 |
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--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| 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--Charter Districts |
| |
| 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--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| 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 |
| |
| Middle School |
| |
| 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--Reauthorization Issues/Waivers |
| |
| 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 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| 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--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| 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--School Size |
| |
| 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--Homeless Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| 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 |
| |
| CA | Vetoed 09/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and
languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings.
Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met.
Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for
an additional year if the permitholder meets specified requirements.
Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.]
This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned.
This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf
Title: A.B. 242
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2004 | P-12 | Consolidates the funding for programs aimed at promoting the development of teachers in specific areas, and establishes the Teacher Support and Development Act of 2005 to provide flexible professional development block grants to school districts. Requires the Superintendent of Public Instruction to annually award the block grants from funding provided in the annual Budget Act. Provides for the block grant amounts to be calculated according to a specified formula and would require a school district to demonstrate that its staff development programs meet
specified criteria prior to receiving a block grant. Requires the State Department of Education to conduct an evaluation to assess the impact of the act on teacher quality and pupil improvement and would require an interim report to be submitted to the Governor and the Legislature no later than January 1, 2007, and a final report to be submitted no later than January 1, 2009. http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1650_bill_20040826_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_1650_veto.pdf
Title: A.B. 1650
Source: www.leginfo.ca.gov
| |
| IA | Issued 08/2004 | P-12
Postsec.
Community College | Creates the IOWA LEARNS COUNCIL. The Iowa Learns Council shall work towards the ambitious goal of 90% of Iowa children having a quality pre-school experience, and 90% of Iowa high school graduates will go on to complete at least two years of college; shall promote, gather, and share information regarding Iowa's progress to ensure seamless pathways across education sectors and the workplace; shall identify the necessary steps to ensure that Iowans--from pre-school to graduate school--are supported by a well coordinated seamless system of learning and support to provide for successes from early childhood through higher education, and into the workforce in our communities.
http://www.state.ia.us/iowalearns/doc/eo30.html
Iowa Learns Council report with recommendations released August 11, 2004. http://www.state.ia.us/iowalearns/reports.html
Title: Executive Order No. 30 - 2003
Source: Iowa State Web site
| |
| OK | Signed into law 08/2004 | P-12 | Relates to the Oklahoma Commission for Teacher Preparation; makes an appropriation to the Oklahoma Commission for Teacher Preparation; states purposes; provides for duties and compensation of employees of the Oklahoma Commission for Teacher Preparation; limits the salary of the Executive Director; provides budgetary limitations; requires budgeting of certain funds in certain years; requires certain budget procedures. Requires the Commission to develop outcome-based performance measures for each budget category. http://www2.lsb.state.ok.us/2003-04HB/hb2020_enr.rtf
Title: H.B. 2020
Source: http://www2.lsb.state.ok.us
| |
| UT | Rule Adoption 08/2004 | P-12 | Establishes rules concerning school professional development days pilot program. Provides criteria for a local school board to implement such a program. UTAH REG 27203 (SN)
Title: R277-418
Source: StateNet
| |
| CA | Signed into law 07/2004 | P-12 | Relates to existing law which requires teachers instructing limited-English-proficient pupils to complete 45 hours of staff development in methods of specially designed content instruction delivered in English. Extends the January 1, 2005, deadline for the completion of the required staff development to January 1, 2008. http://www.leginfo.ca.gov/pub/bill/asm/ab_2901-2950/ab_2913_bill_20040716_chaptered.html
Title: A.B. 2913
Source: California Legislative Web site
| |
| ND | Rule Adoption 07/2004 | P-12 | Establishes rules regarding initial licenses, distance learning instructor - definition - qualifications - licensure, two-year and five-year renewals, professional development for license renewal, multicultural education and native american studies, and reentry.
