 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
 | Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| ND | Rule Adoption 12/2003 | P-12 | Establishes rules regarding definitions, certificate of completion required, issuing agency, certificate of completion standards, verification process - exclusion, effective dates, reconsideration, and use of federal rules and policies. NORTH DAKOTA REG 3676 (SN)
Title: 67-11-14-00.1, -01, -02, -03, -04, -05, -06, -07
Source: StateNet
| |
| OR | Temporary Rule Adoption 12/2003 | P-12 | Amends rules concerning a limited teaching license. Removes the requirement of passing the Basic Skills Test for renewal of the Limited Teaching License. OREGON REG 25067 (SN)
Title: 584-060-0171
Source: StateNet
| |
| DE | Rule Adoption 11/2003 | P-12 | Establishes rules concerning the requirements for standard certificates for educational personnel. Amends existing requirements for standard certificates to reflect these changes and to provide an interim set of requirements for individuals who are in the process of acquiring the necessary content knowledge or pedagogy under the regulations that are currently in place. Provides that individuals currently working toward a standard certificate in a given area have ample opportunity to complete the requirements. Notice that such requirements will change effective June 30, 2006. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20300%20Certification%20Part%201.htm#P4_57 and http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%201500%20Professional%20Standards%20Board.htm#P4_57
Title: 14 DAC 321 thru 1542 (non-seq)
Source: Delaware State Web site
| |
| SC | Rule Adoption 11/2003 | P-12 | Amends rules relating to teacher credential classification. Clarifies the types of educator credentials and aligns state regulation with related federal rules. SOUTH CAROLINA REG 2504 (SN)
Title: R. 43-53
Source: StateNet
| |
| SD | Rule Adoption 10/2003 | P-12 | Establishes rules requiring that a minimum of three of the six renewal hours be college transcripted hours and that all six hours be related to the applicant's field of teaching when renewing a certificate. SOUTH DAKOTA REG 3948 (SN)
Title: 24:15:03:06
Source: StateNet
| |
| AL | Rule Adoption 09/2003 | P-12 | Establishes rules regarding the changes including the addition of wording to address THE NO CHILD LEFT BEHIND ACT OF 2001. Changes the name of the Alternative Fifth-Year Program to the Alternative Class A Program. Modifies relevant forms, and other minor changes for consistency. ALABAMA REG 6255 (SN)
Title: AAC 290-3-2, -3
Source: StateNet
| |
| CA | Signed into law 09/2003 | P-12 | Authorizes the evaluation and assessment at least every 5 years of personnel with permanent status who have been employed at least 10 years with the school district, are highly qualified, and whose previous evaluation rated the employee as meeting or exceeding standards, if the evaluator and certified employee being evaluated agree to this term, with certain exceptions. Makes a conforming change. http://www.leginfo.ca.gov/pub/bill/asm/ab_0951-1000/ab_954_bill_20030929_chaptered.html
Title: A.B. 954
Source: California Legislative Web site
| |
| NM | Rule Adoption 09/2003 | P-12 | Establishes a 3-level licensure system for New Mexico's teachers and establishes the HOUSSE (High Objective Uniform State System of Evaluation) for determining subject matter competence. NEW MEXICO REG 3784 (SN)
Title: 6.60 et seq NMAC
Source: StateNet
| |
| NV | Rule Adoption 09/2003 | P-12 | Modifies rules governing endorsements for teaching exceptional pupils. Changes from three years to one year of experience in teaching exceptional pupils (serious emotional disturbances, mental retardation, autism) and requires endorsement in those areas. NEVADA REG 3296 (SN)
Title: NAC 391.350, .356, .360, .378
Source: StateNet
| |
| NV | Rule Adoption 09/2003 | P-12 | Adds a new section: The Commission on Professional Standards in Education determines that a person has obtained "full state certification" for purposes of the No Child Left Behind Act of 2001 if he satisfies all the requirements for the issuance of a renewable license to teach in the state, regardless of whether he has: (1) submitted fingerprints or (2) complied with the requirements prescribed by NRS 391.090 (other licensure requirements). Prohibits the state superintendent from issuing a provisional nonrenewable license after July 1, 2005 to a person who is applying for an elementary license or to a person applying for a secondary license with an endorsement in one or more of the following fields: art, biological science, chemistry, English, French, general science, history, mathematics, music, physical science, reading, social studies, Spanish, speech and drama. For comprehensive majors or minors, which require 36 or 24 semester hours of credit respectively, a person who holds a BA or higher degree with a major or minor conferred by a regionally accredited college or university, if he has satisfied the requirements of NAC 391.120 (other licensure requirements). (NEVADA REG 3292 (SN)
