EDC §44238.5: (a) On or before March 1, 2027, the commission shall, with input from the education field, develop, establish, and promulgate, through the regulatory process pursuant to Chapter 3.

(a) On or before March 1, 2027, the commission shall, with input from the education field, develop, establish, and promulgate, through the regulatory process pursuant to Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code, efficient routes for the following: (1) Teacher candidates to obtain a multiple subject credential, a single subject credential, or a PK–3 early childhood education specialist instruction credential, and an education specialist credential, known as dual credentialing. (2) Existing teachers who hold a multiple subject credential, a single subject credential, or a PK–3 early childhood education specialist instruction credential to obtain an education specialist credential. (3) Existing teachers who hold an education specialist credential to obtain a multiple subject credential, a single subject credential, or a PK–3 early childhood education specialist instruction credential. (b) In developing efficient routes pursuant to subdivision (a), the commission shall do all of the following: (1) Review current routes that holders of multiple subject and single subject credentials have to earn additional credentials and supplementary authorizations, pursuant to the commission’s authorization provided in subdivision (e) of Section 44225. (2) Determine which content of preparation in multiple subject and single subject programs and education specialist programs could satisfy the requirements for both credentials to create efficiencies toward earning dual credentials. (3) Review whether supplementary authorizations to an existing credential, authorizing the teaching of pupils with or without disabilities, could be developed. (4) Identify barriers and opportunities for teachers to become dually credentialed and barriers and opportunities for programs of preparation to prepare dually credentialed teachers. (5) Review any readily available information about other states’ routes to dual credentialing through programs of preparation or for existing holders of credentials specified in subdivision (a). (6) Identify any necessary statutory changes to establish routes to dual credentialing.