published by CAAE Staff | California Alliance for Arts Education http://bit.ly/12kowyc
June 10, 2013 - 2:55pm :: On June 13, 2013, the Commission on Teacher Credentialing (CTC) heard a series of action items that included the Teacher Advisory Panel (TAP) recommendations on how to update and improve teacher preparation in California, one of which was for the creation of a single subject credential in the areas of theatre and dance.
The TAP provided a strong rational for creating these new credentials including distinct subject-specific standards within the Visual and Performing Arts Content Standards, and highlighting the intentional differences between the VAPA Dance/Physical Education and VAPA Theatre/English Language Arts standards.
Multiple documents supporting the TAP recommendation from state and national dance and theatre organizations were entered into evidence. Survey data from statewide survey on the TAP recommendations also indicated strong support for immediate action on the credential recommendation. And numerous organizations sent letters of support, inclduing the California Alliance, urging their support for this simple and powerful step. It was an encouraging showing of support for the Theatre and Dance credential. The general agreement among the commissioners, the strong public support indicated by the survey responses, the national, state, and organizational support, especially that of CFT, all point to a positive outcome by the Commission.
Further action may be taken on this issue when the CTC meets again in August.
According to the California Dance Education Association, without such credentials and adequate teacher prep programs in Dance and Theatre, California school districts “are hard-pressed to recruit, contract and retain” highly-qualified dance and theater teacher, and thus, “sustain robust Dance and Theatre programs and fully implement the Visual and Performing Arts (VAPA) Framework and Standards for all students in all arts disciplines.” In an Op-Ed penned by CREATE California legacy members Malissa Feruzzi-Shriver and Amy Shimshon-Santo, Ph.D., this change would “improve learning outcomes for California students, especially for the underprivileged,” whose “lack of access to instruction in arts . . . is exacerbated by unclear arts teacher preparation and certification pathways in higher education.”