 |
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--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| 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 |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| 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--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| 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--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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 |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| 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--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| 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--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| 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 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| 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 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 Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| 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 Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| 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--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| 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--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
 | Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| LA | Adopted 12/2005 | P-12 | Grants a school district the option of a two-year renewal of Out-of-Field Authorities to Teach (OFAT) for individual pursuing certification in special education areas.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28:I.903
Source: Lexis-Nexis/StateNet,
| |
| CA | Adopted 11/2005 | P-12
Postsec. | A new middle or high school teacher who meets NCLB requirements must have a bachelor's degree and either be enrolled in an approved intern program for less than three years or hold a credential in the subject taught, must also pass or complete one of the specified means to demonstrate subject matter knowledge. A new special education teacher who can demonstrate subject matter competence in mathematics, language arts, or science, may demonstrate competence in the other core academic subjects through the High Objective Uniform State Standard Evaluation.
Title: Title 5, Div.1: 6:7:3 sec. 6111
Source: Lexis-Nexis/StateNet
| |
| OK | Adopted 11/2005 | P-12 | Amends rules concerning teacher education and certification with regard to competencies for licensure. Adds the reading competencies for elementary teachers to the competencies for special education teachers.
Title: OAC 210:20-9-172
Source: Lexis-Nexis/StateNet
| |
| OR | Adopted 10/2005 | P-12 | Amends rules regarding licensing requirements. Incorporates fee increases due to finger printing cost increases with the State Police. Allows Teacher Standards and Practices Commission (TSPC) to add middle-level endorsements onto Basic and Standard Teaching Licenses to assist educators to meet the federal definitions of 'highly qualified teacher' under the No Child Left Behind Act. Makes the definition of acceptable Master's degree consistent with acceptable master's degree allowed for Initial and Continuing Teaching licenses. Amends when candidates are eligible to receive Preliminary Teaching Licenses. OREGON REG 26862 (SN)
Title: OAR 584-017-0110, -036-0055, -038-0004, -040-0005, - 060-0011, -0021, -100-0046
Source: StateNet
| |
| RI | Adopted 09/2005 | P-12 | Establishes rules regarding the requirements for Middle School Endorsement. Outlines completion of an approved college program of preparation of middle level educators. RHODE ISLAND REG 2448 (SN)
Title: Uncodified
Source: StateNet
| |
| RI | Adopted 09/2005 | P-12 | Establishes rules regarding the Individual Professional Development Plan (I-Plan) process for renewal of professional educator certificates. RHODE ISLAND REG 2444 (SN)
Title: Sections 1.0 through 9.0
Source: StateNet
| |
| TX | Adopted 09/2005 | P-12 | Establishes new rules regarding an emergency certificate for the 2005-2006 school year for educators serving in public schools affected by Hurricane Katrina. Provides for issuance of a nonrenewable certificate for the 2005-2006 school year for educators serving in public schools affected by Hurricane Katrina.
