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  • Salaries, benefits increase as school superintendents become harder to find

    Salaries, benefits increase as school superintendents become harder to find


    LAUSD Superintendent Alberto Carvalho is among the highest paid superintendents in the state.

    Credit: Credit: Julie Leopo / EdSource

    Superintendent candidates are in the driver’s seat in California, where openings are plenty and fewer veteran candidates are interested. The result is higher salaries, better perks and less experience required.

    Superintendent pay in California has skyrocketed in the last decade, with salaries in some districts growing more than 60%, according to an EdSource analysis of 53 California superintendent contracts.

    Contracts show salaries that range from $130,000 in rural McKinleyville in Humboldt County, where Julie Giannini-Previde leads a district of 928 students, to $441,092 in suburban Elk Grove, near Sacramento, where Christopher Hoffman is at the helm of a district of 63,000 students.

    Districts must pay a good salary to attract and retain qualified superintendents, said Nancy Chaires Espinoza, Elk Grove Unified school board president. Even with good salaries, some qualified people aren’t interested in applying for superintendent positions, she said.

    “It’s really hard to recruit and retain superintendents because the job has changed, and the job of superintendent has become much more difficult, given the political environment,” she said.

    A survey of 2,443 superintendents nationwide by the School Superintendents Association showed a median annual salary of $156,468 last school year, with pay increasing at districts with higher enrollment. No comparative salary data is available for California, although the California Department of Education has salary information for 2021-22. That year, superintendents in unified districts with 10,000 to 20,000 students earned an average yearly salary of $278,268 and superintendents in districts with 20,000 or more students averaged $319,443 a year. 

    “If the district really wants somebody, and they’re holding out for a higher salary, they’re probably going to get it because it is hard to find people,” said Cathy Nichols-Washer, who retired as superintendent of Lodi Unified School District last school year. 

    Superintendent contract highlights

    Alberto Carvalho, Los Angeles Unified: Car, driver, security, $1.5 million life insurance policy, $50,000 moving allowance, $50,000 for tax-sheltered annuity, can ask to cash out unused vacation days.

    James Hammond, Ontario-Montclair School District: Lifetime health benefits for himself and family, can cash out vacation days, $66,000 annual contribution to tax-deferred annuity.

    Donald Austin, Palo Alto Unified: Can choose to rent a house from the district for $1,800 a month or take an annual salary increase of $25,000.

    Samuel Buenrostro, Corona Norco Unified: He can’t take employees with him when he leaves the district.

    Bryon Schaefer, Kern High School District: Contract allows him to work as a consultant for the district up to 30 days a year for up to five years after retirement at the same daily rate he made as superintendent, with requisite raises.

    Kayla Johnson-Trammel, Oakland Unified:  Three-month paid sabbatical included in 2022 contract.

    Superintendent of fifth-largest district, one of highest paid

    Elk Grove’s Hoffman makes $1,000 more a year in salary than Alberto Carvalho, the superintendent of Los Angeles Unified, the state’s largest school district, according to the most recent employment contracts available to EdSource. Carvalho, who leads a district of 538,000 students, earns a $440,000 base salary, with no promise of annual raises.

    Hoffman’s current salary is a 63% increase over the $270,000 salary he received when he was hired in 2014. He also earned 2% bonuses this school year and last, as well as retroactive pay raises, according to his contract. Hoffman’s salary is higher because his car and expense allowances have been folded into his pay, said Chaires Espinoza. Last year Hoffman’s benefit package was worth $133,780, she said.

    Carvalho’s benefit package more than makes up for the difference in salary. It includes a $1.5 million district-paid life insurance policy, use of a car, a $50,000 annual contribution to a retirement account, the ability to cash out some vacation days, and the use of security and a driver if needed. He was also paid $50,000 in 2022 to relocate from Florida to Los Angeles. 

    Chaires Espinoza says Hoffman earns his salary. She credits his relationship with the district’s unions with enabling Elk Grove Unified to be the first district to close schools in the wake of the Covid-19 pandemic. She also cited Hoffman’s longevity as superintendent — nine years — and his knowledge of the district, as other reasons he is worth the paycheck. 

    “I can tell you unequivocally that he is the best superintendent in the state,” she said.

