaching to all students, especially our most vulnerable students.” 

The new Teacher Assignment Monitoring Outcome data is the state’s newest tool in its battle to end a long and enduring teacher shortage. It is expected to guide state and local leaders on how best to use resources to recruit and retain teachers and will inform California residents about teacher assignments in their local schools. It also allows California to finally meet federal Every Student Succeeds Act requirements.

“The release of the teacher data is a milestone achievement, years in the making,” said John Affeldt, managing attorney at Public Advocates, a public interest law firm. “We wish it had been here years ago but now the state will finally will have data capturing the quality of teaching force statewide down to the school level.”

The data will reveal disparities between low-income and wealthier schools in staffing fully prepared  teachers , he said.  Research by the Learning Policy Institute  shows that the gaps have widened in California since the pandemic.

Students are more likely to have underprepared teachers in small rural districts where teachers are more difficult to recruit, according to the data. At Big Lagoon Union Elementary School in Humboldt County, 97% of the courses in 2020-21 were taught by interns, who generally have not completed the tests, coursework and student teaching required for a preliminary or clear credential. The school serves 24 students and has two teachers and a principal, according to state data.

Of the 10 school districts with the largest number of classes being taught by underprepared teachers, Oakland Unified has the largest enrollment — 35,352 students. Almost a third of the classes in the district that year were being taught by teachers working without the correct credential or training, according to an EdSource analysis of the state data that excluded charter schools.

The new data categorizes teacher assignments as “clear,” “out-of-field,” “ineffective,” “interns,” “incomplete” or “unknown.”

It s hows that 83.1% of the assignments that school year were clear because classes were taught by teachers with the appropriate credentials. Another 4.4% of the teaching assignments were deemed out-of-field because classes were taught by teachers who were credentialed but hadn’t passed required tests or coursework that demonstrate competence to teach the course or the student population in the class. Interns taught 1.5% of classes. Teaching assignments were labeled ineffective if they were taught by people without authorization to teach in California, or who were teaching outside their credential or permit without authorization from the state. Some 4.1% of courses had that designation.

Elementary schools had the highest percentage of clear teaching assignments — 90.6%, while media arts courses had the highest percentage of ineffective assignments at 34%.

Los Angeles Unified, the state’s largest district, was in line with the state average with 85% of its assignments clear, 3.3% out-of-field and 3.5% ineffective.

Other districts had a much higher number of teachers assigned to classes they weren’t fully prepared to teach. Maricopa Unified, Konocti Unified, Sierra-Plumas Joint Unified, Alpaugh Unified, Needles Unified, Oakland Unified, Chualar Union, Vineland Elementary, East Nicolaus Joint Union High and Borrego Springs Unified had 29% to 41% of their classes taught by an underprepared teacher in 2020-21 — the highest percentage among districts with more than  250 students.

There has long been concern about teacher assignments at schools in high-poverty communities. Oakland Unified, which has 72% of its students on free and reduced-priced lunches, was among the districts with the highest number of underprepared teachers.

Oakland Unified has had a teacher shortage for decades. It has been made worse by the pandemic. Over the past five years the district has averaged over 500 teacher vacancies each year. The complexity of the credentialing process, teacher diversity and the national teacher shortage have all played a part in the teacher shortages in Oakland, according to a press release from the district.

“I have the utmost respect for all of our teachers, whether they are currently credentialed, teaching outside of their subject area or in the process of getting their credential,” says Superintendent Kyla Johnson-Trammell, who noted she started her career with an emergency teaching credential.

In recent years district officials have increased beginning teacher salaries and increased recruitment and retention efforts.

School officials have numerous options that allow them to assign teachers to classes they aren’t credentialed to teach. Teachers who have not completed testing, coursework and student teaching can work with provisional intern permits and intern credentials. Credentialed teachers can teach classes outside their credential with limited assignment permits and waivers in order to meet staffing needs. School districts also can use the local assignment option to assign a teacher with a different teaching credential to a class when they can’t find an educator with the proper credential. 

