In addition to evaluating each candidate's relative ability, as demonstrated by quality and breadth of experience, the following factors will provide the basis for competitively evaluating each candidate:
The ideal candidate will have direct experience in educator preparation, accreditation, or related education policy work, particularly in areas involving performance assessments, accountability systems, or program evaluation and as a special education teacher. Familiarity with Commission-adopted assessments such as the CalTPA, and knowledge of California's educator credentialing and accreditation processes, are strongly preferred.
Additional preferred knowledge areas include: appropriate accommodations for each of the Education Specialist credential areas; multimodal learning; IDEA law; assistive technology; curricula for specialized populations
Knowledge of improvement science and experience designing and carrying out research that informs policy or improves practice, particularly in support of program quality and continuous improvement, is highly desirable. Candidates should demonstrate skill in communicating complex ideas to both technical and non-technical audiences and in supporting capacity-building through training, outreach, or technical assistance. A background in leading or contributing to improvement initiatives in educational settings, especially in collaboration with multiple stakeholders, is also highly valued.
A master's or doctoral degree in Education, Special Education, Curriculum and Instruction, Educational Leadership, Education Policy, Educational Psychology, or a related field is preferred.