    Superintendents of large school districts aren’t the only ones making big salaries. Some superintendents in smaller districts out-earned colleagues overseeing much larger districts. Bay Area superintendents Donald Austin of Palo Alto Unified and Michael Gallagher at Sunnyvale School District, who earn $378,000 and $374,000 respectively, make more than superintendents in much larger districts in the state, including San Francisco Unified. 

    Pay increasingly tied to employee pay raises

    Superintendents are increasingly asking for “me too clauses” in their contracts that give them the same raises as the employees whose contracts they help negotiate. Almost a fifth of the superintendent contracts reviewed by EdSource contained these clauses.

    “That is more standard than not,”  said Dennis Smith, managing search partner for Leadership Associates, a recruitment agency that does many of the superintendent searches in California. “The superintendent will get the same increases as credentialed staff and administrators. That’s common. People don’t want to see the superintendent get a bigger increase than others.”

    Smith doesn’t think that this impacts superintendents’ decisions when negotiating with their unions. “The superintendent is going to negotiate the best package possible for the district,” he said. “I’ve never seen any self-interest involved in it.”

    Chaires Espinoza says there is no conflict because the school board approves all raises.

    But others disagree.

    “This is a textbook example of a conflict,” said David Kline, spokesman for the California Taxpayers Association, a nonprofit tax advocacy association. “It’s definitely a conflict. You essentially have one person sitting on both sides of the bargaining table. We would like to see the end to that sort of contract. The superintendent should be paid based on performance.”

    Benefits add cost, value to contracts

    There is a lot more to a superintendent’s contract than salary. It spells out how many days the superintendent will work, how much the district will contribute to health and retirement benefits, how the manager will be reimbursed for expenses and whether the superintendent can accept outside jobs, earn overtime pay, or cash out sick leave and vacation time. It even spells out the number of months that a superintendent will be paid if he or she is fired without cause.

    A healthy benefit package can more than make up for a lower salary. Some superintendents receive life insurance policies, stipends for advanced degrees, housing allowances, expense accounts, extra pay for advanced degrees, deferred compensation and annuities, longevity bonuses, lifetime health benefits and district-paid security.

    Less common are things like the option for Palo Alto Superintendent Austin to live in a district-provided house or boost his salary by $25,000 or the three-month sabbatical that was part of Oakland Unified Superintendent Kayla Johnson-Trammel’s 2022 contract.

    “We have noticed in news stories on superintendents throughout the state, it does seem they are being paid very generously from taxpayer funds with many perks the private sector couldn’t dream of receiving,” Kline said.

    Going Deeper

    The salaries of school staff, including superintendents, are public information, according to California state law, but not all school districts make the information easy to find. Even if districts post the initial contract on their website, most do not post the addendums that show superintendent pay increases approved over the years.  

    The California Controller’s Office collects salary data for all state jobs and makes it available on its Government Compensation in California website, but only 22% of school  districts reported salary data for 2022 – the most recent year data is available on the site. Unlike other state agencies, K-12 school districts are voluntary reporters. Senate Bill 924, meant to close a loophole that allows districts to avoid reporting employee income, failed in the state legislature last year.

    Without publicly posted salary and benefit information, the public must ask school districts for the information, often with a California Public Records Act request. Los Angeles Unified was one of the few school districts who have not yet fulfilled a request for public records filed by EdSource in October for this story. EdSource obtained Alberto Carvalho’s contract from another source.

    Superintendent benefits put district in the spotlight

    One case in particular has put superintendent pay and perks in the spotlight. In 2021, Ontario-Montclair Superintendent James Hammond earned $542,988 in wages and $200,608 in retirement and health contributions, according to the State Controller’s website. His wages grew because he was able to cash out 85 days of sick time and 25 vacation days, according to media reports. The district has 18,471 students.

    In 2022 the school board capped Hammond’s annual sick days at 85 and required that he wait to cash out his accrued sick days until he leaves the district, instead of annually, according to the Daily Bulletin. The move reduced his total compensation by $100,000 that year, according to the State Controller’s website.

    The Ontario-Montclair school board continues to be generous to Hammond. In July, the district increased his base salary to $368,547. The contract continues to allow the superintendent to cash out any of his 25 vacation days annually, or to accrue them and cash them out when he leaves the district. 