Title: NDAC 67.1-02-02-, -04, -05, -07, -09
Source: StateNet
| |
| CT | Signed into law 06/2004 | P-12 | Concerning English as a second language instruction and in-service training for teachers and teacher preparation courses; requires persons seeking professional educator certification to complete coursework in English as a second language instruction. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00227-R00HB-05438-PA.htm
Title: H.B. 5438
Source: Connecticut Legislative Web site
| |
| DE | Rule Adoption 06/2004 | P-12 | Amends regulation by adding requirements for reauthorization, replication, and re-qualification of clusters and sets forth procedures for payment of salary increments to educators. http://www.state.de.us/research/AdminCode/title14/1500/1501%20Knowledge,%20Skills,%20and%20Responsibility%20Based%20Salary%20Supplements%20for%20Educators.shtml#TopOfPage
Title: 14 DAC 1501
Source: Delaware State Web site
| |
| FL | Signed into law 06/2004 | P-12 | Relates to education personnel; provides for expunging of criminal history records of applicants for employment at certain education related offices; requires background screening for charter school employees and board members; amends requirements for admission to teacher preparation programs; authorizes programs providing experiences as teacher assistants prior to entering teacher preparation programs for individuals meeting specified criteria; creates teacher preparation institutes that provide professional development, instruction for substitute teachers, alternative certificate programs and establishes criteria for applicants; provides for the creation of guidelines for mentoring of first-time teachers and other programs geared toward the recruitment and retention of quality teachers; requires background screenings and fingerprinting of instructional and noninstructional hires or contractual employees who come in contact with students; specifies a school district's performance assessment may include criteria for assessment of instructional and administrative personnel and student performance; requires training in teaching of reading for certified personnel who teach students who have limited English proficiency; establishes qualifications, requirements and evaluation of substitute teachers; provides for educator discipline by the Education Practices Commission and the Department of Education; amends the Recovery Network Program that assists educators impaired as the result of alcohol abuse, drug abuse or a mental condition. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2986er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 2986
Source: Florida Legislative Web site
| |
| GA | Signed into law 05/2004 | P-12 | Relating to elementary and secondary education; requires providers of in-service or continuing education for teachers and other professional personnel to offer such in-service or continuing education online; provides for treatment by the Professional Standards Commission. http://www.legis.state.ga.us/legis/2003_04/fulltext/hb1698.htm
Title: H.B. 1698
Source: Georgia Legislative Web site
| |
| LA | Adopted 05/2004 | P-12 | Adds language for the implementation of Continuing Learning Units (CLUs) and High Quality Professional Development. Streamlines current policy and aligns these rules with the No Child Left Behind Act of 2001. LOUISIANA REG 9335 (SN)
Title: LAC 28:I.903
Source: StateNet
| |
| UT | Rule Adoption 05/2004 | P-12 | "Highly qualified" means a teacher has met the specific requirements of ESEA, NCLB. NCLB Highly Qualified - Secondary. In order to meet the federal requirements under a Highly Objective Uniform Statewide System of Evaluation (HOUSSE), a secondary educator shall have a bachelor's degree, an educator license and one of the following for each of the teacher's NCLB Core academic subject assignments: A. a University major degree or National Board Certification; or B. documentation that the teacher has passed an appropriate USOE-approved subject area test(s); or C. an endorsement in a subject area directly related to the educator's academic major; or D. documentation of coursework equivalent to a major degree (30 semester or 45 quarter hours); or E. documentation of satisfaction of Utah's HOUSSE requirements for assignments not directly related to the educator's academic major: (1) a current endorsement for the assignment; and (2) completion of 200 professional development points directly related to the area in which the teacher seeks to meet the federal standard, as applicable. (No more than 100 points may be earned for successful teaching in related area(s)); and (3) points and documentation are required for teachers of all NCLB content courses prior to June 30, 2006; and (4) documentation includes official transcripts, annual teaching evaluation(s), data of adequate student achievement.
NCLB Highly Qualified - Elementary and Early Childhood. A. To meet Highly Objective Uniform Statewide System of Evaluation (HOUSSE), an elementary/early childhood educator shall satisfy R277-501-5A (1) and (2) and (3)(a) or (b), and B or C as provided below: (1) the educator has a current Utah educator license; and (2) the educator is assigned consistent with the teacher's current state educator license; and (3) the educator shall: (a) have completed an elementary or early childhood major or both from an accredited college or university; or (b) the teacher's employer may review the teacher's college/university transcripts and subsequent professional development to document that the following have been satisfied with academic grades of C or better: (i) nine semester hours of language arts/reading or the equivalent; and (ii) six semester hours of physical/biological science or the equivalent; and (iii) nine semester hours of social sciences or the equivalent; and (iv) three semester hours of the arts or the equivalent; and (v) nine semester hours of college level mathematics or the equivalent as approved by the USOE; and (vi) six semester hours of elementary/early childhood methodology (block); and B. the educator has obtained a Level 2 license; or C. An elementary/early childhood teacher shall pass Board approved content test(s). B. Level 1 license holder with one year licensed educator experience within a three year period. (1) An active educator shall earn at least 75 license points in each three year period; and (2) any years taught shall have satisfactory evaluation(s). C. Level 1 license holder with two years licensed educator experience within a three year period. (1) An active educator shall