Title: NAC 391.010, .056, .1301, .392, .156
Source: StateNet
| |
| NV | Rule Adoption 08/2003 | P-12 | Amends exemptions for tests of competency required for initial license. NEVADA REG 3211 (SN)
Title: NAC 391.036
Source: StateNet
| |
| OK | Emergency Rule Adoption 08/2003 | P-12 | Establishes emergency rules concerning the Teacher Preparation Act. Develops and administers a competency-based system of teacher assessment. Allows for flexibility for school districts in Oklahoma in hiring teacher certified in other states and may assist in supply and demand problems in critical teacher shortage areas. Lessens the financial burden for teacher certified in other states that have successfully completed comparable assessments who are seeking Oklahoma certification. OKLAHOMA REG 12811 (SN)
Title: OAC 712:10-7-1
Source: StateNet
| |
| OR | Temporary Rule Adoption 08/2003 | P-12 | Establishes temporary rules relating to the requirements and procedures for highly qualified teachers under the No Child Left Behind Act. New teachers must hold a basic, initial or preliminary teaching license. Establishes "Approved NCLB Alternative Route Teaching License." Upon filing a correct and complete application in form and manner prescribed by the Commission, a qualified applicant shall be granted an Approved NCLB Alternative Route Teaching License. (1) The application must be filed jointly by the hiring district and the teacher seeking the license. (2) Districts hiring a highly qualified teacher based on the Approved NCLB Alternative Route Teaching License must ensure that the license has been obtained by the teacher prior to assignment within the district. (3) The Approved NCLB Alternative Route Teaching License shall be restricted to use within the district that has jointly applied for it with the teacher. (4) The license is not transferable to another district. (5) The district must submit an approved plan with the licensee's application that describes how the teacher will receive high-quality professional development that is sustained, intensive and classroom-focused before and while teaching in the district. The plan must also include how the teacher will be making progress toward completing full state licensure requirements in the next three years. (6) The license expires exactly three-years from the date of issue and is not subject to the 120-day grace period.Should the teacher seek to obtain another Approved NCLB Alternative Route Teaching License with another district, the license is only valid for the remainder of the three years from the initial date of the license. Also establishes the Highly Objective Uniform STate Standard of Evaluation (HOUSSE) for teachers who have taught three years or more. Elementary HOUSSE standards: (A) Complete an approved elementary teacher education program or the coursework equivalent to sixty quarter hours distributed as follows: (i) Eighteen quarter or twelve semester hours in language arts; (ii) Twelve quarter or eight semester hours in mathematics; (iii) Nine quarter or six semester hours in science; (iv) Nine quarter or six semester hours in U.S. history, cultural geography, and other social sciences; (v) Three quarter or two semester hours in health education; (vi) Three quarter or two semester hours in physical education; (vii) Three quarter or two semester hours in music education; (viii) Three quarter or two semester hours in art education; or (B) Complete the TSPC Alternative Assessment procedure; or (C) Obtain a certificate as Early Childhood Generalist, Early Childhood Art, Early Childhood Music, or Early Childhood ESOL from the National Board for Professional Teaching Standards; or (D) Hold a Standard Elementary License; or (E) Hold a master's degree; and (c) Be properly assigned to a self-contained classroom in grades preprimary through eight. (Stat. Auth: ORS 342) Highly Qualified Middle Level Teacher (departmental grades 5-8) New to the Profession: A teacher who has been teaching on an approved license in a U.S. jurisdiction less than three complete school years must meet the following criteria: (1) Hold a Basic, Initial, Approved NCLB Alternative Route Teaching License or Preliminary Teaching License in the core academic area(s) and satisfy one of the following: (a) Pass the prescribed rigorous state exam in the subject area(s) (See OAR 584-100-0022 details related to the MSAT and subject-matter competency); or (b) Hold an undergraduate major in the subject area(s); or (c) Hold a graduate degree in the subject area(s); or (d) Complete coursework equivalent to an undergraduate major; and (2) Be properly assigned in the subject area in a departmental classroom in grades five through eight. Multiple Subject Assessment for Teachers (MSAT) Test for Middle-Level Subject-Matter Competency. A teacher who has passed the Multiple Subjects Assessment for Teachers (MSAT) test as a rigorous state test may be qualified to teach multiple core academic subjects in math, language arts, social studies and science only. Sets cut scores.