“Amidst a nationwide staffing shortage, school districts are struggling to find teachers for classes and sometimes must utilize the local assignment option to place high-quality teachers in assignments that they aren’t credentialed to teach, yet they are proving to be highly effective in,” said Kindra Britt, spokeswoman for California County Superintendents Educational Services Association.

Court and community schools run by county offices of education have a particularly difficult time filling positions, she said.  

 “ We are putting the most qualified person in front of students,” she said. “The data doesn’t really support that.”

Darling-Hammond calls the shortage of appropriately credentialed teachers in some communities worrisome, but she is confident that recent state initiatives to recruit and retain teachers will increase the number of teachers in the state. The initiatives include $500 million for Golden State Teacher Grants, $350 million for teacher residency programs and $1.5 billion for the Educator Effectiveness Block Grant. 

But there is still work to be done, Darling-Hammond said. “A lot of people are beginning to recognize that retention is the name of the game,” she said. “It’s not about recruitment. Nine out of 10 positions are open because people left the year before .”

There won’t be any punitive action from the state if they have too many teachers without the correct credentials, although they may feel more public pressure now that the data is publicly available, Darling-Hammond said.

The data collection was mandated by Assembly Bill 1219, which passed in 2019. It also is the result of two years of collaboration between the Commission on Teacher Credentialing and the California Department of Education. 

The information will be used to inform state and local education officials about where teaching shortages exist and how deep they are so that resources can be targeted to places with the most need, Darling-Hammond said. The data also can help the state improve programs by tracking the attrition rates of teachers who completed residency or other teacher preparation pathways, she said.

“As we begin to emerge from a global pandemic, this data is an important tool to drive conversations about how we can best serve students,” said Mary Nicely, chief deputy superintendent of public instruction at the California Department of Education. “By launching this annual report, we are providing a new level of transparency to support schools, students and families as we find ways to navigate today’s challenges to public education, including statewide education workforce shortages.” 

The data is submitted to the state from school districts each fall, based on teaching assignments on the first Wednesday in October. The teaching assignments are then compared to teachers’ credentials by Commission on Teacher Credentialing staff. If a teacher’s assignment doesn’t match his or her credential, the school district and a state monitor will review the case, said Cindy Kazanis, division director at the California Department of Education.

More than 3,000 school employees were trained to use the new database at more than 30 in-person sessions and through several webinars, said state officials at a news conference on Wednesday.

But not all necessary employees had training or knew how to enter the codes correctly, resulting in many school or district entries being designated as incomplete, Britt said. The California Department of Education won’t correct the data, she said.

“Despite the confusing labels, our educators are effective; this issue is semantic, and we need steps to remediate the incorrect data,” Britt said. “I ’m a little concerned about the damage that can be done to an already strained education workforce.”

Schools had time to review the data, including almost six months to submit, review, correct and certify their teacher assignment data, said Maria Clayton, director of communications for the California Department of Education. They then had four months in late 2021 to review the results after teacher credentials were compared to teaching assignments.

Britt said the California County Superintendents Educational Services Association is advocating for more training options for county offices.

The information on teacher assignments will be available to the public on the California Department of Education’s Dataquest website , and will be used in several other state and local reports including each School Accountability Report Card, the California School Dashboard, the Federal Teacher Equity Plan and the Williams Monitoring criteria.

Affeldt and other equity advocates are hoping the state board will include the information as a metric on the school dashboard to compel districts to address disparities among schools in teacher assignments. The board plans to examine the issue after the California Department of Information has released a second year of data.

EdSource reporter John Fensterwald also contributed to this story.

Poorer students still get the least qualified teachers, but California has made progress

August 4, 2022.

There are 40% more teachers in poor schools who lack the required qualifications than in the richest schools, an EdSource analysis found.

Diana Lambert , John Fensterwald , And Daniel J. Willis

Oakland, with among lowest ratio of fully prepared, rightly assigned teachers, has a strategy to address teacher churn

The district is hoping a "grow your own" approach to recruiting teaching candidates from the community will pay dividends OUSD. But living costs are high, and nearby districts can compete with offer higher salaries.

John Fensterwald

Find your school's teacher qualifications | Database

Database shows percentage of classes taught by teachers with the different qualifications.