    Hammond also receives $2,500 a month from the district to pay for a life insurance policy and $66,000 — the maximum contribution allowed — to a tax-sheltered annuity. He and eligible members of his family also receive lifetime medical insurance benefits.

    “I can confidently attest that Dr. Hammond has instrumentally helped to positively transform the Ontario-Montclair School District over the last 14 years,” said board President Sonia Alvarado.  “As one of the most senior superintendents in San Bernardino County, students and families have benefited from his strategic vision and shared leadership style.”

    The amount of compensation is meant to retain Hammond, who could leave for a similar compensation package in a large school district, at a university or in the private sector, Alvarado said.

    “It is a very competitive market, particularly for large, urban school systems where there is usually a high turnover in the superintendent positions that often results in severance packages and settlements that are both costly and disruptive,” Alvarado said. “Recruiting and retaining effective leadership is one of the primary responsibilities a school board should prioritize.”

    CSBA advises against ‘compensation schemes’

    A California School Boards Association template for superintendent contracts offers advice for school boards that are thinking about keeping salaries low and offering bigger perks to superintendents to stay under the radar. 

    “Even when faced with such pressures, boards should avoid using ‘creative’ compensation schemes that tend to erode public trust, such as low salary but exorbitant benefits,” according to the CSBA.

    Instead, the CSBA suggested that the district offer a competitive salary and reasonable benefits that are comparable to what other districts are paying. 

    Legislators try to regulate pay, benefits

    Some states’ legislative bodies are considering capping the amount school districts can pay their school superintendents. California hasn’t taken that step, although state lawmakers passed a bill in 2013 to limit the maximum cash settlement to a district superintendent who is fired without cause to the amount of time left on his or her contract, or 12 months, whichever is less. Before that decision, superintendent contracts could include a payout of up to 18 months.

     Almost every employment contract reviewed by EdSource required that the superintendent be paid if they are fired or, in some cases, if there is a mutual agreement that they resign.

    Rachel S. White, an assistant professor at the University of Tennessee, Knoxville, who runs a research lab that collects data about school superintendents, said, “They (superintendents) are saying they want that protection because they know elections can happen, and the board turns over, and they’re out the next month.” 





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  • What you need to know to become a teacher in California | Quick Guide

    What you need to know to become a teacher in California | Quick Guide


    Teacher apprentice Ja’net Williams helps with a math lesson in a first grade class at Delta Elementary Charter School in Clarksburg.

    Credit: Diana Lambert / EdSource

    This article, originally published on Sept. 14, 2022, has been updated to reflect changes in state law that impact teacher credentialing requirements in California.

    Over the last decade, Gov. Gavin Newsom and California legislators have poured billions of dollars of state money into special grants and programs to recruit, train and retain educators in order to ease the state’s persistent teacher shortage. Lawmakers have, since the pandemic, also made permanent changes to teacher credentialing requirements to make it easier to become a teacher.

    Teacher candidates have many choices. They can take the traditional route — attend a teacher preparation program and complete student teaching — or they can take part in a residency, apprenticeship or internship program that allows them to complete required coursework while teaching. 

    Residencies

    Prospective teachers can apply for residency programs through a university teacher preparation program that operates in partnership with one or more school districts. During their residency, candidates are paired with experienced teachers for a year of clinical training and are usually paid a stipend.

    Internships

    Teacher candidates can also enroll in a commission-approved district intern program or a university internship program. Both allow candidates who have bachelor’s degrees to teach while they complete their teacher preparation coursework. Instead of being a student teacher, interns are generally the primary teacher in the classroom. They hold intern credentials until they complete the requirements for a preliminary credential. 

    Apprenticeships

    There are also apprenticeship programs that allow teacher candidates to work as a paid member of school staff, while they gain clinical experience and complete their bachelor’s degree and a teacher preparation program. Generally, they receive free or reduced-price tuition.

    Most apprenticeship programs in California are limited to early childhood education, but the state is developing a registered apprenticeship program for K-12 teachers that will greatly expand access. 

    Classified school employee program

    The state also has a California Classified School Employee Teacher Credentialing Program, which offers financial assistance and academic guidance to school staff who want to complete an undergraduate degree and earn a teaching credential. The staff members must work in districts that have been awarded a grant through the state. 