OREGON REG 24835 (SN)
Title: OAR 584-100-0001 thru 584-100-0110
Source: StateNet
| |
| SD | Adopted 08/2003 | P-12 | Establishes rules requiring that the Professional Teachers Practices and Standards Commission and the Professional Administrators Practices and Standards Commission hold their respective meetings annually. Requires teachers new to the profession to pass the state licensure exam in the pedagogy and content areas in which they will be certified. Allows teachers with National Board Certification to obtain five-year teaching certificates. Ensures that alternative certification teacher candidates are highly qualified. Improves the retention and success of teachers in their profession. SOUTH DAKOTA REG 3921 (SN)
Title: 24:15:01:01, :02:08, :03:01, :03:02, :03:06, :03:07, :03:11, :04:01; 24:16:05:03, :05:05; 24:41:01:01 to :03:01,
Source: StateNet
| |
| WA | Emergency Rule Adoption 08/2003 | P-12 | Amends rules to allow teacher candidates to provide a letter to their employing school district to be admitted to the professional certificate program prior to the completion of their provisional status. WASHINGTON REG 22069 (SN)
Title: WAC 180-78A-505, -535
Source: StateNet
| |
| WA | Emergency Rule Adoption 08/2003 | P-12 | Amends rules to establish a list of endorsement related assignments and to allow a school district to assign a teacher to an endorsement related area when no teacher with an endorsement in the assignment area is available. WASHINGTON REG 22071 (SN)
Title: WAC 180-82-105
Source: StateNet
| |
| CA | Vetoed 07/2003 | P-12 | Exempts from the basic skills proficiency requirement for hiring by a school district, a retired certificated employee who has taught 15 years or more in a California public school and who meets other specified requirements. http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=sb_45&sess=CUR&house=B&author=vincent
Title: S.B. 45
Source: California Legislative Web site
| |
| HI | Vetoed 07/2003 | P-12 | Defines "teaching out-of-field" as teaching outside the authorized licensing field indicated on an individual's license and "out-of-field teacher" as an individual who is teaching outside the authorized licensing field indicated on the individual's license. Includes language to provide for the enforcement of the penalty for hiring unlicensed individuals or for posing as a licensed teacher. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=SB1237&showstatus=on&showtext=on&press1=docs
Title: S.B. 1237
Source: Hawaii Legislative Web site
| |
| IL | Emergency Rule Adoption 07/2003 | P-12 | Establishes rules assuring Illinois school districts that individuals they hire will be considered highly qualified under the federal No Child Left Behind Act (NCLB). Clarifies current policies and practices for issuing elementary, secondary, special, and early childhood certificates. Makes explicit how the requirements are applied to various groups of candidates, including those who are completing approved programs, those who come to Illinois with comparable credentials from other states or countries, and those who are seeking 'subsequent' certificates, i.e., those that are not their first certificates. http://www.isbe.net/nclb/pdfs/highly_qualified_teacher_criteria.pdf and http://www.isbe.net/rules/proposed/pdfs/252003emergcompanion.pdf and http://www.isbe.net/rules/archive/default.htm
Title: 23 IAC 25.11, .20, .30, .40, .80, 92
Source: Illinois State Board of Education Web site
| |
| LA | Signed into law 07/2003 | P-12 | Creates the Teach Louisiana First Program to reduce the shortage of teachers certified to teach certain subjects in public schools designated as failing by the state board. Provides for incentive pay to certified teachers willing to teach in rural public schools that have not been labeled as failing but are in disadvantaged geographic areas. Program teachers must teach in subject in which he or she is certified and which subject has been identified by the state board as critical to the school's recovery, and must meet one of the following criteria: 1) Have graduated from a nationally or regionally accredited teacher training program with at least a 3.0 grade point average (on a 4.0 scale), have passed the state teachers' test, meet the federal requirements for a highly qualified teacher in a Title I school and have held a valid Louisiana teaching certificate for less than two years immediately preceding the execution of a teaching contract with a board for participation in the program; or 2) Have at least four years of teaching experience, have a valid Louisiana teaching certificate in the subject area or areas in which the applicant is contracted to teach and meet the federal requirements for a highly qualified teacher in a Title I school. In addition, all applicants must submit to a criminal background check, meet all other state teacher certification requirements and adhere to all local board employment contract provisions. Specifies that if at any time there is a lack of funding to provide for the participation of all eligible applicants, including those already participating in the program, first priority must be given to the best qualified teachers already participating in the program, then to the best qualified new applicants. Establishes $4,000 incentive payment in first year for every eligible applicant who meets the requirements of 1) above, and $4,000 every year for the next three consecutive years if the local board decides the teacher's performance and adequate program funding warrant continuing the participant in the program. If the participant meets the qualifications under 2) above, the participant is to receive $6,000 a year. Forbids any program participant from receiving any incentive payment for more than four consecutive years or receiving more than $24,000 over such four-year period. Allows any program participant who has incurred federal student loan debt prior to program participation to choose to apply program payments to the loan debt, such that the administering agency forwards the participant-designated amount, up to the maximum due the participant, to the holder of the federal student loan. Requires every participant to sign a contract stipulating that the participant agrees to pay the state the amount of the incentive payment received for any program year in which the participant does not teach the full year unless the debt is partially or fully forgiven by the administering agency for justifiable cause as established by the administering agency. Requires program to be administered by the Louisiana Student Financial Assistance Commission, which must adopt regulations governing specified areas of the program. Allows the commission to seek, accept and spend funds from any source, including foundations and the private sector, as well as any federal or other governmental funding, to implement the program.