Daniel J. Willis

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Tia Davenport 1 year ago 1 year ago

I found this article to be very telling in many ways, but the fact is that California needs teachers. As a National Board Certified Teacher, I’m not given the respect or compensation for my work to earn this top certification, and I earned NBCT status as an “effective” teacher. There has to be a better pipeline for new teachers and offer support for the many substitute teachers. We have to do better.

Marcy 2 years ago 2 years ago

To address the teacher shortage how about university teacher education programs offering asynchronous/synchronous online courses to meet the needs of nontraditional students. Evening courses typically start at 4-6pm at CSUs. Teacher interns work in the classroom, enduring long commutes to attend in person classes is a problem. With schools ending at 3:30 PM, candidates will have added stress. Another barrier would-be teachers face is paying expensive fees to take CBEST, CSET and RICA … Read More

To address the teacher shortage how about university teacher education programs offering asynchronous/synchronous online courses to meet the needs of nontraditional students. Evening courses typically start at 4-6pm at CSUs. Teacher interns work in the classroom, enduring long commutes to attend in person classes is a problem. With schools ending at 3:30 PM, candidates will have added stress.

Another barrier would-be teachers face is paying expensive fees to take CBEST, CSET and RICA tests. Most do not pass the exams the first time. The governor should allow The CTC to evaluate course transcripts for subject matter or eliminate expensive CBEST, CSET and RICA examinations. California should look to other states by losing the excessive requirements to teach. If a candidate has a master’s, doctorate or bachelor’s degree and enrolled in a teacher education program that should be sufficient to teach.

The teacher education programs are not attracting would-be teachers. Teacher education programs are unaffordable. Most would-be candidates may not qualify for Pell grants to return to school because of prior education. Most working adults cannot afford to take off work for unpaid student teaching. Student teachers should receive compensation or the option of working as a paid paraprofessional.

Until state officials, universities and credentialing agencies address issues, teacher shortages will persist. Teaching is a noble profession, but low teacher salary and excessive teaching requirements do not make the profession attractive.

Ted 2 years ago 2 years ago

17% is much closer to 1 in 6. “Nearly 1 in 5” is stretching it. I suggest revising.

David 2 years ago 2 years ago

There is an assumption in this discussion that is going unaddressed. It is assumed that teaching credentials are necessary in order to have effective teaching. That is not the case. Having credentials means that you've taken some courses and know what the "best practices" are, not that you have the ability and desire to convey your subject matter in a compelling way so that students of various backgrounds and abilities will absorb and make … Read More

There is an assumption in this discussion that is going unaddressed. It is assumed that teaching credentials are necessary in order to have effective teaching. That is not the case. Having credentials means that you’ve taken some courses and know what the “best practices” are, not that you have the ability and desire to convey your subject matter in a compelling way so that students of various backgrounds and abilities will absorb and make it their own.

Far better than requiring teaching credentials would be to audition prospective teachers. They still would need to pass a thorough background and subject matter check and, I think, have a BA degree, but requiring only that rather than the onerous amount of coursework that is currently needed to get a teaching credential would open up the field to many qualified college graduates who, were it not for that hurdle, could be excellent teachers.

Once on the job, their teaching effectiveness (using objective tests) would need to be monitored as, at present, it is not. Alas, there is a huge industry today that is economically supported by “teacher credentialing” and there are many ineffective teachers who are accustomed to being left alone, and these groups would naturally oppose such a change, but, if we really want to improve K-12 education, standing up to such opposition should not dissuade us. This is something we should be willing to at least try.

Jorge Ramirez 2 years ago 2 years ago

The data in this article seems incomplete. I’m an avid reader of Ed source articles, but this time I feel that your staff drop the ball in getting the whole story. The data charts just don’t add up.

Dr. Bill Conrad 2 years ago 2 years ago

No amount of bureaucratic credentialing rigamarole is going to address a fundamental problem that extraordinarily week colleges of education attract the least qualified candidates and train them very poorly in content, pedagogy, and assessment skills. Just look at the abysmal student achievement results in California! Teaching is still considered charity work! Over 80% of K-12 teachers are white women. Nuf said. Read The Fog of Education!