Title: 19 TAC 7.230.O.230.465
Source: StateNet
| |
| OR | Adopted 08/2005 | P-12 | Amends rules concerning continuing education and licensing requirements. Makes the continuing education (CE) rule the same for all categories (deletes the exemption for new graduates and the differences between licensees from other states). Creates a separate section for applications for licensure that require CE for those who have not been licensed for up to three years. Takes out 'handicapped' language for Occupational Therapists working in an educational setting. Changes how mentorship is used only for Continuing Education points. OREGON REG 26609 (SN)
Title: OAR 339-010-0005 thru -020-0100
Source: StateNet
| |
| TX | Emergency Rule Adoption 08/2005 | P-12 | Amends rules concerning the Educational Aide Exemption Program. Allows students who have met the requirement of employment as an educational aide one of the past five years who are applying for their first exemptions to continue to pursue their teaching credentials. TEXAS REG 97907 (SN)
Title: 19 TAC 1.21.II.21.1083
Source: StateNet
| |
| WV | Adopted 08/2005 | P-12 | Amends rules relating to minimum requirements for the licensure of professional and paraprofessional personnel. Amends rules regarding advanced salary classifications. WEST VIRGINIA REG 4652 (SN)
Title: Title 126, Series 136
Source: StateNet
| |
| CT | Signed into law 07/2005 | P-12 | For the period from July 1, 2005, to July 1, 2008, the State Board of Education is to require an applicant for certification as a bilingual education teacher to demonstrate competency in English and the other language of instruction as a condition of certification. Competency in English must be demonstrated by successful passage of the oral proficiency test in English and an essential skills test approved by the State Board of Education. Oral and written competency in the other language is to be demonstrated on an examination, if available, of comparable difficulty as specified by the Department of Education. If such an examination is not available, competency must be demonstrated by an appropriate alternative method as specified by the department. For the period from July 1, 2005, to July 1, 2008, the State Board of Education must require persons seeking to become (1) elementary level bilingual education teachers to be certified in (A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved assessment for elementary education, or (B) elementary education and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education, and (2) secondary level bilingual education teachers to be certified in A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved subject area assessment, or (B) the subject area they will teach and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education. Such certificates shall be valid for subject-specific bilingual education. Certification in elementary bilingual education shall be valid for grades kindergarten to eight, inclusive, and certification in secondary subject-specific bilingual education shall be valid for grades seven to twelve, inclusive.
For the period from July 1, 2005, to July 1, 2008, the State Board of Education shall require bilingual education teachers who hold provisional educator certificates for subject-specific bilingual education and who do not hold the endorsement in the subject area they are teaching to meet the requirements of this subsection in order to qualify for a professional educator certificate to teach bilingual education. (1) Elementary bilingual education teachers shall complete the course work requirements necessary for an endorsement in elementary education. (2) Secondary bilingual teachers shall complete the course work requirements necessary for an endorsement in the subject area they teach within the bilingual program. ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
Title: H.B. 6678
Source: ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
| |
| PA | Adopted 07/2005 | P-12 | Establishes emergency rules extending the deadline for certain teachers to become highly qualified, as required by the NCLB, through the Bridge Certificate process, an alternative evaluation system for certain teachers. Relates to highly qualified teachers to extend the deadline to July 30, 2006, for certain teachers to participate in the Department's Bridge certification program. PENNSYLVANIA REG 4036 (SN)
Title: 22 PA. Code Ch. 403
Source: StateNet
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| SC | Signed into law 06/2005 | P-12 | Joint resolution to approve regulations of the state board of education; The state board promulgated amendments to R 43-243.4, Utilization of Generic Teacher Certification, that will allow persons holding a generic teaching certificate issued by the state department to provide instruction to students with mild disabilities diagnosed as learning disabled, emotionally disabled, or educable mentally disabled through either a resource or an itinerant services delivery model. Persons holding a generic teaching certificate are also authorized to provide instruction in a self-contained setting for students diagnosed as learning disabled or educable mentally disabled. http://www.scstatehouse.net/sess116_2005-2006/prever/3892_20050519.htm
Title: H.J.R. 3892
Source: http://www.scstatehouse.net
| |
| MS | Rule Adoption 05/2005 | P-12 | Adds new formula for determining 'highly qualified' status for veteran teachers. Amends Highly Qualified Teacher Criteria to include an addendum to establish a High Objective Uniform State Standard of Evaluation (HOUSSE). The adoption of the HOUSSE plan would provide another option for Mississippi veteran teachers to meet the "highly qualified" teacher requirements through a high objective evaluation option. Candidates for HOUSSE could obtain the needed endorsement by earning points by submitting to their school districts documentation of: coursework in the needed endorsement subject area, coursework in related areas, years of teaching experience, professional development, professional activities and recognitions. MISSISSIPPI REG 9844 (SN)