Requires the state board of elementary and secondary education to annually submit a report to the commission identifying 1) every school designated a failing school and every rural school not designated as failing but located in a disadvantaged geographical area; 2) the number of certified and highly qualified teachers needed in every failing school and every rural school in a disadvantaged geographical area to teach subject areas the board has designated as critical to the improvement of student performance and the school's recovery; 3) the order of priority in which failing schools and rurla schools in disadvantaged geographical areas may be allocated program teaching positions.
Requires the state board to submit a written report by March 1, 2008 to the house and senate education committees on board-collected data, to determine whether significant student test score improvements were made by students who were taught by teachers in the program and whether these improvements justify continuation of the program.
Requires every local board allocated a program position by the commission to employ a person to fill a critical classroom teaching position. if the board does not employ a qualified applicant within a prescribed period, the board must return its program allocation to the commission for reallocation.
Requires every college of education at any public postsecondary institution in the state to encourage teacher education students to participate in the program.
http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=HB1923&doctype=BT
Title: H.B. 1923
Source: www.legis.state.la.us
| |
| NH | Became law without governor's signature 07/2003 | P-12 | Defines "Highly qualified teacher" as a person who is certified by the local school board and who has demonstrated, through a process approved by the department of education, teaching skills in the core subjects of instruction. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (Section 193-G:1)
Source: http://gencourt.state.nh.us
| |
| NY | Emergency Rule Adoption 07/2003 | P-12 | Repeals rules eliminating the current provision for the issuance of temporary licenses. Adds a new rule establishing requirements for the issuance of modified temporary licenses. Permits uncertified teachers who meet prescribed requirements to teach in subject matter shortage areas in the schools of the State. NEW YORK REG 16028 (SN)
Title: NYCRR 8 80-5.10
Source: StateNet
| |
| RI | Signed into law 07/2003 | P-12 | Provides that (a) No person who obtained an initial certificate prior to January 8, 2002 shall be barred from certification under this chapter solely because of his or her score on any standardized teacher's examination; provided, however, that he or she successfully completes an assessment, based on criteria established by the board of regents for elementary and secondary education. (b) Allows the board of regents for elementary and secondary education to administer a written examination to prospective teachers seeking certification. http://www.rilin.state.ri.us/PublicLaws/law03/law03165.htm
Title: S.B. 595
Source: http://www.rilin.state.ri.us
| |
| RI | Signed into law 07/2003 | P-12 | Amends the requirements for being a teacher's assistant. If hired after January 8, 2002 and providing an instructional service, staff must have completed at least two (2) years of study at an institution of higher education, obtained an associate's (or higher) degree; or otherwise met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment an appropriate level of: (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. Assessments developed at the local level may consist of performance assessments documenting teacher assistant skills. If hired on or before January 8, 2002, and providing instructional service, assistants must meet the requirements set forth in subsection (4) herein not later than January 8, 2006. The Employer shall
pay for up to two (2) test administration fees for all teacher assistants hired prior to July 1, 2003. Does not include noninstructional assistants. http://www.rilin.state.ri.us/PublicLaws/law03/law03136.htm
Title: H.B. 5825, S.B. 415
Source: http://www.rilin.state.ri.us
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| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
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| CT | Signed into law 06/2003 | P-12 | Requires teachers to achieve a satisfactory evaluation on a professional knowledge clinical assessment no later than the end of the second year of teaching in a public school if hired prior to January 1; or if hired on or after January 1,no later than the end of the second full school year of teaching following the year in which the person was hired. The clinical assessment requirement does not apply to teachers who have successfully completed three years of teaching in a public or nonpublic schools approved by the appropriate state board of education during the 10 years preceding the application or who successfully taught with a provisional certificate during the year preceding the application for a provisional certificate. Provides exceptions.
http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 2
Source: Connecticut Legislative Web site
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| FL | Rule Adoption 06/2003 | P-12 | The current model for certification in physical education is replaced by a new comprehensive, grades K-12, physical education certification area effective July 1, 2003 as adopted in Rule 6A-4.0283, F.A.C. FLORIDA REG 27169 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.028
Source: StateNet
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| FL | Rule Adoption 06/2003 | P-12 | A new certification subject area in general science was approved by the State Board of Education to be effective July 1, 2003. Leadership of the agency has since determined that the current system of offering certification in the four separate areas of science: physics, biology, chemistry, and earth-space science would be retained, and that an additional science area requiring the development of a subject area test would not be needed. FLORIDA REG 27170 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.0323
Source: StateNet
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| FL | Rule Adoption 06/2003 | P-12 | The current model of social science certification is replaced by a new comprehensive social science certification effective July 1, 2003. The new social science certification allows various social science majors, such as history, political science, etc. eligibility for the general Social Science (Grades 6-12) certification. FLORIDA REG 27171 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.0332
Source: StateNet
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| MO | Signed into law 06/2003 | P-12 | Requires rules for classifying public schools to be in place for two years prior to implementation; specifies that this condition does not apply to any requirement for which a timeline for adoption is mandated in either state or federal law. http://www.senate.state.mo.us/03info/billtext/tat/sb296.htm
Title: S.B. 296 (multiple provisions)
Source: www.senate.state.mo.us
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| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the regional training programs for the professional development of teachers and administrators and the Statewide Council for the Coordination of the Regional Training Programs. Amends NRS 391.544 to provide that through the Nevada Early Literacy Intervention Program established for the regional training program, training for teachers who teach kindergarten and grades 1, 2 or 3 on methods to teach fundamental reading skills, including, without limitation:
(1) Phonemic awareness;
(2) Phonics;
(3) Vocabulary;
(4) Fluency;
(5) Comprehension; and
(6) Motivation.