Dori 2 years ago 2 years ago

As an experienced and sucessful teacher coming in from MN, I was told by the county rep that my credential wouldn't transfer over because it was based on a U of M major program for interdisciplinary history and lit which wasn't recognized by CA. I had to take more classes to focus on a single angle discipline and retake all the pedagogy classes. Since the school needed me immediately, I signed on as a long-term … Read More

As an experienced and sucessful teacher coming in from MN, I was told by the county rep that my credential wouldn’t transfer over because it was based on a U of M major program for interdisciplinary history and lit which wasn’t recognized by CA. I had to take more classes to focus on a single angle discipline and retake all the pedagogy classes. Since the school needed me immediately, I signed on as a long-term substitute then entered the internship program. Several of us were in the same situation – highly successful teachers who had to jump through California’s hoops because our credentials wouldn’t transfer over for one reason or another.

For those claiming “interns need to be babysat,” I guarantee that my fellow interns went through rigorous classes through the Fortune School of Education, but some were treated very poorly by their fellow teachers. Instead of getting the on-campus mentorship they deserved, they were left with little to no PD despite the placement school’s promises of appropriate support.

I was lucky because I was an intern in name only. I do agree that interns should not be given a full slate of classes from the very beginning. Ideally, they would have 2 classes where they co-teach the first semester, teach 1-2 alone the second semester and co-teach 2 others. Year 2 – give them up to 4 classes until they finish the program. They get a full slate after they clear their credential.

John 2 years ago 2 years ago

Pay the teachers more money. The current pay condemns teachers to a life without homeownership and trips to the food bank with their children.

Pay master teachers 6 figure salaries no doubt. However they must demonstrate expertise in content knowledge, pedagogy, and assessment skills. And they can demonstrate significant measurable growth in academic knowledge and skills. No more free money for time as a teacher! Those days are over! Students and families expect and deserve second to none service. No more free money for teachers with ridiculous demands foe small class sizes. Focus on improving and aligning professional practices.

Peter 2 years ago 2 years ago

Besides the teacher shortage and attrition, how confident are we in the quality of the credentialed teachers? I am well aware that many teacher preparation programs in CA graduate underprepared teachers.

Dominee Marchus 2 years ago 2 years ago

It appears your definition of ineffective teachers is the former definition which was revised and expanded November 2019 to include teachers who are legally authorized, see CDE website, Updated Teacher Equity Definitions; https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp

Allison Nofzinger 2 years ago 2 years ago

California takes way too long to clear certified teachers from other states. I had 3 different state credentials and it took over 1.5yrs. Seriously and thus was before the pandemic. Now most don't even need to take the credential tests. It's ridiculous. I don't think it's right for intern teachers to just come in either. We don't have time to train them during the day. I get they are excited to be in the schools … Read More

California takes way too long to clear certified teachers from other states. I had 3 different state credentials and it took over 1.5yrs. Seriously and thus was before the pandemic. Now most don’t even need to take the credential tests. It’s ridiculous. I don’t think it’s right for intern teachers to just come in either. We don’t have time to train them during the day.

I get they are excited to be in the schools … but it’s not just babysitting. The pay for California is so low for teachers as well. There is no way to even live here on what we get paid. I’ve lived Hawaii and MD and made more than here. Seriously, get with the program! You want to keep us pay us !

veronica thomas 2 years ago 2 years ago

Do we have similar data for charter schools?

John Fensterwald 2 years ago 2 years ago

Yes, and EdSource plans to include them soon.

Leonard Isenberg 2 years ago 2 years ago

LAUSD and other districts have created the shortage of qualified teacher by bringing false charges and getting rid of more expensive high seniority teachers and replacing them with fresh out of college untrained teachers working on emergency credentialed "teachers" working for $35,000 a year for 3 years, only to be replaced by another set of emergency credentialed untrained "teachers" when the 3 years are up. Public education is no longer about education, rather it's about … Read More

LAUSD and other districts have created the shortage of qualified teacher by bringing false charges and getting rid of more expensive high seniority teachers and replacing them with fresh out of college untrained teachers working on emergency credentialed “teachers” working for $35,000 a year for 3 years, only to be replaced by another set of emergency credentialed untrained “teachers” when the 3 years are up. Public education is no longer about education, rather it’s about vendor profits. http://www.perdaily.com

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The California Department of Education, in cooperation with the California Commission on Teacher Credentialing and the State Board of Education, announced June 29 the first-ever release of statewide Teaching Assignment Monitoring Outcome data.