Title: Uncodified
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | An Act relating to schools; amending 70 O.S. 2001, Section 6-101. Allows a board of education to enter into written contracts for the ensuing fiscal year prior to the beginning of the year with persons who are not certified or licensed to teach as long as the person is actively in the process of securing certification or licensure. The person is prohibited from teaching in the classroom until that person has met or completed all of the requirements for licensure, and if not certified by the first day of the ensuing year, the contract must be terminated. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1837.pdf
Title: H.B. 1837
Source: http://www.sos.state.ok.us
| |
| OR | Adopted 05/2005 | P-12 | Amends rules concerning authorizations and endorsements. Adds middle-level endorsements in Language Arts, Social Science and Science to Initial and Continuing Teaching Licenses. Clarifies scope of middle-level endorsement on a high school authorization. Adds middle school endorsement to Basic or Standards Teaching License, removes obsolete language, renumbers sections. Clarifies addition of middle-level endorsement requirements in licensure sections of the administrative rules. OREGON REG 26542 (SN)
Title: OAR 584-017-0130, -0140, -036-0015, -060-0051
Source: StateNet
| |
| SD | Rule Adoption 05/2005 | P-12 | Establishes rules regarding the department issuing one-year certificates to teachers who have let their certificates lapse. Grants an additional one-year extension on a one-year certificate to a teacher who has extenuating circumstances and references the alternative certification program. States that a teacher who lets his or her certificate lapse may be issued a one-year certificate by the department, during which time the teacher may complete the required six hours of transcripted coursework. States the type of certificate that is to be issued to a teacher who completes an alternative route to certification. SOUTH DAKOTA REG 4086 (SN)
Title: SDCR 24:03:01 thru 24:03:09 (Deleted); 24:43:01 thru 24:43:11, 24:15:02:03, 24:15:03:03.01, 09, 24:15:04:03
Source: StateNet
| |
| WV | Signed into law 05/2005 | P-12 | Amends §18A-3-1a .Provides for alternative program certificate, eligibility, issuance, scope and renewal limitation; changes activities, components and phases of training for alternative programs; provides for program coordination, training and approval; authorizes separate programs to prepare highly qualified special education teachers; requires position to be posted in certain instances; and establishes hiring preference. Instruction. Must provide a minimum of eighteen semester hours of instruction in the areas of student assessment; development and learning; curriculum; classroom management; the use of educational computers and other technology; and special education and diversity. All programs must contain a minimum of three semester hours of instruction in special education and diversity out of the minimum eighteen required semester hours. Three phases:
Phase I requires intensive on-the-job supervision for 2-4 weeks; Phase II is intensive on-the-job supervision for 10 weeks. During Phase II, the alternative program teacher must be visited and critiqued no less than one time per week by members of a professional support team, and be observed and formally evaluated at the end of five weeks and at the end of ten weeks by the appropriately certified members of the team. At the end of the ten-week period, the alternative program teacher is to receive a formal written progress report. Phase III consists of an additional period of continued supervision and evaluation of no less than twenty weeks duration, with at least one formal evaluation being conducted at the completion of the phase. http://www.legis.state.wv.us/Bill_Text_HTML/2005_SESSIONS/RS/BILLS/hb2528%20enr.htm
Title: H.B. 2528
Source: http://www.legis.state.wv.us
| |
| AR | Signed into law 04/2005 | P-12 | Renames the Teacher and Administrator Enhancement and Retraining Grant Program the Teacher Opportunity Program. Eliminates requirement that program applicant be a citizen of the United States or permanent resident alien. Establishes the Dual Certification Incentive Program to encourage classroom teachers currently employed in the state to return to college to obtain certification in one or more additional subject areas. Specifies conditions for a teacher to be eligible to receive program funding. Allows each district to fund up to four scholarships for teachers with at least three years of experience as a licensed classroom teacher in a public school in the state. States that any classroom teacher awarded a scholarship under the Dual Certification Incentive Program may be allowed administrative leave with pay as provided under the district's certified personnel policies as is necessary for the classroom teacher to attend college classes, travel to or from the college, and take state-mandated tests as may be necessary to obtain the additional certification. Sets forth circumstances under which a teacher having participated in the program must repay the amount of the scholarships received under the Dual Certification Incentive Program. Authorizes the state board of education to suspend the Arkansas classroom teacher's license of any individual who fails, when required to do so, to repay moneys contributed for participation in the Dual Certification Incentive Program.
