Robla New Hope Charter School

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New Hope Teacher Alliance » Stage II

Stage II

New Hope Charter School is in the process of pursuing accreditation from the California Commission on Teacher Credentialing.  Stage II was submitted for review and approval in June 2021.
New Hope Charter School is the LEA pursuing institutional approval. New Hope Teacher Alliance is the department under which the programs will be housed.
New Hope Charter School LogoNew Hope Teacher Alliance: Credential Pathways for Educational Change Makers

Criterion 1


The institution clearly identifies the lines of authority and responsibility for any and all  educator preparation programs within the  

institution and provides assurance that only those person(s) employed by the program sponsor will recommend individuals to the  Commission for a credential or authorization.

a)  1. The division that will be responsible for the oversight of educator preparation programs is New Hope Teacher Alliance. New Hope Teacher Alliance is a division within New Hope Charter School. Further detail about relationships with the parent organization and partners can be found in the attached narrative description and organizational chart.
2. The Executive Director of New Hope Charter School, Herinder Pegany,  will be responsible for ongoing oversight of all educator preparation programs offered by New Hope Charter School.

3. The Associate Directors will coordinate the Teacher Intern, Teacher Induction, and Administrator Induction Programs. Please see the attached narrative and organizational chart for the description of the reporting relationships, decision-making authority, and responsibilities. At the start of program offerings, Associate Director, Amanda Goldman, will cover all responsibilities with the intent of bringing on a second Associate Director prior to the launch of intern programs.
b)  1. As noted in the assurance letter, narrative and organizational chart, New Hope identifies the Student Services Credential Analyst, as the person responsible for credential recommendations and assures that the Student Services Credential Analyst will participate in Commission training related to the recommendation process.  These duties will not be delegated to persons other than the employees of New Hope Charter School. 
Criterion 2


A program of professional preparation must be proposed and operated by an entity that  makes all personnel decisions regarding the  employment, retention or promotion of employees without unlawful discrimination.  The entity must make all decisions regarding the admission, retention, and graduation of students without unlawful discrimination.



New Hope Charter School follows lawful practices regarding employment, retention or promotion of staff, and admission, retention, and graduation of candidates as seen in the Staff Handbook and Student Handbook.  In addition, the letter of assurance from the Unit Head reaffirms New Hope’s understanding of these expectations.



Criterion 3

The institution assures all of the following: 


a) That there will be compliance with all preconditions required for the initial program(s) the institution would like to propose (General and program-specific preconditions for proposed programs must accompany this document) 


b) That all required reports to the Commission including but not limited to data reports and accreditation documents, will be submitted by the Commission approved entity for all educator preparation programs offered including extension divisions.


c) That it will cooperate in an evaluation of the program by an external team or monitoring of the program by a Commission staff member. 


d) That the sponsor will participate fully in the Commission’s accreditation system and adhere to submission timelines.  


e) That once a candidate is accepted and enrolled in the educator preparation program, the sponsor will offer the approved program, meeting the adopted standards, until the candidate;  

  1. Completes the program;
  2. Withdraws from the program; 
  3. Is dropped from the program;
  4. Is admitted to another approved program to complete the requirements with minimal disruption for the authorization in the event the program closes. In this event, an individual transition plan would need to be developed with each candidate.

New Hope Charter School assures compliance with all preconditions, submission of all required CTC report, cooperation with all evaluation activities, participation in the CTC accreditation system, and that the program will offer the approved programs once candidates have been accepted and enrolled until i-Iv are met as evidenced by the assurance letter

Criterion 4

The institution must identify a qualified  officer responsible for reporting and  responding to all requests from the  Commission within the specified timeframes  for data including, but not limited to: 

  • program enrollments 
  • program completers  
  • examination results  
  • state and federal reporting  
  • candidate competence  
  • organizational effectiveness data 
  • other data as indicated by the Commission

Herinder Pegany, Executive Director of New Hope Charter School, is the person responsible for reporting and responding to all requests from the Commission within the specified  timeframes for data, including, but not limited to:

  • program enrollments  
  • program completers  
  • examination results  
  • state and federal reporting  
  • candidate competence  
  • organizational effectiveness data  
  • other data as indicated by the Commission 
The Executive Director may direct Associate Directors to assist in this data collection.
Criterion 5
The institution has a clearly identified  grievance process for handling all candidate  grievances in a fair and timely manner. The  grievance process is readily accessible for all  applicants and candidates and is shared with  candidates early in their enrollment in the  program.

New Hope Charter School has clearly defined grievance policies and processes for both students and staff as outlined in their handbooks and on the links on the website.  The complaint forms are in the appendices of the handbooks and on the website. The Student / Candidate handbook includes a notice that candidates will review and be asked to acknowledge policies in the handbook in their first course or orientation session.  This will also be noted in the staff operations manual to ensure that it is part of all candidate orientations. This process, in addition to having these policies posted on internal and external websites, should ensure that staff and candidates are aware of these options.

