 |
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 |
| |
| 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 10/2005 | P-12 | This bill extends the Mathematics and Reading Professional Development Program until July 2012. Under existing law, the program will become inoperative in July 2006. Under this program, a local education agency, as defined, receives incentive funding to provide training in mathematics and reading to teachers and to provide training to instructional aides and paraprofessionals, as defined, who directly assist with classroom instruction in mathematics and reading.
Title: S.B. 414
Source: StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Creates the College and Career Success for All Students Act. Requires a teacher of an Advanced Placement course to obtain appropriate training, subject to appropriation. Requires the State Board of Education to establish training guidelines that require teachers of Advanced Placement courses to obtain recognized Advanced Placement training endorsed by the College Board, subject to appropriation. Provides that Advanced Placement and pre-Advanced Placement training to teachers in Illinois high schools must meet certain requirements. Requires the state board to encourage school districts to offer rigorous courses in grades 6 through 11 that prepare students for the demands of Advanced Placement course work. Requires the state board to encourage school districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test so that test results will provide each high school with a database of student assessment data to identify students who are prepared or who need additional work to be prepared to enroll and be successful in Advanced Placement courses. Also requires the state board to:
(1) Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program to support Advanced Placement and Pre-Advanced Placement professional development;
(2) Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students;
(3) Subject to appropriation, develop a communications plan that includes disseminating to parents materials that emphasize the importance of Advanced Placement or other advanced courses to a student's ability to gain access to and to succeed in postsecondary education and materials that emphasize the
importance of the PSAT/NMSQT.
(4) Subject to appropriation, annually evaluate the impact of this Act on rates of student enrollment and success in Advanced Placement courses, on high school graduation rates, and on college enrollment rates.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0534
Title: S.B. 574
Source: www.ilga.gov
| |
| NM | Rule Adoption 07/2005 | P-12 | Relates to licensure and continuing professional education requirements. NEW MEXICO REG 4322 (SN)
Title: NMAC 16.60.3
Source: StateNet
| |
| AZ | Issued 06/2005 | P-12 | Creates and defines membership of the Governor's Committee for Teacher Quality and Support, the purpose of which is to: (1) develop teacher training delivery system to addresss the lack of uniform access to quality induction, mentoring and ongoing professional development; (2) identify opportunities and obstacles in teacher preparation programs to recruit highly qualified students; (3) identify pay gaps and systems concerns that lead to pay disparities across counties and districts for the same performance and experience; (4) identify possible governance issues and solutions related to teacher quality and support; and (5) facilitate a survey of the state's certified teachers and identify working condition impediments. Committee is to report preliminary recommendations for action or additional study by December 1, 2005, and every September 1st thereafter.
http://www.governor.state.az.us/press/June05/060805~2005-11~EO.pdf
Title: Executive Order 2005-11
Source: http://www.governor.state.az.us
| |
| 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
| |
| NV | Signed into law 06/2005 | P-12 | AN ACT relating to education; requiring the plans to improve the achievement of pupils to include strategies for the professional development of teachers and administrators that directly address the needs of pupils; revising provisions governing the professional development provided to teachers and administrators; requiring the governing body of each regional training program for the professional development of teachers and administrators to review certain plans to improve the achievement of pupils.
If the board of trustees of a school district or the
superintendent of schools of a school district schedules a day or
days for the professional development of teachers or
administrators employed by the school district:
1. The primary focus of that scheduled professional
development must be to improve the achievement of the pupils
enrolled in the school district;
2. The scheduled professional development must be
structured so that teachers attend professional development that is
designed for the specific subject areas or grades taught by those
teachers.
http://leg.state.nv.us/73rd/bills/SB/SB368_EN.pdf
Title: S.B. 368
Source: StateNet
| |
| AZ | Signed into law 05/2005 | P-12 | Establishes the Arizona Performance Based Compensation System Task Force within the state board of education. By Februrary 2006 and annually thereafter, requires the superintendent of public instruction to submit specified school district data to the task force, which must conduct annual evaluation of one quarter of districts' performance based compensation systems based on the submitted data. Requires the annual evaluation to (1) Assess the relationship between components of individual district performance based compensation systems and the improvement in:
(a) Individual student progress and achievement;
(b) Achievement of school district and school site goals;
(c) Teacher professional development;
(d) Teacher job satisfaction;
(e) Parent rating of the quality of education at the school and district levels
and (2) Provide a report to the districts evaluated each year assessing the effectiveness of each district's performance based compensation system, including any recommendations for improvement. Requires the task force to annually submit its findings to the speaker of the house and president of the senate.
On or before June 30, 2010, requires the task force to (1) provide recommendations to the state board on the implementation, operation and monitoring of performance based compensation systems and career ladder programs in the state, and (2) develop written recommendations based on elements of districts' performance based compensation systems.
