 |
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 |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
 | Teaching Quality--Professional Development |
| |
| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf
Title: ADE 162
Source: Arkansas State Web site
| |
| GA | Adopted 11/2003 | P-12 | Changes title of rules to Professional Learning. Clarifies state requirements and expectations for staff and professional development programs. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-3-.04.pdf
Title: GAC 160-3-3-.04
Source: Georgia State Department of Education Web site
| |
| GA | Adopted 11/2003 | P-12 | Clarifies rules to change title to Professional Learning Unit (PLU) Program Approval. Specifies state requirements for plans for PLU credit for certification renewal. Allows school systems to submit alternative plans for staff development that free them from existing rules and allows them to take advantage of the most current research and experience in staff development and school improvement. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-3-.10.pdf
Title: GAC 160-3-3-.10
Source: Delaware State Department of Education Web site
| |
| CA | Signed into law 10/2003 | P-12
Postsec. | Amends existing law pertaining to instructional strategies to include the provision of such strategies for working with English learners as a purpose of the subject matter projects. Includes English language development assessments and standards for English language learners in the evaluation of such projects. Provides these projects are to develop and enhance teachers' subject and content knowledge. Relates to teacher participation. http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_611_bill_20031012_chaptered.html
Title: S.B. 611
Source: California Legislative Web site
| |
| CA | Signed into law 10/2003 | P-12 | Requires the Commission on Teacher Credentialing, in consultation with the department of education, to contract with an independent evaluator to conduct a study of the availability and effectiveness of cultural competency training for teachers and administrators. Requires the study to focus on 10 culturally diverse schools that reflect the diverse demography and geography of California and prescribes criteria for selecting those schools. Requires the independent evaluator submit to recommendations (based on the study) to the appropriate policy committees of the Legislature by May 1, 2005. http://www.leginfo.ca.gov/pub/bill/asm/ab_0051-0100/ab_54_bill_20031011_chaptered.html
Title: A.B. 54
Source: California Legislative Web site
| |
| CT | Signed into law 06/2003 | P-12 | Allows the department of education to fund (within available appropriations) in cooperation with one or more regional educational service centers: (1) a cooperating teacher training program; (2) institutes to provide continuing education; and (3) a beginning teacher support and assessment program. http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 3
Source: Connecticut Legislative Web site
| |
| MO | Signed into law 06/2003 | P-12 | Specifies that all valid teaching certificates issued prior to September 1988 are exempt from the professional development requirement that follows. Narrows types of teacher licences available to an initial professional certificate and a career continuous professional certificate. Specifies that the state board must require holders of the four year initial professional certificate to: (a) Participate in a mentoring program approved and provided by the district for a minimum of two years; (b) Complete thirty contact hours of professional development, which may include hours spent in class in an appropriate college curriculum; and (c) Participate in a beginning teacher assistance program. Changes requirements for receipt of the career continuous professional certificate to: four years of teaching under the initial professional certificate and upon verification of the completion of the requirements articulated in paragraphs (a), (b), and (c) of subdivision (1) of this subsection. (b) The career continuous professional certificate shall be continuous based upon verification of actual employment in an educational position as provided for in state board guidelines and completion of fifteen contact hours of professional development per year which may include hours spent in class in an appropriate college curriculum. Should the possessor of a valid career continuous professional certificate fail, in any given year, to meet the fifteen-hour professional development requirement, the possessor may, within two years, make up the missing hours. In order to make up for missing hours, the possessor shall first complete the fifteen-hour requirement for the current year and then may count hours in excess of the current year requirement as make-up hours. Should the possessor fail to make up the missing hours within two years, the certificate shall become inactive. In order to reactivate the certificate, the possessor shall complete twenty-four contact hours of professional development which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate. The requirements of this paragraph shall be monitored and verified by the local school district which employs the holder of the career continuous professional certificate.
(c) A holder of a career continuous professional certificate shall be exempt from the professional development contact hour requirements of paragraph (b) of this subdivision if such teacher has a local professional development plan in place within such teacher's school district and meets two of the three following criteria:
a. Has ten years of teaching experience as defined by the state board of education;
b. Possesses a master's degree; or
c. Obtains a rigorous national certification as approved by the state board of education.
Allows a teacher who has not been employed in an educational position for three years or more to reactivate his or her last level of certification by completing twenty-four contact hours of professional development which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate.
Requires the state board to, upon an appropriate background check, issue a professional certificate classification in the areas most closely aligned with an applicant's current areas of certification, commensurate with the years of teaching experience of the applicant, to any person who is hired to teach in a public school in this state and who possesses a valid teaching certificate from another state, provided that the certificate holder shall annually complete the state board's requirements for such level of certification.