Criterion 6

The institution must provide a plan for communicating and informing the public about the institution and the educator preparation programs. The plan must demonstrate that: 


a) The institution will create and maintain a  website that includes information about the institution and all approved educator preparation programs. The website must be easily accessible to the public and must not require login information (access codes/password) in order to obtain basic information about the institution’s programs and requirements as listed in (b). 


b) The institution will make public information about its mission, governance and administration, admission procedures, and information about all Commission-approved educator preparation programs. 
c) Information will be made available through various means of communication including but not limited to website, institutional catalog, and admission material.

The programs New Hope Teacher Charter School plans to offer are:


Each of these programs has its own section on the New Hope website as does the mission and vision, admission procedures and requirements, course and fieldwork requirements, and completion requirements.  The website also indicates that we have completed Stage 1 of the approval process and now are in Stage 2. Communication Plan provides an overview of how candidates and the public will have access to all of New Hope Charter School's materials.

Criterion 7

The institution must demonstrate that it will maintain and retain student records.  Institutions seeking Initial Institutional  Approval will provide verification that: 


a) Candidates will have access to and be provided with transcripts and/or other documents for the purpose of verifying academic units and program completion.


b) All candidate records will be maintained at the main institutional site or central location (paper or digital copies).


c) Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public.


a) Candidates will have access to their transcripts and/or other documents for the purpose of verifying academic units and program completion.  Please see the Candidate Records Plan for more detail.

b) All candidate records (paper or digital copies) will be maintained at the New Hope Charter School campus, currently co-located with Glenwood Elementary School, at 201 Jessie Avenue, Sacramento, CA 95838. Once New Hope Charter School relocates to its permanent home on Norwood Avenue (expected by December 2023) records will be located at the permanent site. All materials will be updated with the appropriate address at that time.

c) Records will be kept securely in locked cabinets or on a secure server located in the Executive Director’s office, a locked office that is not accessible by the public. The Executive Director’s office is at the New Hope Charter School site.

Criterion 8

Institutions must disclose information  regarding:  


a) The proposed delivery model (online, in  person, hybrid, etc.) 


b) All locations of the proposed educator  preparation programs including satellite  campuses. 


c) Any outside organizations (those  individuals not formally employed by the  institution seeking IIA) that will be providing any direct educational services, and what those services will be,  as all or part of the proposed programs.


a) New Hope Charter School plans to use a hybrid delivery model for all of its teacher preparation programs.  While the majority of the candidates’ experience will be in person, both for coursework and fieldwork, candidates will experience portions of their coursework online (e.g. reading and online discussions, online projects, asynchronous video, summer foundations courses, pre-service.

b) New Hope Charter School plans to offer all of its programs in the Sacramento area, specifically in the area in and around the Robla School District.  Classes will be held either at the New Hope Charter School co-located on the Glenwood Elementary campus or at Robla School District facilities.

c) New Hope Charter School is working in collaboration with the Robla School District and other regional partners. New Hope plans to recruit Robla, New Hope Charter, and partner program staff members to serve as field supervisors, Induction coaches, and instructors in areas of needed expertise.
Criterion 9

The institution and its personnel demonstrate veracity in all statements and documentation submitted to the Commission. Evidence of a lack of veracity is cause for denial of IIA.

The letter of assurance from the Unit Head, Herinder Pegany assures the veracity in all statements and documentation submitted to the Commission.
Criterion 10

An institution’s mission and vision for educator preparation are consistent with California’s approach to educator preparation. 

*Note: A complete program design with significant detail included is not what is intended here as that will be submitted to ensure alignment with the Commission’s adopted program standards in Stage III.  Rather, the intent is to provide the Commission with sufficient information to ensure that the institution’s philosophy and approach about educator preparation is consistent with California’s.


Submission Requirements for all institutions seeking IIA: 

a) New Hope Charter School will be offering teacher intern programs for multiple subjects, teacher induction, and administrator induction programs.
b) The mission and vision statements can be found on the website and in student and staff handbooks.  These statements demonstrate New Hope's commitment to educator preparation that is designed to serve all of California’s students.
c) The New Hope Teacher Alliance Pillars document demonstrates the underlying framework for the New Hope Charter School’s approach to curriculum and pedagogy for educator preparation.  All elements of the pillars are aligned with California Standards for the Teaching Profession and California Professional Standards for Educational Leaders.  The organization of these standards into the larger pillar framework is the means by which New Hope will ensure strong educator preparation strongly rooted in the standards. The mission statement further underscores the importance of California's adopted standards in educator preparation.
d+e)As can be seen in the vision statement and origin descriptions in both staff and student handbooks, New Hope Charter School was founded to serve a need in for the Robla School district, which serves a large population of English Language Learners, students qualifying for free and reduced lunch, and/or students currently experiencing homelessness.   The foundations of our program are designed so that educators are prepared to serve in communities of need. Successful implementation of California's adopted standards in higher need communities will provide candidates with a solid foundation to apply those skills across the diversity of California's school communities.
Criterion 11

Institutions seeking IIA must have sponsored  an educator preparation program leading to  licensure, or participated as a partner in any  educator preparation programs and/or  

programs focused on K-12 public education and provide history related to that experience.  