    College students who know they want to be a teacher before completing their degree can select a university that offers an integrated undergraduate program that allows them to complete teacher preparation coursework during their undergraduate education. 

    Choose a teaching credential

    Most California teachers hold one of three basic teaching credentials — multiple-subject, single-subject and education specialist. Multiple-subject credentials are for elementary school teachers, single-subject credentials are generally for middle and high school teachers who teach one subject, and an education specialist credential is for special education teachers. 

    There also is a newly authorized PK-3 early childhood education specialist instruction credential. The credential is intended to meet the need for qualified teachers specially trained to teach preschool through third grade students. 

    But before earning a clear credential, all teachers must first earn a preliminary credential and complete a two-year induction program. The induction program provides additional training and mentorship during the first two years of teaching. Teachers with preliminary credentials who are nationally board certified in either early childhood or middle childhood do not have to participate in induction.

    To earn a preliminary teaching credential, a teacher must have:

    • A bachelor’s degree.
    • Completed an accredited teacher preparation program.
    • Completed 600 hours of student teaching.
    • Been fingerprinted and passed a background check.
    • Taken required tests or completed university-approved coursework.
    • Completed a course or passed a test on the provisions and principles of the U.S. Constitution.
    • Earned a recommendation from their teacher preparation program.

     A preliminary credential is good for five years.

    Tests and their alternatives

    Teachers must prove they have the skills needed to educate students. Before the pandemic, tests were traditionally used to determine if a teacher candidate was ready for a teacher preparation program or the classroom, but new legislation gives them the option to use university-approved coursework or a college degree in most cases. Teacher candidates can check with their teacher preparation program administrator to determine which courses to take or have their transcript evaluated by the Commission on Teacher Credentialing.

    Basic skills requirement

    For years, teachers have been required to take the California Basic Educational Skills Test or otherwise prove they have the basic skills to teach – generally, before they begin a teacher preparation program. The 2024-25 state budget trailer bill has removed the requirement for those who have earned a bachelor’s degree or higher.

    Subject-matter competence

    Teacher candidates are required to demonstrate proficiency in the subject they will teach before they can earn a credential. This has traditionally been done by passing the appropriate tests in the California Subject Examinations for Teachers, or CSET, but teachers can have the option to take coursework or a combination of tests in the CSET and coursework to satisfy this requirement.

    Teacher candidates also can complete a bachelor’s degree in the subject area of the credential they are seeking. A teacher preparation program will evaluate the major to see if it is acceptable, but the Commission on Teacher Credentialing will make the call for candidates who have a degree major that aligns with a statutory single-subject area, and who are applying to the commission directly for credentials, such as those seeking emergency-style permits.

    Reading Instruction Competence Assessment

    The RICA measures how well candidates for multiple-subject credentials and education specialists teach reading. The test is scheduled to be eliminated in 2025 when it will be incorporated into the Teacher Performance Assessment, which requires teachers to demonstrate their ability to teach.

    Performance assessment

    Once a teacher is in the classroom, they are required to complete a performance assessment that demonstrates how well they assess students, design instruction, organize subject matter and perform other skills. There are three assessment models — the California Teaching Performance Assessment, edTPA and Fresno Assessment of Student Teachers. Each requires that teachers take video clips of classroom instruction, submit lesson plans, student work and written reflections on their practice to prove they are prepared to become teachers.

    Special education credentials

    Special education candidates must complete all the basic requirements of other teachers, as well as instruction in one of four areas — mild to moderate support needs; extensive support needs; deaf and hard of hearing, visual impairments; and early childhood special education — to earn a credential in that specialty.

    Out-of-state teachers

    Teachers moving to California must submit their college transcripts and a copy of their out-of-state teaching license, as well as proof they have been fingerprinted to the Commission on Teacher Credentialing. 

    To avoid taking unnecessary tests and training, the commission recommends that applicants submit their score on out-of-state basic skills tests and proof of two years or more of teaching experience.

    Where to apply

    Applications for California-prepared teachers are generally submitted by the teacher preparation program to the California Commission on Teacher Credentialing. Out-of-state applicants must submit documents directly to the commission. It generally takes about 50 business days for the commission to process applications. Application fees vary depending on the document, but generally are under $100 each. 





