 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| 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--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--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| 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 |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| 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--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| 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 Content Standards and Assessment |
| |
| P-3 Ensuring Quality |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| 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--District Size |
| |
| 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--Staffing Ratios |
| |
| 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--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| 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 |
| |
| WI | Signed into law 12/2011 | P-12 | Among other provisions, allows use of value-added analyses of scores on the results of examinations administered to pupils to evaluate teachers if the school board has developed a teacher evaluation plan that includes all specified elements. Such analyses, however, may not be used as the sole reason to discharge, suspend, or formally discipline a teacher or as the sole reason for the nonrenewal of a teacher's contract.
https://docs.legis.wisconsin.gov/2011/related/acts/105
Title: S.B. 95 - Section 5 (118.225)
Source: https://docs.legis.wisconsin.gov
| |
| CT | Signed into law 07/2011 | P-12 | Secondary School Reform Act - Delays by two years the implementation of the secondary school reform requirements enacted in 2010 that: (1) Increase the minimum number of credits required to graduate from high school; (2) Require school districts to offer students support and alternative ways to meet the new graduation requirements; and (3) Require the State Department of Education (SDE) to develop end-of-course exams in various subjects. Eliminates a requirement that the state provide grants to help districts implement the new graduation requirements and instead requires SDE to offer technical assistance to districts wishing to start implementing them. Revises and delays by one year the start of biennial status reports on the implementation of the new graduation requirements. Establishes a task force to address implementation issues arising from enhanced high school graduation requirements.
Teacher Evaluations/Tenure - Moves up the deadline for the State Board of Education (SBE), in consultation with the Performance Evaluation Advisory Council (PEAC), to adopt guidelines for teacher evaluations to July 1, 2012 from July 1, 2013. Requires, for tenure purposes, that teachers whose employing boards enter cooperative arrangements to provide educational services retain their credited service with those boards if their employment is transferred to a committee administering the cooperative arrangement.
Student Success Plan - Requires districts to establish a student success plan for each student starting in grade 6.
School Governance Councils - Exempts boards of education with low-achieving schools that have only a single grade or that already have substantially similar school governance councils from the existing requirement to establish school councils according to the existing law. Reorganizes and clarifies the sequence and contents of required SDE reports on the implementation and effectiveness of school governance councils. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00135-R00HB-06498-PA.pdf
Title: H.B. 6498
Source: http://www.cga.ct.gov
| |
| IN | Signed into law 07/2011 | P-12 | Establishes an annual staff performance evaluation that categorizes teachers as highly effective, effective, improvement necessary, or ineffective. Allows school corporations to meet requirements for evaluation plans by using any of the following models: A plan using master teachers or contracting with an outside vendor for master teachers; the System for Teacher and Student Achievement (TAP); or the Peer Assistance and Review Teacher Evaluation System (PAR). Specifies components that plans must include, such as annual evaluations for all certificated employees; objective measures of student achievement and growth to significantly inform the evaluation; rigorous measures of effectiveness, including observations and other performance indicators, and an annual designation of highly effective, effective, improvement necessary or ineffective; an explanation of the recommendations for improvement and the time in which improvement is expected; and a provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective. Specifies that a teacher rated ineffective or improvement necessary may not receive a raise or increment for the following year. Provides that a student may not be instructed two years in a row by two different teachers who have been rated as ineffective in the year preceding the student's placement in that class if avoidable. Changes the process concerning how teacher contracts are canceled (affects tenure). For any teachers hired after 7/2012, teachers with a rating of ineffective are considered probationary. Probationary status for teachers hired after 7/2012 is for one year, plus a new contract. Teachers hired after 7/2012 may be dismissed for incompetence, and incompetence is defined as an "ineffective" rating on 2 consecutive evaluations or 2 consecutive "improvement necessary" ratings or "ineffective" or "improvement necessary" ratings in 3 out of 5 years. Requires notice of cancellation of a teacher's contract not earlier than May 1 and not later than July 1. Eliminates the Advisory Board of the Division of Professional Standards of the Indiana Department of Education (IDOE). Repeals references to the advisory board and the existing staff performance evaluation provisions, and makes corresponding changes to related sections. Requires the IDOE to revoke the license of a licensed school employee if the employee is convicted in another state or under federal statutes of an offense that is comparable to the felonies for which the employee's license would be revoked if committed in Indiana.