States that upon earning dual certification under the Dual Certification Incentive Program, the dually certified classroom teacher must be paid a bonus of $3,000 each school year that the teacher: (A) Is employed full-time as a classroom teacher in an Arkansas public school district; and (B) Is teaching no fewer than two class periods in each of the different subject matter areas for which he or she received certification. Specifies circumstances under which an individual must lose eligibility for the annual incentive bonus.
States that the first priority for the award of funds under the Teacher Opportunity Program is the award of scholarships under the Dual Certification Incentive Program, and that any funds remaining after all awards are made under the Dual Certification Incentive Program may be made for specified other needs. Requires the department of higher education to determine priorities, based on the needs of the state, for awarding grants in the event there are more applicants than funds available.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1982.pdf
Title: H.B. 1982
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | States that teacher certification requirements do not apply to persons teaching concurrent credit courses or advanced placement courses who: (i) Are employed by a postsecondary institution; (ii) Meet the qualification requirements of that institution or the department of workforce education; and (iii) Are teaching in a course in which credit is offered by an institution of higher education or a technical institute.
Also states that grade level/subject matter teacher certification requirements do not apply to licensed teachers teaching in the following settings:
(i) An alternative learning environment;
(ii) A juvenile detention facility;
(iii) A residential and day alcohol, drug, and psychiatric facility program;
(iv) An emergency youth shelter;
(v) A facility of the Division of Youth Services of the Department of Human Services; or
(vi) A facility of the Division of Developmental Disabilities Services of the Department of Human Services; and
(E) A licensed special education teacher teaching two or more core academic subjects exclusively to children with disabilities.
Authorizes the department fo education to offer and operate a nontraditional teacher licensure program.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (sections 16-17)
Source: www.arkleg.state.ar.us
| |
| WV | Signed into law 04/2005 | P-12 | Adds possession of a bachelor's degree and a provision "holds a certificate of eligibility issued by another state and meets all of the requirements of the state for full certification except employment" to requirements for certification. http://www.legis.state.wv.us/Bill_Text_HTML/2005_SESSIONS/RS/BILLS/hb2350%20enr.htm
Title: H.B. 2350
Source: http://www.legis.state.wv.us
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
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| VA | Signed into law 03/2005 | P-12 | Revises the Standards of Quality to require local school boards to (i) provide for data collection and analysis and to use such results in instructional program evaluation; (ii) implement any actions identified through the academic review of schools accredited with a warning; (iii) analyze and report annually the results of industry certification examinations; (iv) annually review their professional development programs; and (v) report compliance with the Standards of Quality annually to the Board of Education. In addition, the bill (i) increases from 10 to 17 the full-time equivalent instructional positions for each 1,000 students identified as having limited English proficiency; (ii) provides that teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents developed by the Board of Education; (iii) replaces Board- and locally-adopted six-year statewide or divisionwide plans, as the case may be, (including those for educational technology) with "comprehensive" statewide or divisionwide plans; and (iv) replaces individual school six-year plans with "comprehensive" plans. Requires each local school board to annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0331
Title: S.B. 779, H.B. 1762
Source: http://leg1.state.va.us/
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| VA | Signed into law 03/2005 | P-12 | Requires the Board of Education, in its regulations governing teacher licensure, to establish criteria and a procedure to allow teachers seeking initial certification to substitute experiential learning in lieu of the coursework required under current teacher licensure standards. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+HB2790ER
Title: H.B. 2790
Source: http://leg1.state.va.us
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| NV | Temporary Rule Adoption 02/2005 | P-12 | Establishes rules which govern the development and issuance of middle school licenses pursuant to the Federal No Child Left Behind Act. NEVADA REG 3672 (SN)
http://www.leg.state.nv.us/nac/NAC-391.html#NAC391Sec339
Title: NAC 391, 391.339
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--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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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--Computer Skills |
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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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