Requires all local boards in the state to adopt a performance based compensation system, and to vote on a performance based compensation system that includes the following elements:
(1) School district and school performance;
(2) Measures of academic progress toward the state board-adopted academic standards;
(3) Other measures of academic progress;
(4) Dropout or graduation rates;
(5) Attendance rates;
(6) Ratings of school quality by parents;
(7) Ratings of school quality by students;
(8) Imput of teachers and administrators;
(9) Approval of the performance based compensation system by an affirmative vote of at least 70% of the teachers eligible to participate in the performance based compensation system.
(10) An appeals process for teachers who have been denied performance based compensation.
(11) Regular evaluation for effectiveness.
Requires a performance based compensation system to include teacher professional development programs aligned with the elements of the performance based compensation system. Permits a local board to modify the aforementioned 11 elements and consider additional elements when adopting a performance based compensation system. Until December 31, 2009, requires each district to develop an assessment plan for its performance based compensation system and annually submit the plan to the department of education, along with a copy of the district-adopted performance based compensation system.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1074
Title: S.B. 1074
Source: www.azleg.state.az.us
| |
| GA | Adopted 05/2005 | P-12 | Establishes rules regarding the Mathematics and Science Partnerships Grants to build mathematics and science teachers' content knowledge and skills.
Title: GAC 160-1-4-.266, -.269
Source: WestLaw
| |
| WV | Signed into law 05/2005 | P-12 | Senate Bill 94 eliminates a requirement that activities on instructional support and enhancement (ISE) days be scheduled in a certain order. Before this bill passed, activities on ISE days had to designate two hours for instructional activities for students, two hours for a faculty senate meeting and the remainder of the day for other professional activities for teachers. Now the activities can be performed in any order. Additionally, the bill allows up to three days of accrued instructional time to be used for professional development.
Title: S.B. 94
Source: http://www.legis.state.wv.us/Wrapup/2005/final/final.pdf
| |
| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | Limits professional development requirements for certified personnel working solely in the following adult education programs: (1) Adult basic education; (2) General adult education; (3) English as a second language for adults; and (4) General Educational Development Test examiners. 34http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1150.pdf
Title: S.B. 1150
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Amends in-service training requirements for teachers of Arkansas history . http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb187.pdf
Title: S.B. 187
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Creates the Arkansas Online Professional Development Initiative. Requires the director of the department of education to prioritize identified teacher professional development needs and develop a statewide online professional development program. Requires online professional development courses to be aligned with (1) the required focus areas identified in the state board rules governing professional development and the Arkansas Comprehensive, Testing, Assessment, and Accountability Program, (2) clear, specific and challenging academic content areas; (3) the state curriculum frameworks. Additionally requires the courses to be (1) researched-based and available from sources with
expertise in technology-delivered professional development courses; (2) consistent with the Southern Regional Education Board
Multi-State Online Professional Development Standards in existence on January 1, 2005; (3) focused on improving student academic achievement by improving a teacher's academic and teaching knowledge and skills. Requires courses to include an assessment at the end of the program to measure each certified person's level of understanding and ability to implement or apply the information presented in the program.
Requires any provider of technology-delivered professional development under the Arkansas Online Professional Development Initiative to demonstrate an ability to successfully deliver technology-delivered products and services.
Requires the initiative to include a method for the department of education, the Arkansas Educational Television Network, school districts, schools and certified personnel to annually evaluate the effectiveness of the Arkansas Online Professional Development Initiative and its on-line professional development course and programs.
Authorizes the department, beginning with the 2006-2007 school year, to include as part of a school improvement plan guidelines for the professional development programs to be delivered to the certified personnel employed by a school in school improvement status or a school district in school improvement status or academic distress. Authorizes the department to require the participation and completion of professional development courses or programs by certified personnel in the school or district as part of the school improvement plan. States that certified personnel employed by any school in school improvement or school district in school improvement or academic distress must participate in, complete, and pass the assessment for the professional development requirements included in the school's or district's school improvement plan.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2489.pdf
Title: H.B. 2489
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| CO | Signed into law 04/2005 | P-12 | Authorizes the state board to establish procedures for the filing and investigation of complaints alleging conduct that, if true, may establish grounds for denying, annulling, revoking or suspending an educator license or certificate.
Allows a person who converted his/her professional license to inactive status because called to active duty to, when returning professional license to active status, include in the notice to the department of education a copy of the official notice of honorable discharge or release from active service. Upon receipt of the notice and evidence of honorable discharge or release, the department must reissue the professional license with a new expiration date reflecting a period equal to the period remaining on the professional license as of the date the license holder converted to inactive professional license status plus the period during which the person was in active military service.
Authorizes the state board to require, in adopting minimum criteria for professional development activities, all or a portion of the activities to be related to increasing the license holder's competence or skills in his/her existing or potential endorsement area or in the teaching of literacy.
Specifies that teacher professional development related to assessment must pertain to effective use of assessments in planning for instructional delivery and in individualizing student instruction.