http://www.in.gov/legislative/bills/2011/PDF/FISCAL/SB0001.007.pdf
Full text: http://www.in.gov/legislative/bills/2011/SE/SE0001.1.html
Title: S.B. 1--Teachers
Source: http://www.in.gov/legislative/
| |
| MI | Signed into law 07/2011 | P-12 | From Legislative Staff Summary - Specifies provisions that must apply to personnel decisions concerning teachers when a school district or intermediate school district (ISD) conducts a staffing or program reduction or otherwise makes a personnel determination resulting in the elimination of a position, conducts a recall from a reduction, or hires after a reduction.
Teacher and Administrator Evaluation:
Establishes requirements for the teacher evaluation system, including an annual year-end evaluation and a mid-year progress report, beginning with the 2013-2014 school year. Requires a teacher to be dismissed if he or she is rated as ineffective on three consecutive year-end evaluations. Allows a nonprobationary teacher who is rated as ineffective on a year-end evaluation to request a review of the rating by the district superintendent. Specifies classroom observation requirements. Establishes requirements for the evaluation of school administrators. Requires the dismissal of an administrator who is rated as ineffective on three consecutive year-end evaluations, if the same evaluation tool and system are used in the three evaluations. Requires teachers' and administrators' year-end evaluations to be based at least 25% on student growth and assessment data in 2013-2014, 40% in 2014-2015, and 50% beginning in 2015-2016. Exempts a district from the teacher and administrator evaluation requirements for a public school if the district is already using a performance evaluation system that meets certain criteria, or if it adopts an evaluation system that is identical to that of an exempt school. Requires notification to parents if pupils are assigned to teachers whose last two year-end ratings were ineffective, beginning in 2015-2016.
Governor's Council on Educator Effectiveness:
Creates the Governor's Council on Educator Effectiveness. Requires the Council, by April 30, 2012, to submit a report that recommends a student growth and assessment tool, State evaluation tools for teachers and administrators, and parameters for effectiveness rating categories. Specifies a legislative intent to enact legislation to put in place a statewide performance evaluation system taking into account the Council's recommendations. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0102.htm
Title: H.B. 4627
Source: http://www.legislature.mi.gov
| |
| MN | Signed into law 07/2011 | P-12 | Allows a school board and the exclusive representative of the teachers to develop through joint agreement a teacher evaluation and peer review process, premised on the content of this section, for probationary and continuing contract teachers.
Establishes an annual teacher evaluation process that: provides probationary teacher evaluations; establishes a three-year professional review cycle and includes at least one summative evaluation performed by a trained evaluator; is based on professional teaching standards; is coordinated with staff development activities; allows time for peer coaching and teacher evaluation; allows mentoring and induction programs; allows teachers to develop and present a portfolio; requires agreed upon teacher value-added assessment models and state and local measures of student growth, the data from which provide the basis for 35 percent of teacher evaluation results; uses longitudinal data on student engagement and connection and other student outcome measures; requires qualified and trained evaluators to perform summative assessments; gives support to improve the performance of teachers not meeting professional teaching standards; and establishes discipline for a poorly performing teacher who fails to improve.
Directs the department, in consultation with teachers and administrators and other education stakeholders to create and publish a teacher evaluation process that complies with the requirements of this section and applies to all teachers without an annual teacher evaluation agreement.
Makes this section effective for the 2014-2015 school year and later. (Article 2, Secs 14&19)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| OR | To governor 07/2011 | P-12 | Directs the State Board of Education, in consultation with the Teachers Standards and Practices Commission, to adopt statewide core teaching standards to improve student academic growth and learning by assisting school districts in determining the effectiveness of teachers and administrators and improving professional develoment and classroom and administrative practices.