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  • California tribal college looks to become independent, but financial questions loom

    California tribal college looks to become independent, but financial questions loom


    A California Indian Nations College flag inside the college’s classroom at College of the Desert’s Palm Springs campus.

    Michael Burke/EdSource

    After operating for the last six years as an affiliate of a nearby community college, California Indian Nations College (CINC) appears likely to become the state’s only standalone, fully accredited tribal college. It’s something education experts say would be a boon for Native American students who now start and complete college at lower rates than other ethnic groups.

    But first, money has to be found to ensure the college can survive, let alone expand and build its own campus.

    A two-year and mostly online institution based in the Coachella Valley in Riverside County, the college achieved a big step forward toward its goals recently. It got preliminary approval for accreditation, allowing it to independently offer classes and transferable credits and distribute financial aid. The college expects to have full accreditation within the next year. 

    The college opened its doors in fall 2018 as an extension of UC Riverside for one semester. Since 2019, its degrees have been awarded via a partnership with College of the Desert. Students dually enroll at both campuses, though starting next semester students will be able to enroll solely at CINC and still get an accredited degree.

    College of the Desert also provides classroom space for the tribal college at its temporary Palm Springs campus, made up of a set of trailers. Inside the tribal college’s classroom trailer, visitors can find Native crafts such as dream catchers, fliers with information about transferring to four-year colleges and even a makeshift basic needs center — a filing cabinet with dry food. 

    College of the Desert’s temporary Palm Springs campus, where California Indian Nations College has a classroom.
    Michael Burke/EdSource

    CINC enrolls about 150 students and is planning for many more, but it faces an uncertain future even if it achieves full accreditation. It is running low on money and is asking the state for a $60 million infusion in this year’s budget: $50 million to build its own campus and another $10 million in annual funding for operational costs. 

    Officials say the money is necessary for the college to grow long term and offer a culturally relevant education to Native students who often distrust the U.S. education system. That distrust dates back to the 19th century, when the government began to forcibly send Native children to boarding schools intended to assimilate them, a practice that didn’t end until the late 1960s. 

    “There’s so many of us here who feel a void and think, ‘Who are we?’ So having an institution that’s empowering and teaching us the truth about who we are is really important,” said Mayra Grajeda Nelson, who graduated last year from CINC with an associate degree in sociology and another in social and behavioral sciences. Originally from Banning, Grajeda Nelson now works as a health educator for the Indian Health Council in northern San Diego County.

    The college is not a typical community college governed by the state’s board of governors; instead, even with state funding, it would remain chartered by the Twenty-Nine Palms Band of Mission Indians, a federally recognized tribe in Southern California.

    It would be the only accredited tribal college in the state but not the first. D-Q University operated in Davis from the early 1970s until closing in 2005 after losing accreditation and eligibility for $1 million in federal funding. Across the country, there are more than 30 accredited tribal colleges and universities, spread out across the Southwest, Midwest and other regions. The first tribally controlled college, Diné College in Arizona, was established in 1968 and still operates.

    California has the largest Native population of any state, with a concentration of tribes in the desert regions of Riverside County. Yet, American Indian or Alaska Native individuals have the lowest college-going rate of any racial or ethnic group in the state, according to a report published in December by the California Indian Culture and Sovereignty Center at Cal State San Marcos. 

    “But if you look at American Indian students who go to tribal colleges or universities, they’re four times more likely to earn their bachelor’s degree,” said Shawn Ragan, CINC’s chief operations officer. 

    In a recent report following a campus visit, the accrediting commission praised the tribal college for providing “culturally sensitive, academically rigorous” courses and degrees that incorporate Native American culture and for “fostering an environment where both Indigenous and non-Native students can thrive.” The report found that CINC has “solid financial planning in place for the short-range” and noted that the college is still figuring out its long-term funding planning. Otherwise, the commission found only minor problems that college leaders say will be easy to address, such as requiring the college’s board of trustees to undergo a self-evaluation. 

    California lawmakers, though, have not committed to providing funding this year for CINC, and no funding was included in Gov. Gavin Newsom’s January budget proposal. 

    Assemblymember David Alvarez, chair of the state Assembly’s budget subcommittee on education, said in an interview that he’s supportive of the tribal college and that there is “room for conversation” about funding. But he acknowledged that the timing is not ideal: California’s public universities are facing budget cuts, and it could be difficult to find money for new spending. 