This information, from the 2020–21 school year, provides a snapshot, broken down by county, district and school, that shows how teachers are authorized to teach their assigned courses based on a variety of factors, including the subject area of the course and the number of students enrolled in the course. The release creates a baseline data set that will inform state and local decisions over the coming years as agencies work to address teacher shortages, a long-term national issue exacerbated by COVID-19.

“As we begin to emerge from a global pandemic, this data is an important tool to drive conversations about how we can best serve students,” said Mary Nicely, Chief Deputy Superintendent of Public Instruction at the California Department of Education. “By launching this annual report, we are providing a new level of transparency to support schools, students, and families as we find ways to navigate today’s challenges to public education, including statewide education workforce shortages.”

“There is no question that well-qualified teachers are among the most important contributors to a student’s educational experience,” said State Board of Education President Linda Darling-Hammond. “California is committed to ensuring that every student has teachers who are well prepared to teach challenging content to diverse learners in effective ways and are fully supported in their work. With this data, we can focus on measures to assist our educator workforce as they strive to provide high- quality teaching to all students, especially our most vulnerable students.” To that end, California has invested more than $3.6 billion in the last four years to improve teacher recruitment, retention, and training.

According to the statewide data, 83.1 percent of teacher assignments are clear, meaning the class or course is taught by a teacher who has a credential and is fully authorized to teach the course. Another 4.4 percent of assignments are out-of-field, meaning the teacher has a credential but has not demonstrated subject matter competence in the subject area(s) or for the associated student population according to statewide standards; 1.5 percent of classes or courses are taught by teachers with an intern credential, meaning the teacher is still completing their training or other credential requirements while serving as the teacher of record; and 4.1 percent of assignments are considered ineffective, meaning the teacher is authorized by an emergency permit, or holds a teaching credential but is teaching outside of their credentialed area without authorization, or holds no credential, permit, or authorization to teach in California. More information about the assignment monitoring definitions can be found on the CDE website.

The data report is the result of extensive cooperation between the California Commission on Teacher Credentialing and the California Department of Education. Following the State Board’s approval of teacher assignment definitions in the federal Every Student Succeeds Act state plan, the agencies began developing a roadmap providing the public with the meaningful data released. Bringing the two data systems together was a two-year process.

“The Commission on Teacher Credentialing is pleased that, through this partnership with the Department, our new CalSAAS system is informing a yearly, comprehensive look at teacher preparation and assignment, from the state to the school site level,” said Mary Vixie Sandy, Director of the California Commission on Teacher Credentialing. “This collaboration and the Department’s new DataQuest tables are finally shining a light on this most important indicator of educational opportunity: a fully prepared and properly assigned teacher, for both the subjects and the students they are teaching.”

AB 1219 required the California Commission on Teacher Credentialing to develop an electronic teacher assignment monitoring system known as the California Statewide Assignment Accountability System (CalSAAS) for the purpose of annually monitoring teacher assignments.

Additionally, AB 1219 required the California Commission on Teacher Credentialing and the CDE to enter into a data sharing agreement to facilitate the annual monitoring of teacher assignments. As part of this data sharing agreement, the California Department of Education is required to provide the Commission on Teacher Credentialing with certificated staff assignment and course data that is submitted to the Department of Education by local educational agencies through the annual California Longitudinal Pupil Achievement Data System Fall 2 data submission.

“While this first-ever baseline data set shows that a vast majority of teaching assignments are properly filled, there is more work to be done to hire, train and retain teachers, especially in light of the national teacher shortage,” said State Board of Education President Darling-Hammond. “Recent statewide initiatives like the $500 million Golden State Teacher Grants, the $350 million investment in Teacher Residency programs, and the $1.5 billion Educator Effectiveness Block Grant are aimed at bringing more teachers into the pipeline and providing them with the effective training—steps that will move California toward a day when 100 percent of assignments are ‘clear.’”