http://www.leg.state.or.us/11reg/measures/sb0200.dir/sb0290.en.html
Title: S.B. 290
Source: http://www.leg.state.or.us
| |
| IL | Signed into law 06/2011 | P-12 | Applies to all districts: Permits a school district and its teachers' exclusive bargaining representative to agree to an earlier implementation date of the new teacher evaluation system than required by statute, provided the start date is no earlier than September 1, 2013 (however, all schools in Chicago should have implemented the new teacher evaluation system anyway). Clarifies that under the new evaluation system, all teachers (not just those in contractual continued service) must be rated as "excellent", "proficient", "needs improvement" or unsatisfactory". Provides that after the implementation of the new evaluation system, if a teacher in contractual continued service successfully completes a remediation plan following an "unsatisfactory" rating and receives a subsequent "unsatisfactory" rating in any of the teacher's annual or biannual overall performance evaluations during the 36-month period following completion of the teacher's remediation plan, the district may forego remediation and seek dismissal. Pages 69-77 of 111: http://www.ilga.gov/legislation/publicacts/97/PDF/097-0008.pdf
Title: S.B. 7 - Teacher Evaluation
Source: www.ilga.gov
| |
| NC | Signed into law 06/2011 | P-12 | Modifies the law governing teacher career status. Creates a definition of "inadequate performance" for teachers: failure to perform at a proficient level on any standard of the Department of Public Instruction's teacher evaluation instrument or otherwise performing in a manner that is below standard. Modifies the procedure for dismissal or demotion of career employee. Requires an annual evaluation of licensed employees assigned to all schools identified as low-performing. Requires local boards to use performance standards and criteria adopted by State Board of Education (SBE) and allows local boards to adopt additional evaluation criteria and standards. Mandates probationary teacher observations in schools not identified as low-performing at least 3 times annually by a principal and at least one time annually by a teacher. Provides that if a teacher receives a performance rating that is below proficient or otherwise below standard a principal may place the teacher on a mandatory improvement plan equivalent to those in low-performing schools. Establishes that after reassessment of the teacher on the areas of deficiency identified in the mandatory improvement plan, if the teacher is not proficient in any of the performance standards identified or has not demonstrated sufficient improvement towards those standards, the superintendent may recommend demotion or dismissal. Establishes immunity for negligence for acts or omissions taken with regards to teacher evaluation/observations and institution of mandatory improvement plans. Replaces the word "certificate" with "license" throughout the law governing the system of employment for public school teachers. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S466v5.html
Title: S.B. 466
Source: http://www.ncga.state.nc.us
| |
| NV | Signed into law 06/2011 | P-12 | Existing law provides that a teacher or administrator must be evaluated at least once each year. Teachers and administrators who have completed their probationary period is considered postprobationary. Postprobationary teachers or administrators who receive an unsatisfactory evaluation, or any other equivalent evaluation which designates overall performance is below average for 2 consecutive schools years will be deemed to be a probationary employee and must serve an additional probationary period. Sections 4 of this bill provides that the provisions of Section 1 of this are are not superseded by the terms of a collective bargaining agreement. Section 5 authorizes a teacher or administrator deemed to be probationary and dismissed before the completion of the current school year to request an expedited hearing.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB225_EN.pdf
Title: A.B. 225
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Expands the requirements of the annual reports of accountability to include a reporting of the number and percentages of administrators, teachers, and other staff for each elementary school, middle school or junior high school and high school and for each school district in the state. Requires the board of trustees of each school district to: (1) establish a program of performance pay and enhanced compensation for the recruitment and retention of licenses teachers and administrators; and (2) implement the program commencing with the 2014-15 school year. Section 9 provides that if a written evaluation of a probationary teacher or administrator states that overall performance is "unsatisfactory": (1) evaluation must include a written statement that the contract of the person so evaluated may not be renewed for the next school year and that the employee may request reasonable assistance in correcting the deficiencies identified in the evaluation; and (2) the person must acknowledge in writing that he or she has received and understands the written statement. Section 12 revises the grounds for which a teacher may be suspended, dismissed or not reemployed to include gross misconduct. Section 13 provide that a postprobationary teachers receiving an unsatisfactory evaluation or a minimally effective evaluation must be evaluated three times in the immediately succeeding school year. Effective July 1, 2013, Sections 14 and 16 of this bill revise the policies for evaluations of teachers and administrators to require the designation of an individual teacher or administrators as "highly effective,", "effective," "minimally effective", or "ineffective" and provide that the policies must require that certain information on pupil achievement which is maintained by the automated system of accountability information for Nevada account for at least 50% of the evaluations. Section 19.6 provides that a board of trustees of a school district that determines a reduction in the existing workforce of the licensed educational personnel in the school district is necessary must not base the decision to lay off a teacher or an administrator solely on the seniority of the teacher or administrator and my consider other factors.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB229_EN.pdf
