In February 2025, the commission adopted the revised Child Development Permit Matrix, establishing updated permit levels, authorizations, and preparation requirements. Since this action, staff have been engaged in developing regulations to implement the new permit structure, providing guidance and technical assistance to the field, and developing resources necessary to operationalize the revised permit system.

During its October meeting, CTC commissioners were presented with three implementation issues that require more focused review: Pathways to the Permit, Professional Growth and Renewal, and Areas of Emphasis.

In a letter to the commission, Legislative Advocate Serette Kaminski requested that the commission engage with school administrators, HR staff and LEA teacher prep programs to support multiple pathways into teaching.

“As the Commission undertakes the next phase of the project to examine professional growth and deeper expertise beyond the foundational competencies, we ask that you build multiple onramps, through a seamless process, to different educator pathways that could also progress towards a PK-3 or Multiple Subject Credential.”

Commissioners supported ACSA’s request and directed CTC staff to be intentional about developing bridges to career progression. Staff was asked to formalize the requirements needed to attain subject matter competency and pedagogy so that a permit holder can eventually pursue a teaching credential.

Commissioners also directed staff to provide consistent mechanisms to formally recognize bilingual expertise for child development permit holders after hearing other public comment from child advocacy firms.

In another agenda item, the commission also received its first update on the implementation of ACSA-supported AB 1454 (Rivas, 2025), which requires revisions to the program standards and development of teaching performance expectations for the Reading and Literacy Added Authorization (RLAA) and Reading and Literacy Leadership Specialist Credential (RLLS).

Staff provided a summary of the existing authorization structure, the statutory direction for the work, the work completed during the initial part of the inquiry phase, the planned collection of information and feedback from commission-approved programs and local education agencies, and the anticipated sequence for developing and reviewing proposed updates.

ACSA supports updating the (RLAA) and (RLLS) credential standards and believes this update is an important opportunity to strengthen the rigor and consistency of credentialing programs statewide, ensuring they reflect current best practices in literacy instruction.