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CTC sets threshold for misassignment training
Commission also removes opposition to 60-day substitute bill
April 27, 2026
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The April meeting of the California Commission on Teacher Credentialing was attended by ACSA CTC Liaison Doug Gephart, who filed the following report.
The California Commission on Teacher Credentialing is moving forward with plans to require training for LEAs with a high proportion of teacher misassignments.
The catalyst for exploring training was a recommendation from the State Auditor’s office that requires the commission to consider sanctions for LEAs that consistently misassign educators. This training plan would be required for those legally responsible for educator assignments, including the principal administrator and the district superintendent.
According to CTC staff research, 75 percent of LEAs have less than 2 percent proportion of misassignments. Most California LEAs are striving for and achieving excellence in educator assignments, even during staffing shortages.
The commission approved the following staff recommendations with the understanding modifications may be made at the June commission meeting:
  • Trainings will be designed with a tailored and targeted approach to delivery.
  • LEAs will be required to report sanction status to the governing board.
  • Sanctioned LEAs will retain the ability to apply for emergency permits and waivers.
  • Only “uncorrected” misassignments will count toward sanctions.
  • Sanctions will be based on the proportion of misassignments to assignments.
  • The base threshold will be established at 25 percent misassignments.
AB 2490 Substitute Teacher Days of Service The commission modified their opposition to AB 2490 from oppose to neutral, thereby removing objection to extending the length of time an emergency substitute can serve in the same classroom from 30 days to 60 days. Action on this bill is pending in the Legislature.
AB 1119 implementation plan: Dual credentialing Assembly Bill 1119 reflects the Legislature and commission’s shared interest in improving access to dual credentialing as part of broader efforts to support inclusive practice and better prepare educators to serve students with and without disabilities. Staff will return to the commission in June with an information item focused on the emerging problem and key questions that will guide subsequent phases.
Candidate support in Subject Matter Competence In October 2025, commission staff presented a five-point plan to improve options for meeting the Subject Matter Requirements for Teaching Credentials.
  1. Expand the degree options for meeting subject matter requirements.
  2. Condense and standardize the existing subject matter domains for transcript review.
  3. Revise the subject matter domain structures for the development of future exams and transcript review.
  4. Explore the feasibility of a transcript analysis tool.
  5. Explore the possible use of micro-certification as another way of recognizing subject matter competence.
Proposed trailer bill language provides further guidance in how candidates may demonstrate meeting the subject matter requirements by proposing changes to Education Code section 44281, which specifically addresses the CSET. The proposed language calls on the commission to:
  1. Support teacher candidates to establish subject matter competence through degree major or coursework.
  2. Update the degree majors that establish subject matter competence and ensure the subject matter requirements support streamlined transcript review.
  3. Make subject matter exams available for candidates not able to meet the SMR through coursework or a degree.
The proposed language sends a clear message that multiple options should be available to candidates to demonstrate their appropriate subject matter knowledge.
The commission voted to direct staff to circulate the draft condensed subject matter domain descriptions with educator preparation programs for feedback and bring the final set of condensed domain descriptions to the commission for potential approval in June.