Specifies that to be accepted as a professional development activity, educational travel must be applicable to the endorsement area of the licensee's license.
Changes temporary educator eligibility authorization from three-year nonrenewable to one-year with two opportunities to renew for one year.
Specifies that an interim authorization authorizes a school district to employ as a principal, administrator or teacher a person who is eligible for certification or licensure.
Changes terminology from provisional licensure to initial licensure for administrators, principals, professional special service providers. Specifies that a person holding a provisional educator license as of the date this bill goes into effect is deemed to hold an initial educator license on and after said date, so long as the license is valid.
Strongly encourages all school districts to hire persons who hold alternative teacher licenses and teacher in residence authorizations to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of students.
Eliminates language allowing a district to hire as a teacher a person who is not certified. Replaces with language allowing district to hire a person with an alternative teacher license to teach as an alternative teacher pursuant to an alternative teacher contract. Authorizes a district to hire a person who holds a teacher in residence authorization to teach as a resident teacher pursuant to a teacher in residence program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0FC6014CF21E6B8D87256F3A0061BC79?Open&file=1026_enr.pdf
Title: H.B. 1026
Source: www.leg.state.co.us
| |
| GA | Signed into law 04/2005 | P-12 | Automatically grants any member of the national guard or any reserve component of the U.S. armed services who serves on active duty for at least 90 consecutive days an extension, without fee, of any annual license or registration otherwise required under any state law or state entity. Such extension must continue until the otherwise regular expiration date which occurs in the year next succeeding the year in which such active duty ceases. Grants individuals who receive such an extension exemption from any continuing education requirements during such automatic extension period. http://www.legis.state.ga.us/legis/2005_06/pdf/hb538.pdf
Title: H.B. 538
Source: www.legis.state.ga.us
| |
| OK | To governor 04/2005 | P-12 | Modifies teacher selection process for local professional development committees (selected by designated administrator, with approval of the majority of teachers in the district); requires districts to require teachers to complete a minimum number of professional development points per year. http://www2.lsb.state.ok.us/2005-06HB/hb1457_enr.rtf
Title: H.B. 1457
Source: http://www2.lsb.state.ok.us
| |
| WA | Signed into law 04/2005 | P-12 | From the fiscal note: This bill would create provisions to ensure that professional certification is administered in such a way as to ensure that
the professional development and growth of individual teachers is directly aligned to their current and future teaching responsibilities.The PESB shall be responsible for the adoption of rules to provide for the approval and disapproval of programs leading to the professional certification of teachers. All current and future programs must comply with these rules and must receive initial approval based on these rules. The rules that are mentioned above shall meet the following criteria:
1) Not require professional certification for any certificated teacher before the 2008-09 school year, not require
professional certification before the fifth year following the receipt of a continuing employment contract, and allow any
teacher currently enrolled or participating in a program leading to a professional certificate to continue the program under
administrative rules in place when the teacher began the program.
2) Provide criteria for the approval and disapproval of accredited institutions of higher education and for education
service districts within the state to offer a program leading to professional certification. The rules shall be written to
encourage institutions of higher education to partner with local school districts, consortia of school districts, or
educational service districts, as appropriate, to provide instruction for teachers seeking professional certification.
3) Provide criteria for a liaison relationship between approved programs and school districts in which applicants are
employed.
4) Encourage institutions of higher education to offer professional certificate coursework as continuing education credit
hours. This shall not prevent an institution of higher education from providing the option of including the professional
certification requirements as part of a master's degree program.
5) Identify a process for out-of-state certificated teachers not yet certificated. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5983-S.PL.pdf
Title: S.B. 5983
Source: StateNet
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| WA | Signed into law 04/2005 | P-12 | Adds types of courses that may count toward movement on the salary schedule to include courses that address research-based assessment and instructional strategies for students with dyslexia, dysgraphia, and language disabilities. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5664-S.PL.pdf
Title: S.B. 5664
Source: http://www.leg.wa.gov
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| AR | Signed into law 03/2005 | P-12 | Allows a teacher to earn professional development credit for time required at the beginning of the school year to plan and prepare a curriculum and other instructional material for his or her assigned classes. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1461.pdf
Title: H.B. 1461
Source: StateNet
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| AR | Signed into law 03/2005 | P-12 | Increases from 12 to 15 the number of hours of credit earned by completing a three-hour graduate-level credit course for purposes of continuing teacher education. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1395.pdf
Title: H.B. 1395
Source: www.arkleg.state.ar.us
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| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
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| 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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| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
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 2)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
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 (Sections 5 and 6)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 1, 2006.
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 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. 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 4)
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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| PA | Signed into law 02/2005 | P-12 | Addresses the professional development requirements for teachers who retire and return to service.
http://www2.legis.state.pa.us/WU01/LI/BI/BT/2005/0/HB0894P2133.pdf
Title: H.B. 894
Source: http://www2.legis.state.pa.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--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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