Also requires an evaluation of training. http://www.leg.state.nv.us/72nd/bills/SB/SB210_EN.pdf
Title: S.B. 210
Source: http://www.leg.state.nv.us
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| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the qualifications required of certain teachers in core academic content areas, and for paraprofessionals in Title I Schools, as required for compliance with the federal No Child Left Behind Act. A new middle school license is authorized to comply with the federal law. Further, each school district must develop a plan to ensure students in schools receiving federal Title I funds are being taught by experienced teachers. Senate Bill 1 also revises existing provisions governing regional professional development training programs for teachers and administrators and provides for additional duties for the Statewide Coordinating Council for these regional training programs. The act also revises various other provisions governing education to comply with the federal No Child Left Behind Act of 2001 and repeals certain provisions related to the current system of accountability. In addition, the measure clarifies that no provisions will supersede, negate, or limit collective bargaining agreements. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
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| TX | to governor 06/2003 | P-12 | Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 21.005)
Source: http://www.capitol.state.tx.us
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| WA | Emergency Rule Adoption 06/2003 | P-12 | Amends rules establishing a list of endorsement- related assignments and allows a district to assign a teacher to an endorsement related area when the district does not have a certified teacher with that endorsement available. WASHINGTON REG 21791 (SN)
Title: WAC 180-28-105
Source: StateNet
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| ND | Signed into law 05/2003 | P-12 | Adds new section: 15.1-18 to address elementary and secondary teacher qualifications. Elementary teachers 1. Must be licensed to teach by the education standards and practices board and a. Have a major in elementary education; or b. Have a major equivalency in elementary education. 2. To teach any grade from one through three in an elementary school, must be licensed to teach by the education standards and practices board and: a. Have a major in early childhood education; or b. Have a major equivalency in early childhood education.
3. In order to teach any grade from one through eight in a self-contained classroom, must be licensed to teach by the education standards and practices board and: a. Have a major in elementary education; or b. Have a major equivalency in elementary education.
Middle school teacher qualifications. In order to teach any grade from five through eight in a middle school, must be licensed to teach by the education standards and practices board and: 1. Have a major in middle level education, with content in the areas taught by the individual and defined by the education standards and practices board as core academic areas; 2. Have a major equivalency in middle level education, with content in the areas taught by the individual and defined by the education standards and practices board as core academic
areas; or 3. Have a major, a major equivalency, a minor, or a minor equivalency in each area taught by the individual and not defined by the education standards and practices board as a core academic area.
To teach grades 7-12, an individual must be licensed to teach by the education standards and practices board and must: 1. Have a major in the areas taught by the individual and defined by the education standards and practices board as core academic areas; 2. Have a major equivalency in the areas taught by the individual and defined by the educational standards and practices board as core academic areas; or 3. Have a major, a major equivalency, a minor, or a minor equivalency in each area taught by the individual and not defined by the education standards and practices board as a core academic area.
A specialty teacher (art, business education, computer education, a foreign language, music, physical education, and special education) at any grade level from 1-8, may teach provided the individual:
a. Is licensed to teach by the education standards and practices board;
b. Is approved to teach in that area by the education standards and practices board; and
c. Meets all requirements set forth in rule by the superintendent of public instruction.
2. An individual may teach Native American languages provided the individual is an
eminence credentialed teacher.
3. An individual may teach in the areas of trade, industry, technical occupations, or health
occupations, provided the individual has been issued a license to teach in such areas by
the education standards and practices board.
