AB 1454 – Requires the Commission on Teacher Credentialing to Revise Specified Credential Program Standards and Professional Development, and the Adoption of Instructional Material

Existing law mandates that the Commission on Teacher Credentialing (Commission) sets standards for issuing and renewing teaching credentials. For a preliminary services credential with a specialization in administrative services, requirements include either completing a specialized preparatory program or a one-year internship, both subject to commission approval. Similarly, for a reading and literacy leadership specialist credential, a specialized preparatory program is required.

AB 1454 establishes new mandates. The bill requires that by January 1, 2028, the Commission must ensure the preparation of candidates for the reading and literacy leadership specialist credential includes preparation on how to deliver instructional and support teachers in teaching literacy in alignment with the following criteria:

• The English Language Arts/English Language Development (ELA/ELD) Framework, including instruction to meet the varied language development needs of English learners.
• Evidence-based means of teaching foundational reading skills that meet specified requirements and offer tiered supports for pupils with reading difficulties, English learners, and pupils with exceptional needs; and
• The program guidelines for dyslexia.

By September 1, 2028, the Commission shall ensure that the professional preparation of candidates for a preliminary services credential in administrative services includes preparation on how to support teachers in delivering instruction through effective means of teaching, including the above criteria.

Additionally, the bill requires that by January 31, 2027, the State Board of Education adopt English language instructional materials for kindergarten through eighth grade that meet the following criteria:

• Align to the current ELA/ELD Framework, including integrated and designated English language development instruction adopted by the state board, and including strategies to meet the varied language development needs of English learners.
• Align to evidence-based means of teaching foundational reading skills as specified, including tiered supports for pupils with reading difficulties, English learners, and pupils with exceptional needs.
• Align to the program guidelines for dyslexia; and
• Include materials that focus on the teaching of specific skills and standards that are a subset of the entire ELA/ELD Framework and clearly designate which standards they effectively address.

Upon adoption, state guidance for local instructional materials must be updated, and local educational agencies must follow this or certify that their materials meet the standards.

(AB 1454 adds Sections 44265.1, 44270.6, and 60205 to the Education Code.)