The complete California Teaching Assignment Monitoring Outcome data can be found on the CDE DataQuest 2020–21 Teaching Assignment Monitoring Outcomes by Full-Time Equivalent web page.

More information about Assignment Monitoring Outcome can be found on the CDE Teaching AMO Report web page.

Data showing teacher assignments at school districts in the Santa Clarita Valley can be found below:

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Promoting Equitable Access to Teachers

Access to a fully-prepared and stable teacher workforce is essential to educational opportunity. Research has shown higher levels of teacher preparedness has positive impacts on student achievement.

The California Department of Education (CDE) has developed the Promoting Equitable Access to Teachers (PEAT) Program to assist LEAs to identify and address local disparities, or equity gaps. A key element of the PEAT Program is a suite of equity tools designed to guide LEAs as they collect and analyze the appropriate data, conduct data analyses to identify potential equity gaps, conduct a root cause analysis and consider various strategies to address disparities, while engaging stakeholders throughout the process. For an overview of the PEAT Program, see Video 1 of this seven-part series . Current guidance regarding requirements for educator assignment monitoring under ESSA is available in this January 2021 letter .

PEAT Equity Tools

• Teacher AMO
• Teacher Credentialing
• Local Control
• Teacher Requirements
• Paraprofessionals

PEAT Overview and Tools Video Series

• Updated Teacher Equity Definitions

Diversifying the Teacher Workforce

Teacher Recruitment Strategies

Teacher Retention Strategies

PEAT Training Webinars

Educator Equity Data Instructions (DOCX)

Equity Data Analysis Tools

Equitable Access Root Cause Analysis

Resources for Teacher Assignment Monitoring Outcome Reports

Recorded Training PowerPoints These recorded PowerPoints presentations address common questions that the CDE has received about the Teacher Assignment Monitoring Outcome (AMO) Reports

Frequently Asked Questions about the Teacher AMO Report (Coming Soon)

Resources for Assignment Monitoring from the Commission on Teacher Credentialing

Local control and accountability plan federal addendum.

Educator Equity: Local Control Accountability Plan (LCAP) Addendum Criteria & Guidance Criteria, guidance, and resources for LEAs to meet the provisions of the LCAP Federal Addendum Title I, Part A—Educator Equity section.

Educator Equity: LCAP Addendum Reviewer Criteria Reviewer criteria to meet the provisions of the LCAP Federal Addendum Title I, Part A—Educator Equity section.

Notifications for Title I Programs

Below you will find templates for parent and family notifications as well as a chart to assist in determining whether a “Teacher Requirements Four-Week Notice” is required. The two templates for parent notifications, as required by Title I, Part A, may be modified by schools for communications with local parents.

Parents' Right to Know Letter Regarding Teacher Qualifications (DOC) Federal law requires that parents be notified at the beginning, and/or when appropriate anytime, of each school year of their right to know the professional qualifications of their child's teacher(s).

Available translations of the Parents' Right to Know Letter Regarding Teacher Qualifications

Teacher Requirements Four-Week Notice (DOC) Federal law requires that parents be notified when their child has been taught for four or more consecutive weeks by a teacher who has not met State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Available translations of the Teacher Requirements Four-Week Notice

Four-Week Letter Notification Determinations

California state equity plans.

A history of California’s most recent state equity plans.

California's 2017 State Plan to Ensure Equitable Access to Excellent Educators (DOCX) This plan details a theory of action, updated data and analysis, and progress toward achieving equitable access to excellent teachers and leaders for all students.

California’s Teacher Equity Plan (DOC) Addresses Requirement Six of the State’s Plan for Highly Qualified Teachers, written and approved by the State Board of Education in September 2010. It reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers.

Frequently Asked Questions Regarding Teacher Requirements Under Every Student Succeeds Act (ESSA)

Who should i contact for credentialing and/or teacher placement (staffing) questions (non-charter).