http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBGS0700.pdf
Title: H.B. 1489
Source: North Dakota Legislature Web Site
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| NV | Temporary Rule Adoption 05/2003 | P-12 | Sets forth provisions governing provisional 1-year endorsements to teach English as a second language and to teach program of bilingual education. NEVADA REG 3150 (SN)
Title: NAC 391.237, 391.242
Source: StateNet
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| OH | Rule Adoption 05/2003 | P-12 | New definition states that a highly qualified teacher is one who holds at least a bachelor's degree and has full state certification through a Board-approved certificate or license, such as a professional teaching license for Pre K-3 or 4-9 at the elementary level, or for K-12 or 7-12 at the middle and secondary level. Also has conditions for teachers who are new and not new to their particular fields and for teachers who have an alternative educator license. Teachers who are not considered to be highly qualified include those who hold conditional permits or temporary licenses, and those teaching outside their field. Passed a resolution of intent to adopt model curricula for math and English Language Arts for the purpose of meeting the requirements of 3301.07.09. Also passed resolution to establish "basic" and "below basic" levels of skill for the 4th -grade proficiency test in mathematics, writing, scence and citizenship and for the 6th-grade proficiency tests in reading, mathematics, writing, science and citizenship for the purpose of implementing the performance index that is a component of Ohio's statewide school building and school district accountability system. OHIO REG 10455 (SN) http://www.ode.state.oh.us/board/meetings/april03/minutes.asp and http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4b31/4d32/4d49?fn=document-frame.htm&f=templates&2.0
Title: OAC 3301-24-05
Source: StateNet
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| OR | Rule Adoption 05/2003 | P-12 | Establishes emergency license, not to exceed one year, when a school district demonstrates extenuating circumstances that merit the issuance of the license in order to protect the district's programs or students. Revises the Reading endorsement content area to align with the International Reading standards. Stipulates the number of practice required to obtain authorization for K-12 in the specialty areas. OREGON REG 24264 (SN)
Title: OAR 584-005-0005, 584-017-0150, 584-060-0071, 584- 065-0050 584-060-0210
Source: StateNet
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| TN | Signed into law 05/2003 | P-12 | Requires the state board of education, with the assistance of the commissioner of education, to study and determine the key academic teaching fields with the most critical shortages of highly qualified, licensed elementary and secondary teachers in the state. The board and commissioner will review, devise, and propose alternative plans for recruiting and retaining highly qualified teachers in fields with critical shortages, particularly with respect to recruiting and retaining highly qualified teachers in schools or school districts that are low performing. The board and commissioner must report such alternatives to the senate and house education committees before the second Tuesday in January 2004. http://www.legislature.state.tn.us/bills/currentga/BILL/SB1627.pdf
Title: S.B. 1627
Source: http://www.legislature.state.tn.us
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| TX | Signed into law 05/2003 | P-12 | Amends Sec. 21.0031. (a) An employee's probationary, continuing, or term contract under this chapter is void if the employee: (1) does not hold a certificate or permit issued by the State Board for Educator Certification; or (2) fails to fulfill the requirements necessary to
extend the employee's temporary or emergency certificate or permit. (b) After an employee receives notice that the employee's contract is void under Subsection (a): (1) a school district may:
(A) terminate the employee; (B) suspend the employee with or without pay; or (C) retain the employee for the remainder of the
school year on an at-will employment basis in a position other than classroom teacher at the employee's existing rate of pay or at a
reduced rate; and (2) the employee is not entitled to the minimum salary prescribed by Section 21.402. (c) A school district's decision under Subsection (b) is not subject to appeal under this chapter, and the notice and hearing requirements of this chapter do not apply to the decision. (d) This section does not affect the rights and remedies of a party in an at-will employment relationship. (e) This section does not apply to a certified teacher assigned to teach a subject for which the teacher is not certified. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01022&VERSION=5&TYPE=B
Title: H.B. 1022
Source: http://www.capitol.state.tx.us
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| WA | Emergency Rule Adoption 05/2003 | P-12 | Establishes emergency rules allowing candidates full admission to the professional certificate program, prior to completion of a provisional status, if the candidate provides a letter from the candidate's employing school district, private school, or state agency providing educational services for students, documenting the employer's support for the candidate's full admission to the professional certificate program. WASHINGTON REG 21714 (SN)
Title: WAC 180-78A-505
Source: StateNet
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| WV | Rule Adoption 05/2003 | P-12
Postsec. | Provides rules relating to the approval of educational personnel preparation programs. WEST VIRGINIA REG 4244 (SN)
§126-114 Outlines the framework for developing, implementing and approving educational personnel preparation programs. Major program components are defined, assessment instruments and/or procedures are identified, and the minimum proficiency levels are prescribed for the WVBE adopted instruments. Program approval criteria for program implementation are also identified. http://wvde.state.wv.us/policies/p5100_ne.pdf
Title: Title 126, Series 114
Source: http://wvde.state.wv.us/policies
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| AZ | Signed by Governor 04/2003 | P-12 | Provides that the governing board of a school district shall develop a definition of inadequacy of classroom performance relating to the board's intention not to reemploy teachers. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=SB1330
Title: S.B. 1330
Source: State legislative web site