CTC staff will research available information  about the institution relevant to the  application for initial institutional approval  Institutions must submit:  

Proof of third party notification enlisting  comments to be sent to:
a) While New Hope Charter School does not currently offer educator preparation programs, the Design Team comes with a wealth of experience in other educator preparation programs as can be seen in the Design Team document.  New Hope Charter School is working in collaboration with Robla Unified School District employees and has sought out their input in the design of this program.  The notes in the Stakeholder Engagement Plan documents both the plan and people whom New Hope has engaged in this effort, but they include the Superintendent, Chief of Personnel, Director of Curriculum and Instruction, school administrators, and teachers.  From these interactions, we have learned that Robla teachers typically go through Induction with the Sacramento County Office of Education and that teachers typically come from a variety of local traditional credentialing programs, primarily from UC Davis, and some candidates from Sacramento State and National University.  The local source for Robla teacher intern candidates was through the Sacramento County Office of Education, although we learned in our market analysis that a few other local options are available.  While working through the accreditation process, New Hope teacher candidates will come from a similar pool and New Hope plans to engage with the Sacramento County Office of Education for Teacher Induction.
b) We have enlisted third party comments by posting the on the New Hope website

New Hope does not offer education preparation programs outside of California so c-h do not apply.

Criterion 12

An institution must submit a Capacity and  Resources plan providing information about how it will sustain the educator preparation program(s) through a 2 – 3 year provisional approval (if granted) at a minimum. The institution must submit a plan to teach out candidates if, for some reason, the institution is unable to continue providing educator preparation program(s).



a) As a new institution, New Hope Charter School does not have an audited budget for past years.  New Hope Teacher Alliance will exist as a division within the New Hope Charter School which does have a 5-year projected budget.  The year-by-year budget has been approved by the New Hope Charter School Board. New Hope Charter is in its first year of operation with students and, as such, has not yet gone through a budget audit.  However, the budget guide and explanation document (evidence 12A.1) should provide evidence of New Hope's conservative approach to ensuring financial sustainability.

b) As can be seen in the staffing section of the operational budget for New Hope Charter School, funding for Executive Director and Associate Director positions is already accounted for.  The multiyear projection (MYP) includes a fund balance surplus that starts at 10% in 2021-22, grows to 34% surplus in 2022-23, and projects ahead to 150% by 2025-26.  This will be the basis to fund the initial costs of the Teacher Alliance programs throughout provisional approval and early enrollment. The fund surplus can be seen in red on page 3 of the MYP (evidence 12AB.2).  The Associate Director's salary is accounted for in blue at the top of page 1 of the staffing spreadsheet (evidence 12AB.1).
c) In the current school year (2021-2022), the primary staff associated with the Teacher Alliance division will be the Executive Director, Herinder Pegany, and the Associate Director, Amanda Goldman, who will be leading Stage 3 and Stage 4 of the accreditation process.  As the year progresses and assuming programs are approved in Stage 4, the Student Services Credential Analyst will be hired before the first year of programs are offered in order to build systems, attend the needed training and be ready for the start of programs. As the first year of programs begins, the staff will include additional induction coaches who will be hired based on the number of candidates.  Induction coaches will be hired in time to have participated in the mandatory coach training.  In the second year of programs, New Hope Charter School will add the preliminary credential programs, and with those programs come additional staff, including teaching faculty and field supervisors, and site-based mentors.  This staffing will remain the same in the third year of operation, but the number of induction coaches, field supervisors, and site-based mentors will vary based on enrollment in each program.  While this detail of the staffing plan is not spelled out in line-item in the operational budget for New Hope Charter School, the total fund-balance surplus on the overall budget is intended to address the growth of the Teacher Alliance division.
d) The criteria for minimum qualifications for each position in the staffing plan are outlined in the job description for the position.  The qualifications all meet the minimum requirements in the CTC Common and Program Standards. Please refer to the staffing plan and job descriptions.
e)  As demonstrated in the Stakeholder Engagement Plan, partnerships will be developed with schools and districts that have candidates in the New Hope programs.  Upon opening,  the target clients are teachers and leaders from Robla School District and New Hope Charter School.  As evidenced in the letter from Robla School District Superintendent, Ruben Reyes,  the Robla School District is committed to supporting New Hope candidates in finding appropriate field experience opportunities as well as supporting New Hope in finding appropriate site-based mentors and Induction Coaches, as needed. 
f)  As seen in the Delivery Model and Locations chart and noted in the letter of assurance and letter from the Robla Superintendent,  New Hope Teacher Alliance programs will have access to classroom space primarily on the New Hope Charter School campus, but also will have support from Robla if additional space is needed.  On the MYP, in highlighted yellow, budget code 5826, funds for the “Teacher Certification Program” have been allocated to cover additional administrative (non-personnel) expenses. A minimum of $50,000 has been allocated for the next 4 years.  This includes an allocation for Learning Management Systems.
g) If for any reason New Hope Charter School were unable to continue to provide any of the proposed educator programs, the school has a detailed Teach-Out plan that would be followed to ensure all impacted candidates would have an individualized transition plan that would support them in completing their credential program.