earn at least 50 license points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). D. Level 1 license holder with three years licensed educator experience within a three year period. (1) An active educator shall earn at least 25 professional development points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). E. An educator seeking a Level 2 license shall notify the USOE of completion of Level 2 license prerequisites consistent with R277-522, Entry Years Enhancements (EYE) for quality Teaching - Level 1 Utah Teachers and R277-502, Educator Licensing and Data Retention. [D]F. Level 2 license holder: (1) An active educator shall earn at least 100 license points within each five year period. License points shall be earned in activities defined under this rule that contribute to competence, performance, and effectiveness in the education profession. (2) An inactive educator shall earn at least 200 license points within a five year period to maintain an active educator license. (3) An inactive educator who works one year within a five year period shall earn 165 license points within a five year period to maintain an active educator license. (4) An inactive educator who works two years within a five year period shall earn 130 license points within a five year period to maintain an active educator license. (5) Credit for any year(s) taught requires satisfactory evaluation(s). [E]G. Level 3 license holder: (1) A Level 3 license holder with National Board Certification shall meet the National Board for Professional Teaching Standards (NBPTS) requirements consistent with the NBPTS schedule available from the USOE Educator Licensure Section. A Level 3 license holder shall be responsible to provide verification of NBPTS status prior to the license holder's designated renewal date. (2) A Level 3 license holder with a doctorate degree in education or in a field related to a content area in a unit of the public education system or an accredited private school shall meet the active or inactive educator Level 2 license holder requirements within a seven year period. (3) An educator seeking a Level 3 license shall notify the USOE of completion of Level 3 license requirements. Level 3 license criteria apply to the license holder as of the license holder's renewal date following the notification to the USOE. H. Teachers seeking license renewal who do not meet NCLB standards shall focus 100 of the 200 required professional http://www.rules.utah.gov/publicat/bull_pdf/2004/b20040315.pdf UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7. R277-501-4.UTAH REG 26980 (SN)
Title: R277-501
Source: UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7.
| |
| DE | Rule Adoption 04/2004 | P-12 | Amends rule to clarify some of the requirements for options for renewal of a continuing license and sets forth requirements for professional development providers to issue documentation to educators who participate in professional development activities. http://www.state.de.us/research/AdminCode/Education/1500.htm#P307_47216
Title: 14 DAC 1511
Source: Delaware State Web site
| |
| ME | Signed into law 04/2004 | P-12 | (Resolution) Gives professional and occupational licensing authorities limited authority to waive continuing education requirements for returning Armed Forces personnel returning from active duty. http://www.mainelegislature.org/legis/bills/billtexts/LD195901-1.asp
Title: H.P. 1459
Source: StateNet
| |
| MI | Signed into law 04/2004 | P-12 | Amends the School Code to expand uses of teacher certification fees to include the teacher and administrator professional development and other quality-related activities.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2004-PA-0076.pdf
Title: S.B. 1016
Source: StateNet
| |
| IN | Signed into law 03/2004 | P-12
Postsec. | Defines "cultural competency" and sets forth teacher training, professional development, and school plan requirements for achieving cultural competency. http://www.in.gov/legislative/bills/2004/HE/HE1308.1.html
Title: H.B. 1308
Source: Indiana Legislative web site
| |
| MD | Rule Adoption 03/2004 | P-12
Postsec.
Community College | Proposes rules to regulate the conduct of continuing education courses provided through various transmission technologies, distance learning, and definitions. MARYLAND REG 9765 (SN)
Title: COMAR 09.11.06, .01 thru .05
Source: StateNet
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| UT | Signed into law 03/2004 | P-12 | This bill: creates a pilot program to evaluate the effects on student academic achievement of reducing the minimum school term established by the state board by up to 22 hours for the purpose of conducting professional development for instructional staff; requires a local school board to submit a plan to the state board to participate in the pilot program; allows the state board to determine the number of schools and school districts that may participate in the pilot program; requires the state board to report to the Education Interim Committee on the findings from the pilot program; and sunsets the pilot program on July 1, 2008. http://www.le.state.ut.us/~2004/bills/hbillenr/hb0100.pdf
Title: H.B. 100
Source: http://www.le.state.ut.us
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| AR | Signed into law 02/2004 | P-12 | Provides teachers with quality professional development that will promote and enhance learning opportunities for students. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1170.pdf
Title: H.B. 1170
Source: Arkansas Legislative Web site
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| TX | Rule Adoption 02/2004 | P-12 | Repeals commissioner's rules concerning school district staff development. Concerns minimum staff development standards for school district personnel. TEXAS REG 94371 (SN)
Title: 19 TAC 2.153.BB.153.1011
Source: StateNet
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| IA | Adopted 01/2004 | P-12 | Clarifies rules regarding the Teacher Quality Program. Provides requirements for school district professional development, including professional development standards, district career development plan expectations and professional development provider requirements. IOWA REG 2999 (SN)
Title: 281 IAC 83.6
Source: StateNet
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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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| 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--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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