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| ND | Signed into law 04/2003 | P-12 | Before October 1 of each year, districts must report a separate list of the professional development activities in which the district participated during the preceding school year; and the amount of time committed to the activities. (This is is addition to already-established reporting requirements: The amount and source of funds that were made available to the district for professional development during the preceding school year; the amount and source of funds that were expended by the district for professional development during the preceding school year.) http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBBI0300.pdf
Title: H.B. 1296
Source: http://www.state.nd.us
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| TN | Rule Adoption 04/2003 | P-12 | Amends rules relating to licensure, general requirements and effective dates regarding teacher education and licensure. http://www.state.tn.us/sos/rules/0520/0520-02/0520-02-03.pdf
Title: TAC 0520-2-3-.01, -.21
Source:
| |
| WA | Emergency Rule Adoption 04/2003 | P-12 | Establishes emergency rules to revise the procedures by which college/universities will seek approval for their competency-based endorsement programs and to allow teacher candidates enrolled in endorsement programs under certain chapters to have until August 31, 2005 to complete their programs. WASHINGTON REG 21516 (SN)
Title: WAC 180-82A-206, -215
Source: StateNet
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| AR | Signed into law 03/2003 | P-12 | Allows the state board of education to waive examination requirements for individuals seeking an Arkansas teaching license who have an out of state teaching license and experience. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB1512.pdf
Title: H.B. 1512
Source: State legislative web site
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| KY | Adopted 03/2003 | P-12 | Establishes rules regarding the written examination prerequisites for teacher certification, including the required tests, the minimum acceptable level of achievement on each test, the fee for each test, and the procedure for retaking the test. http://www.lrc.state.ky.us/kar/016/006/010.htm
Title: 16 KAR 6:010
Source: StateNet
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| NM | Signed into law 03/2003 | P-12
Postsec. | Amends Section 22-2-2 (Z)(BB and CC) to require the state board to approve education curricula and programs
offered in all two-year public post-secondary educational institutions, except those in Chapter 21, Article 12 NMSA 1978, that lead to
alternative licenses for degreed persons or licensure for educational assistants; and (CC.) withhold program approval from a college of
education or teacher preparation program that fails to offer a course on teaching reading that: (1) is based upon current scientifically based
reading research; (2) aligns with state board-adopted reading standards; (3) includes strategies and assessment measures to ensure that beginning teachers are proficient in teaching reading; and (4) was designed after seeking input from experts in the education field.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-2-2 (Z)(AA) to add guidelines for developing extensive professional development activities for districts that: (a) improve teachers' knowledge of the subjects they teach and the ability to teach those subjects to all of their students; (b) are an integral part of the public school and school district plans for improving student achievement; (c) provide teachers, school administrators and instructional support providers with the strategies, support, knowledge and skills to help all students meet New Mexico academic standards; (d) are high quality, sustained, intensive and focused on the classroom; and (e) are developed and evaluated regularly with extensive participation of school employees and parents.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-19. Requires state board to adopt criteria an minimum highly objective uniform statewide standards of evaluation for the annual performance evaluation of licensed school employees. Classroom observation must be part of this standard. Sets out processes. Section 22-10A-20 sets class load maximums..
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-10A-6 to require the state board to set requirements that provide a reasonable period of time for teachers to comply with the reading course (3 hours) requirement. Adds new section (22-10A-7), which establishes requirements for level one licensure - a three-year license. Districts must provide for mentorship and evaluation of level one teachers. At the end of this term, teachers must be evaluated for competency, and unless progress has been satisfactory, should not be granted a level two license. Level one requires: BA, successful completion of a state-board approved teacher preparation program from a nationally accredited or state-approved institution; has passed the New Mexico teacher assessments examination; meets other requirements such as background checks. Allows department to issue alternative level one licenses to applicants who meet requirements of 10A-8: BA, masters, including 12 graduate hours in subject area of instruction for which applying for a license or doctoral or law degree; passed New Mexico teacher assessments examination; 12 semester hours in teaching principles in an approved program or demonstrated that has met the state board-approved competencies for level one teachers that correspond to the grade level that will be taught. Requires state board to establish competencies for specific grade levels, types and subject areas. Sets minimum salary for a level one teacher at $30,000 - beginning with 2003-2004 school year (with state board adoption of highly objective uniform statewide standard of evaluation). Level two and Level three licenses (22-10A-10) are established. Both are nine-year license. Sets minimum salary requirements for each. Level 3 licenses have levels A & B. 22-10A-12 adds limited license reciprocity. 22-10A-13 adds Native American Language and Culture Certificates for persons proficient in Native American language and culture who meets criteria established by the state board. Does not require a BA. 22-10A-14 allows emergency waivers for persons with BAs who do not meet other requirements for one year. Renewable if holder makes continued progress. Assignment waivers also available. 22-10A-15 establishes Substitute Teacher Certificate, for which state board is to set requirements. 22-10A-16 requires parental notification re: teacher qualifications in district and for notices to be made to parents when children have had less than qualified teachers for four consecutive weeks. