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It describes impacts from COVID surges, Omicron-driven disruptions, and policy debates on masking and vaccination, alongside educator preparation challenges such as mentor and clinical placement shortages. The report highlights efforts to sustain credential completion, meet preliminary requirements, and strengthen public accountability, program quality, standards adherence, and continuous improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/annual-report-of-the-committee-on-accreditation-2021-22-annual-accreditation-report/582819/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/annual-report-of-the-committee-on-accreditation-2021-22-annual-accreditation-report/582819.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the 2021-22 annual report?","Question",{"text":112,"@type":113},"To present the Committee on Accreditation’s 2021-22 accreditation work to the Commission on Teacher Credentialing, emphasizing accountability, program quality, standards adherence, and improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which major pandemic-related factors affected California schools in 2021-22?",{"text":117,"@type":113},"Ongoing COVID surges associated with Omicron variants, differing and strong perspectives on mask and vaccine mandates, and substitute and staffing shortages that raised concerns about potential additional school closures.",{"name":119,"@type":110,"acceptedAnswer":120},"How did educator preparation programs manage accreditation and candidate progress during 2021-22?",{"text":121,"@type":113},"They worked to address mentor and clinical placement shortages, engaged employers and schools in planning to complete credential requirements, and used flexibilities to help candidates satisfy preliminary credential requirements while supporting staffing needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582819,1792062528,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing  \n2021-22  \nDear Commissioners:  \nOn behalf of the entire Committee on Accreditation we are pleased to present the 2021-22 Annual Report on Accreditation.  \nIn 2021-22, California educational institutions emerged from the height of the pandemic with educators and school personnel across the state working with passion and commitment to bring back a sense of normalcy to our school communities. The challenges were seemingly endless. Continued COVID surges caused by the Omicron variants impacted local communities at different times and to different extents, divergent and strong perspectives on mask and vaccine mandates permeated school board discussions and classroom protocols, and substitute and staffing shortages caused significant and warranted concern about the possibility of additional school closures.  \nEducator preparation programs were not immune to these challenges as many of these issues affected their efforts in profound ways. With the enrollment of a new cohort of candidates in summer and fall of 2021, many programs were faced with significant difficulties finding enough mentors and clinical practice placements to support candidates as schools faced significant personnel shortages. Additionally, employers necessarily turned to student teachers to meet dire staffing needs, prompting all to engage in conversations of how to ensure that candidates could continue to complete their programs and earn their credential while helping with staffing shortages. Educator preparation programs continued to problem solve around meeting the needs of candidates who had completed their programs under the flexibilities afforded by the Commission, the Governor, and the Legislature, and who were now attempting to satisfy preliminary credential requirements.  \nDespite the many obstacles, there was a sense of celebration, a renewed appreciation for our school communities and for all the opportunities that learning brings to each child. There was also a renewed sense of confidence and optimism that despite the exhaustion educators faced over the past couple of years, together, we can handle the next chapter – more willing to incorporate new approaches, new mindsets, that we are not afraid to rethink how we’ve been doing things, and a renewed commitment to coming back stronger.  \nWe thank everyone at educational institutions for their passion, persistence, and dedication to high quality educator preparation in the Golden State. We acknowledge the Commission for its leadership during these trying times. We recognize the dedicated members of the Committee on Accreditation, the Commission staff, and the hundreds of volunteer educators who make up the Board of Institutional Review. Through it all they have continued to share their time and expertise and by doing so have helped ensure that California’s PK-12 students will continue to have access to high quality educators who teach, lead, and inspire.  \nSincerely,  \nDr. Martin Martinez Dr. Robert Frelly  \nCommittee Co-Chair Committee Co-Chair  \nThe Committee on Accreditation 2021-22  \nJ. Kevin Taylor  \nDirector, School of Education California Polytechnic State University, San Luis Obispo  \nCathy Creasia  \nDirector of Accreditation and Credentialing  \nRossier School of Education University of Southern California  \nCheryl Forbes  \nDirector of Teacher Education and Lecturer University of California, San Diego  \nRobert Frelly  \nDirector of Music Education Chapman University  \nMichael Hillis  \nDean, Graduate School of Education California Lutheran University  \nLynn Larsen  \nProfessor  \nUMass Global University  \nCynthia Amos  \nCollege and Career Coach  \nLos Angeles Unified School District  \nJomeline Balatayo  \nEnglish Language Development Teacher Culver City High School  \nKatrine Czajkowski  \nTeacher, Induction Mentor  \nSweetwater Union High School District  \nJason A. Lea  \nExecutive Director  \nSonoma County Office o","cbCaiuaEkpwF2inw","https://ap.wps.com/l/cbCaiuaEkpwF2inw","pdf",696513,54,"English","# Introduction\n## Background\n## Executive Summary\n# Section I: Accomplishment of the Committee’s Work Plan in 2021-22\n## Purpose 1. Ensure Accountability to the Public and to the Profession\n## Purpose 2. Ensure Program Quality\n## Purpose 3. Ensure Adherence to Standards\n## Purpose 4. Fostering Program Improvement\n# Section II: Summary of","[{\"question\":\"What is the purpose of the 2021-22 annual report?\",\"answer\":\"To present the Committee on Accreditation’s 2021-22 accreditation work to the Commission on Teacher Credentialing, emphasizing accountability, program quality, standards adherence, and improvement.\"},{\"question\":\"Which major pandemic-related factors affected California schools in 2021-22?\",\"answer\":\"Ongoing COVID surges associated with Omicron variants, differing and strong perspectives on mask and vaccine mandates, and substitute and staffing shortages that raised concerns about potential additional school closures.\"},{\"question\":\"How did educator preparation programs manage accreditation and candidate progress during 2021-22?\",\"answer\":\"They worked to address mentor and clinical placement shortages, engaged employers and schools in planning to complete credential requirements, and used flexibilities to help candidates satisfy preliminary credential requirements while supporting staffing needs.\"}]","Annual Report of the Committee on Accreditation - 2021-22 Annual Accreditation Report | PDF",1792044575,136]