Adds that pleading guilty or being found guilty of enticement of a child or attempting to entice a child are offenses that will cause a teaching license to be revoked. Adds that when a teaching certificate holder pleads guilty or is found guilty of any offense that would authorize the state board of education to seek discipline against that holder's certificate of license to teach, the local board of education or the department of elementary and secondary education shall immediately provide written notice to the state board of education and the attorney general regarding the plea of guilty or finding of guilty.
http://www.senate.state.mo.us/03info/billtext/tat/sb296.htm
Title: S.B. 296 (multiple provisions)
Source: www.senate.state.mo.us
| |
| 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
| |
| TX | to governor 06/2003 | P-12 | 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 are to be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 39.024)
Source: http://www.capitol.state.tx.us
| |
| IA | Signed into law 05/2003 | P-12 | Adds that, subsequent to a teacher's evaluation, the individual teacher's evaluator, not just the teacher's supervisor, must review, modify, or accept modifications to a teacher's individual development plan.
See Section 42: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Changes from fourth to fifth year the year in which a school district participating in the teacher quality program must provide two noninstructional contract days more than were offered in the academic year before the first year of program participation, for supplemental time for teacher career development aligned with student learning and teacher development needs. Also adds to existing requirement that district must adopt teacher career development plans, to say that district must adopt district career development plans.
See Section 40:
http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Changes from July 1, 2004 to July 1, 2005 date by which all districts must be ready to offer an intensive assistance program for any teacher deemed not to be meeting state teaching standards. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| OK | Signed into law 05/2003 | P-12 | Adds components on classroom management and student discipline strategies to teacher preparation competencies and goals of professional development. http://www2.lsb.state.ok.us/2003-04HB/hb1151_enr.rtf
Title: H.B. 1151
Source: http://www2.lsb.state.ok.us
| |
| TX | Signed into law 05/2003 | P-12 | Staff development may: (1) include training in: A) technology; (B) conflict resolution; and (C) discipline strategies, including classroom
management, district discipline policies, and the student code of conduct; (2) include training that: (A) relates to instruction of students with disabilities; and (B) is designed for educators who work primarily outside the area of special education; and (3) include instruction as to what is permissible under law, including opinions of the United States Supreme Court,
regarding prayer in public school. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01024&VERSION=5&TYPE=B
Title: H.B. 1024
Source: http://www.capitol.state.tx.us
| |
| AR | Signed into law 04/2003 | P-12 | Increases the annual bonus of teachers obtaining national board for professional teaching standards certification. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2903.pdf
Title: H.B. 2903
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Revises provisions concerning continuing education requirements for teachers.
Title: S.B. 881
Source: StateNet
| |
| MT | Rule Adoption 04/2003 | P-12 | Establishes rules regarding renewal unit verification. Applications to the superintendent of public instruction for license renewal shall be accompanied by verification of meeting the professional development requirements through official documentation (transcripts or grade reports) from an accredited college or university, or verification of renewal units.
Title: ARM 10.57.218
Source: WestLaw
| |
| 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
| |
| NM | Signed into law 04/2003 | P-12 | Makes an appropriation of $3.5 million for professional development programs for public school personnel (for 2004). Requires the Commission on Higher Education to evaluate the professional development programs and report to the legislative education study committee. ftp://legis.state.nm.us/bills/house/HB0159.pdf
Title: H.B. 159
Source: ftp://legis.state.nm.us/bills/house/HB0159.pdf
| |
| IA | Adopted 03/2003 | P-12 | Amends rules regarding the Teacher Quality Program. Includes preschool teachers in "beginning teacher" definition for purposes of beginning teacher mentoring and induction program adopted in statute. Specifies that beginning teachers are the teachers who must undergo "comprehensive evaluation," and specifies that this evaluation is conducted to determine a beginning teacher's level of competency as measured against the Iowa teaching standards. Specifies that the "evaluator" is, per Iowa statute, an administrator or other practitioner who successfully completes an evaluator training program. Defines "intensive assistance" as the provision of organizational support and technical assistance to teachers, other than beginning teachers to ameliorate identified instruction and classroom concerns, for a period of not more than one calendar year. Replaces requirement that "mentor" have at least two of four years on nonprobationary status with requirement that mentor have four years of employment as teacher with nonprobationary status. Defines "performance review" as summative evaluation of a teacher who is not a beginning teacher, to determine whether the teacher's abilities are equal to district expectations and state teaching standards, adn to determine whether the teacher's practice is level with district expectations for career advancement as set out in statute. Specifies that "teacher" is defined as a person filling a nonadministrative position and may be a preschool teacher. Changes language to render district offering of beginning teacher mentoring and induction program mandatory rather than optional, and beginning July 1, 2002 rather than 2001 and 2003. Specifies that the evaluation of the beginning teacher must be conducted before the end of the beginning teacher's second year of teaching. Specifies that beginning teacher who completes the program must have met the Iowa teaching standards and must be recommended by the district for a standard teaching license.
