California's educational system got a new source of valuable expertise with the launch of the California Teacher Advisory Council (Cal TAC) in February.
"Cal TAC promises to be an important new voice for California's teachers," said Senator Jack Scott at the inaugural meeting. "This organization should provide a valuable new connection between the people in the classroom and policymakers, and our educational system will benefit as a result."
"This is an unprecedented opportunity to communicate our expertise and affect policy constructively."
-Stan Hitomi, Chair, Cal TAC and Executive Director of the Edward Teller Education Center, Lawrence Livermore National Laboratory
The first-ever meeting of the California Teacher Advisory Council took place on February 2 in Sacramento. Cal TAC is modeled after the National Teacher Advisory Council (NTAC) established by the National Academies. Like NTAC, Cal TAC will provide an opportunity for teachers to have a voice in matters concerning classroom instruction and student learning. Its members consist of twelve highly accomplished teachers with a demonstrated interest in strengthening science, mathematics, and technology teaching.
"Cal TAC is about teachers," said Stan Hitomi, chair of Cal TAC and executive director of the Edward Teller Education Center at Lawrence Livermore National Laboratory. "Our motivation is to have an influence, for the teachers to have an impact. This is an unprecedented opportunity to communicate our expertise and affect policy constructively."
The national TAC provides input into the planning and execution of National Academies education reports. While Cal TAC will provide a similar function for CCST and the Center for the Future of Teaching and Learning (the Center), it will also take a more proactive role in connecting with policymakers.
"At the national level, the Academies are the primary source of input for Congress and government agencies," said Barbara Schulz, teacher leader of NTAC. "However at the state level there's more of a direct connection with the Department of Education." Cal TAC will focus on building connections with legislators and their staff in Sacramento, industry, and research communities; identifying issues and creating dialogues out of which published reports of teachers' insights could be created; providing feedback on emerging issues, such as the Science and Math Initiative to enhance science and math teacher production; and providing feedback, as requested and appropriate, on issues brought to Cal TAC by CCST, the Center, state policymakers, and the National Teacher Advisory Council.
The organization was established through a grant from the Stuart Foundation and was set up jointly by CCST and the Center. It will continue to maintain a close working relationship with CCST, meeting three times a year immediately prior to CCST's Council meetings.
"California faces some serious challenges, such as the maldistribution of highly qualified and certified teachers in the state," said Hitomi. "This is an opportunity both for the teachers to communicate their stories and for them to gain easier access to information and research, as well as be heard in the right places. After all, teachers are the first responders in the 'crisis of education.' They should be part of the process outside as well as inside the classroom."
