District presents 2022–23 teaching assignment monitoring data; staff says majority of teachers hold clear credentials

At the Aug. 13 meeting the Roseville Joint Union High School District received an informational presentation from Amy Black and HR on the 2022–23 teaching assignment monitoring local indicator, a required metric for LCFF/LCAP reporting to the California Department of Education.

Black told the board this indicator’s dataset is typically a year behind but represents updated data the district was asked to present. She walked trustees through credential categories used by state and federal systems: "clear" (teachers with a preliminary or clear credential or approved local assignment option), "out of field" (local assignment exceptions), and federal terms such as "ineffective" that can describe substitutes or other noncontent experts. Black said the district’s reporting shows it is above county and state averages on the clear credential metric and explained local assignment options (interns, waivers, emergency credentials) the district uses in high-need subject areas.

Black also provided scale context: "we got about roughly 500 teachers in our district and of those 500 ... you do a little less than 10% you're talking about 40–50 teachers" who drive most of the out-of-field/local authorization numbers. She said the district does not expect the clear percentage to reach 100% because some courses have no credential (for example, student government leadership), and noted occasional mismatches between state records and the district’s submissions that can appear as "incomplete" or "unknown" in the dataset.

Board members asked clarifying questions; no action was required because the item was informational. Staff invited trustees to follow up with HR for detailed school-level data. The presentation is intended to satisfy state reporting obligations and to inform the board’s oversight of staffing and credentialing practices.