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-3. Requires any person teaching, supervising an instructional program, providing instructional support services, administering, providing health care or administering medications to hold a valid license or certificate from the department authoring the person to perform that function. Does not apply to practice (student) teachers. For anyone not holding a license within the first three months, compensation must be withheld. Section 22-10A-4 establishes a progressive career system in which licensees are required to demonstrate increased competencies and undertake increased duties as they progress through the licensure levels. All teacher and administrator salary systems must be aligned with this framework. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| UT | Signed into law 03/2003 | P-12 | Section 53A-3-411 prohibits local boards from entering into a collective bargaining agreement that prohibits or limits individual contracts of employment. (Contract terms were already limited to no more than five years.) Defines alternative certification to include competency-based licensure. Section 53A-6-104.5 defines competency-based licensing. Local boards or charter schools may request a competency-based license for a person who meets the following qualifications: elementary staff must hold at least a bachelor's degree and have demonstrated, by passing a rigorous state test, subject knowledge and teaching skills in core areas of the elementary curriuclum; middle or secondary candidates must hold at least a bachelor's degree and have demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by passing a rigorous state academic subject test in each area taught and completed an academic major, graduate degree, course work equivalent to an undergraduate academic major, or advance certification in subjects taught. A license candidate who teaches subjects other than a core academic subject at any level must hold a bachelor's degree, associate's degree or skill certification; and have skills, talents, or abilities, as evaluated by the employing entity, that make the person suited for the teaching position. Section 53A-8-106 says that employees holding competency-based licenses are at-will employees and are not eligible for career employee status (unless they hold a level 1, 2 or 3 license.) http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
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| NM | Rule Adoption 02/2003 | P-12 | Implements rules regarding primary and secondary education, education standards, Bilingual Multicultural and Language Revitalization programs, licensure requirements for ancillary and support personnel, and licensure for school counselors K-12. Old rules were: Old 6 NMAC 4.2.3.12. NEW MEXICO REG 3666 (SN)
Title: 6.32.2, 6.63.6, 6.64.12
Source: StateNet
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| NM | Adopted 02/2003 | P-12 | For alternative licensure, candidates must pass New Mexico teacher assessments (or similar state assessments). Elementary candidates must have a BA, 24-36 hours in subject, 6 hours of reading and pass assessments. Secondary candidates must have a BA, 36 semester hours in subject, 3 hours in reading and pass state-board approved assessment. NEW MEXICO REG 3639 (SN)
Title: NMAC 6.60.5, 6.61.9
Source: StateNet
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| PA | Adopted 02/2003 | P-12 | The standards proposed by the department and approved by the state board affirm the use of flexibility in the current certification system and approve additional certification avenues designed to provide new routes for becoming certified. More specifically, the standards support the continued use of the intern certificate to provide flexible and accelerated pedagogical training and the structuring of the student teaching semester to include assessments of pedagogical skills in lieu of a written test. In regard to additional certification avenues, the standards provide that: 1) individuals holding Pennsylvania instructional certificates are eligible to add additional subject areas to existing certificates by means of satisfactory performance on an appropriate subject-matter test or tests; 2) individuals certified in other states who have 3 years of teaching experience in another state during the 7 years immediately prior to application are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements; and 3) those individuals completing a Board approved National teacher-training program are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements. The standards also establish that the Department will develop a process for reviewing local assessments designed to determine whether Title I funded instructional paraprofessionals demonstrate the rigorous standard of quality required by NCLB.
Title: Sections 403.2; Sections 403.4 and 403.5
Source: PSBA Bulletin
| |
| TX | Adopted 01/2003 | P-12 | Proposes rules related to the reading specialist certificate and student services certificates. Specifies the rules for general provisions for issuance of the reading specialist certificate, minimum requirements for admission to a reading specialist preparation program, and transition and implementation dates. TEXAS REG 84539 (SN)
Title: 19 TAC 239.90 thru 239.95
Source: StateNet
| |
| TX | Adopted 01/2003 | P-12 | Amends rules relating to the generalist certificates for teaching in early childhood programs through grade 4 or in grades 4-8. Relates to certificates for teaching English language arts and reading, social studies, or history in grades 4-8 or 8-12. Relates to certificates for teaching mathmatics or science in the same grades. Relates to certificates for teaching technology application, bilingual education, English as a second language, and special education. TEXAS REG 84618 (SN)
Title: 19 TAC 233.2 thru 233.8
Source: StateNet
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| TX | Adopted 01/2003 | P-12 | Amends rules relating to the number of required continuing professional education hours by classes of certificates. Requires holders of the new standard reading specialist certificate to complete 200 hours of continuing professional education every five years in order to renew the certificate. TEXAS REG 84538 (SN)
Title: 19 TAC 232.851
Source: StateNet
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| TX | Adopted 01/2003 | P-12 | Amends rules relating to the assignment of public school personnel certified by the State Board for Educator Certification (SBEC). Ensures the continued alignment of assignment rules with the state public school curriculum, the Texas Essential Knowledge and Skills (TEKS), adopted by the State Board of Education (SBOE) or, in the case of special education assignments, alignment with state and federal requirements. TEXAS REG 84617 (SN)
Title: 19 TAC 230.601
Source: StateNet
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Textbooks and Open Source |
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| Urban--Governance |
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