Specifies that if any beginning teacher taking part in a mentoring and induction program leaves the participating district or area educational agency before completing the program, the participating district or area educational agency later hiring the beginning teacher must credit the beginning teacher with the time earned in a program before the hiring. If money is appropriated, a district or area education agency may receive state aid for up to two years for each beginning teacher the district or area education agency employs who was formerly working in an accredited nonpublic school or in another state as a first-year teacher. Requires the district or area education agency hiring the teacher to establish the conditions and requirements of a teacher in a mentoring and induction program.
Specifies that, in addition to any district, an area education agency is also eligible to offer a teacher a third year in the program, notify the board of educational examiners of the teacher's third year of particiaption in the program, participate in state program evaluations, develop a sequential two-year beginning teacher mentoring and induction plan, have the board adopt a beginning teacher mentoring and induction program plan, may choose to use or revise the model plan provided by the area education agency or develop a local plan and abide by specifications for required program components as set out in regulation. Specifies that successful completion of a teacher mentoring and induction program means the teacher's meeting the state teaching standards, and that a third year of eligibility may offered a participating teacher at the employing district's expense. Specifies that a teacher granted a third year of program eligibility must, in conjuction with the teacher's evaluator, work out a plan to meet the Iowa teaching standards and district career expectations, which plan will be implemented by the teacher and supported by the district's mentoring and induction program.
Adds new rule that the local board must provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria as listed in state board rules. For performance reviews of teachers other than beginning teachers, the board must provide evaluations that include at a minimum the Iowa teaching standards and criteria found in state board rules. Allows a local board and its certified bargaining representative to negotiate further teaching standards and criteria to apply in a performance review. Allows the board of a district where no certified bargaining unit exists to determine supplemental standards and criteria.
Adds new rule requiring the department to approve eligible providers and their programs to carry out evaluator training. Establishes requirements for trainers and programs. Adds new rule establishing application requirements for providers of evaluator approval training and department process for the approval of evaluator approval training program applications. Establishes new rule requiring districts to develop and implement a teacher evaluation plan by July 1, 2004. Plan must include: 1) use of the Iowa teaching standards and criteria; 2) provisions for the comprehensive evaluation of beginning teachers that comprises a review of the teacher's progress on the Iowa teaching standards and the use of the department-created comprehensive evaluation instrument; 3) performance reviews of teachers other than beginning teachers once every three years; evaluations must include at least a classroom observation of the teacher, a review of the teacher's progress on the state teaching standards established in rule and additional standards and criteria if adopted, a review of the implementation of the teacher's individual career development plan and supporting documentation from other evaluators, teachers, parents and students; 4) provisions for individual career development plans for teachers other than beginning teachers; 5) provisions for an intensive assistance program as provided in statute that aims at the remediation defined in rule or any other standards or criteria adopted in a collective bargaining agreement. Allows a local board and its certified bargaining representative to open evaluation and grievance processes for beginning teachers and for teachers other than beginning teachers to negotiation. When a supervisor or evaluator at any time deems a teacher's performance to be below district expectations or other standards or criteria approved in the collective bargaining agreement, the evaluator is required to advise the district to place the teacher in an intensive assistance program. States that the intensive assistance program and its implementation are not subject to negotiation or grievance procedures established in statute.
Requires each school or district to support the development and implementation of the individual teacher career development plan for teachers who are not beginning teachers. Establishes that the purpose of the individual plan is to offer individual and collective professional development. Establishes that the aims of an individual teacher career development plan must at a minimum be founded on the relevant Iowa teaching standards supporting the school's and district's student achievement goals as developed in the comprehensive school improvement plan, as well as the teacher's needs. Requires that, to the extent practicable, the learning opportunities offered to meet the goals of the individual teacher plan incorporate individual study and collaborative study of district-approved content. Requires the individual plan to be designed jointly by the teacher and the teacher's evaluator. Requires that a yearly meeting take place between the teacher and the teacher's evaluator to go over the goals and adjust the plan.
Title: 281 IAC 83.2 thru 83.6
Source: Iowa State Board of Education Rule Adoption
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| KS | Signed into law 03/2003 | P-12 | Renames the state inservice education opportunities act the education professional development act. Deletes language referring to funding levels for professional development in 1990s; retains language regarding level of state funding of district professional development programs. http://www.kslegislature.org/bills/2004/2006.pdf
Title: H.B. 2006
Source: StateNet
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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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| SD | Signed into law 02/2003 | P-12 | Amends 13-26-4. A school may have teacher-parent conferences during the school year and not more than 16.5 hours may be counted as hours in session. Also, boards may designate a maximum of 5.5 hours of the 16.5 session hours as in-service teacher training.
Title: H.B. 1041
Source: http://legis.state.sd.us
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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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