    To date, the state has given CINC $5 million — a one-time funding allocation in 2022 to help the college apply for accreditation.

    Now that the Accrediting Commission for Community and Junior Colleges has awarded the college candidacy status, CINC can also apply for federal funding, but that too is an uncertainty under the Trump administration. President Donald Trump recently rescinded a White House initiative aimed at strengthening tribal colleges. His proposed federal funding freeze, currently blocked by the courts, would also prevent the colleges from getting federal grants and contracts. The Trump administration’s hostility to any programs promoting racial diversity could also have a chilling effect and make it harder for those colleges to secure funding. 

    CINC previously received $9 million in seed money from the Twenty-Nine Palms Band of Mission Indians. Most of that has been spent, and the college is now surviving off its reserves, which should last for at least the next year. 

    Open to both Native and non-Native students, the college mostly uses part-time faculty and offers associate degrees in sociology and liberal arts. Students in the liberal arts program can pick one of three concentrations: arts and humanities, business and technology or social and behavioral sciences.

    Students at California Indian Nations College’s 2024 graduation ceremony
    Courtesy of California Indian Nations College

    In addition to courses specific to their major, students are required to take general education classes as well as six units for a Native American breadth requirement. For that requirement, they choose between courses such as Native American literature, Native performing arts and Native languages. 

    Most classes are online, but the college often holds in-person events, including cultural workshops like basket weaving. There are also talking circles, an Indigenous practice similar to group therapy. Many of the events are led by Kim Marcus, the college’s Elder in Residence and an enrolled Tribal Elder with the Santa Rosa Band of Cahuilla Indians.

    Grajeda Nelson, the recent graduate, enrolled at CINC in 2023, more than a decade after first enrolling in college at Crafton Hills College in Yucaipa. She also attended Mount San Jacinto College, but didn’t receive a degree from either institution. 

    With some credits carrying over from her previous stops, she was able to finish two associate degrees within one year at CINC. During that time, she found the talking circles especially helpful to share her past challenges and get support from people with similar experiences.

    “That’s how the Native community is. There’s that closeness and support because we’re all kind of dealing with very similar challenges, especially with intergenerational trauma, substance usage, depression, poverty,” she said. “So having that space gives us time to process those emotions so we don’t have to walk away and feel that grief.” 

    Kristina Glass, whose family is part of the Cherokee Nation, did make it to and through a non-tribal college, having graduated from Cal State Long Beach in 2014 with a bachelor’s degree in psychology. 

    In debt and laid off from her job as a graphic designer, Glass last year decided to return to college. She’s pursuing an associate degree in Spanish language from College of the Desert and has been taking general education classes at CINC, including Native American literature. 

    As a student at Cal State Long Beach, Glass said she felt isolated because she didn’t meet any other Native students. Her experience at CINC has been much better. Just hearing Native American blessings, performed before events on campus, regularly brings her to tears. “It’s special, because you feel that connection to this land and these people,” she said. 

    Faculty try to incorporate elements of Native culture into the curriculum, even in courses that aren’t part of the Native breadth requirement. Roseanne Rosenthal, an anthropology professor, instructs students to learn about the history of their tribes from elders in their communities.

    “Having students going back and bringing that knowledge into the classroom, I think is great,” said Rosenthal, the college’s only full-time faculty member.  

    If the college can secure more funding, officials plan to add additional full-time faculty and new associate degrees including in business, engineering and food sovereignty.

    At the top of their wish list, though, is their own campus, which would take a few years to build. In the meantime, the college will continue to use the College of the Desert facility and UC Riverside’s Palm Desert campus, where CINC’s administration is housed. 

    Ragan said the college is still looking at potential sites for a permanent campus but expects to stay in Riverside County. He said having a campus would “enable students to come together and build community” by having more in-person events and classes and would allow the college to offer more vocational training.

    He added that the college is looking into additional funding possibilities, such as from other tribes, but said the state “is the best option right now.” 

    “What we’re asking for, it’s not a large amount. So ideally we’ll have some wiggle room and can get us added to the budget,” he said. “California has a tremendous need for tribal colleges. What we’re doing is historic and is going to change lives.”





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