Questions related to teacher credentialing and/or teacher placement should be directed to the California Commission on Teacher Credentialing (CTC). The CTC can be contacted by phone at 916-322-4974, Option 1 (Monday through Friday from 12:30 to 4:30pm Pacific Standard Time) or by e-mail at [email protected] .

Who should I contact for credentialing and/or teacher placement (staffing) questions for charter schools?

For questions related to charter school staffing, please contact the chartering authority of the charter school. The CTC cannot address any specific questions for charter school staffing as the monitoring of these schools does not fall under the authority of the Commission. Also, the California Department of Education has developed a charter school FAQ page which includes staffing information.

What authorization must a charter school teacher hold?

Teachers in charter schools shall hold a CTC credential, permit, or other document equivalent to that which a teacher in all other public schools would be required to hold. An equivalent credential, permit, or other document would mean that the teacher has the appropriate authorization for their assignment. Per California Education Code Section 47605(l), it is the intent of the Legislature that charter schools be given flexibility with regard to noncore, noncollege preparatory courses.

Are charter schools required to complete the Title I, Part A—Educator Equity section of the Local Control Accountability Plan (LCAP) Addendum which requires Local educational agencies (LEAs) applying for Title I funds to describe how the LEA will identify and address any disparities that result in low-income and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers as required by the Every Student Succeeds Act (ESSA) Section 1112(b)(2) ?

Yes. If a charter school is applying for Title I funding, it is required to follow any and all conditions for receiving federal funding, which includes responding to the Title I, Part A—Educator Equity section of the LCAP Addendum.

Are local educational agencies (LEAs) required to ensure that all teachers of core academic subjects in the state are “highly qualified”?

No. Under the ESSA, the NCLB highly qualified teacher requirements were eliminated and replaced with applicable State certification and licensure requirements. Thus, teachers must meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act (20U.S.C. 1412(a)(14)(C).

Are LEAs that receive Title I funds required under the ESSA to notify parents at the beginning of each school year that they may request information regarding the professional qualifications of their student’s classroom teachers?

Under the essa, can teachers still use the high objective uniform state standard of evaluation (housse) document to demonstrate highly qualified status, under the essa, can teachers in special settings still use the verification process for special settings (vpss) to be eligible to teach outside their credential area.

No. The VPSS process was an option under the NCLB for teachers assigned to special settings to demonstrate subject matter competency (one of the highly qualified teacher requirements) to allow them to teach outside their credential area. Under the ESSA, the NCLB highly qualified teacher requirements were eliminated and replaced with applicable State certification and licensure requirements. Therefore, the VPSS process is not applicable under the ESSA. All teachers must meet state certification and licensure requirements as stated in ESSA Sections 1111(g)(2)(J) and 1112(c)(6). LEAs may choose to use VPSS programs that are still available as an option for professional learning.

Do I need a Certificate of Compliance to apply for a teaching position in California?

No. The Certificate of Compliance was a document used to demonstrate that a teacher met all of the highly qualified teacher requirements under the NCLB Act. Under the ESSA, the NCLB highly qualified teacher requirements were eliminated and replaced with applicable State certification and licensure requirements. Therefore, the Certificate of Compliance is not applicable under the ESSA. All teachers must meet state certification and licensure requirements as stated in ESSA Sections 1111(g)(2)(J) and 1112(c)(6).

Paraprofessional Resources

Paraprofessional Provides information on requirements for paraprofessionals pursuant to the Elementary and Secondary Education Act (ESEA).

• Paraprofessional Requirements for paraprofessionals pursuant to the Elementary and Secondary Education Act (ESEA).
• Culturally Sustaining Pedagogy
• Paraprofessional
• Culturally Relevant Pedagogy
• Culturally and Linguistically Responsive Teaching
• Asset-Based Pedagogies
• Supporting LGBTQ+ Students
• Educator Professional Standards
• Educator Effectiveness 2021–26
• Professional Learning Opportunities
• Educator Effectiveness Funds 2021−26 FAQs
• 2023 Educator Effectiveness Funds Block Grant (added 03-Apr-2024) removed by RO --> Executive summary for the Educator Effectiveness Funds Block Grant for fiscal years (FYs) 2021–22 and 2022–23. removed by RO -->