Title: A.B. 229
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Creates the Teachers and Leaders Council of Nevada; prescribing the membership and duties of the Council; requiring the State Board of Education to establish a statewide performance evaluation system for teachers and administrators; revising provisions governing the policies for the evaluation of teachers and administrators; revising the designations required of the evaluations of teachers and administrators; making an appropriation; and providing other matters properly relating thereto.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB222_EN.pdf
Title: A.B. 222
Source: http://www.leg.state.nv.us
| |
| OH | Signed into law 06/2011 | P-12 | By December 31, 2011, directs the state board to develop a standards-based framework for teacher evaluation, which must incorporate numerous specified elements, including that student academic growth must account for 50% of each evaluation. Also requires that the framework provide for professional development to accelerate and continue teacher growth and provide support to poorly-performing teachers, and provide for the allocation of financial resources to support professional development. Also directs the state board to identify the standards and criteria that distinguish between four levels of performance for teachers and principals, and to develop a list of student assessments that measure mastery of the course content for grades/subjects for which the state assessment system and value-added progress dimension do not apply. Directs the department to serve as a clearinghouse of promising evaluation procedures and evaluation models that districts may use in developing evaluation policies, and provide technical assistance to districts in creating evaluation policies.
Requires that by July 2013, each district, in consultation with teachers, adopt a standards-based teacher evaluation policy that conforms with the framework for teacher evaluations required by statute. Requires each teacher to be evaluated at least once each school year (previously, teachers were evaluated only if the board was considering not re-hiring the teacher the following school year). Requires any limited contract or extended limited contract teacher to be evaluated at least twice in any school year in which the board may wish not to re-employ the teacher. Permits an evaluation once every two school years of a teacher who received a rating of "accomplished" on the teacher's most recent evaluation. Requires local policies to include procedures for using evaluation results for retention, promotion and dismissal decisions.
Pages 374-378 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Teacher Evaluations
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2011 | P-12 | Clarifies that the confidentiality of documents evaluating teacher or administrator performance applies to teachers and administrators at open-enrollment charter schools, regardless of whether the teacher or administrator is certified. Provides that at the request of a school district or open-enrollment charter school at which a teacher or administrator has applied for employment, an open-enrollment charter school may give the requesting district or school a document evaluating the performance of a teacher or administrator employed by the school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02971F.pdf#navpanes=0
Title: H.B. 2971
Source: www.capitol.state.tx.us
| |
| GA | Signed into law 05/2011 | P-12 | Directs the Professional Standards Commission to revise its certification renewal rules to require, effective July 2015, demonstration of the impact of professional learning on educator performance and student learning for purposes of certification renewal. Directs the Professional Standards Commission, as part of the revision process, to establish a task force to determine the level of evidence necessary for educators to demonstrate the impact of professional learning and how such evidence will be collected and submitted for purposes of certificate renewal.
Directs the department of education and the Professional Standards Commission to cooperatively develop an online course on educator ethics. Provides one area of emphasis in the course must be best practices for administering state-mandated assessments.
Clarifies the authority and responsibility of local units of administration to subject all prospective personnel to criminal background checks, and the authority of local units of administration to forward the results of criminal record checks to the Professional Standards Commission regarding potential violations of the code of ethics for educators. Clarifies that the Professional Standards Commission also has the authority to order criminal record checks through the Georgia Crime Information Center and the Federal Bureau of Investigation and has the authority to receive the results of such criminal record checks.
http://www.legis.ga.gov/Legislation/20112012/116755.pdf
Title: H.B. 285
Source: www.legis.ga.gov
| |
| KS | Signed into law 05/2011 | P-12 | Amends K.S.A. 2010 Supp. 72-5445. Allows school districts to offer employment contracts to teachers for one or up to two additional years (that is, a fourth or fourth and a fifth year contract) at the end of the teacher's probationary period, thus extending until the sixth year of employment the ability of the teacher to attain due process rights. (Current law states that a new teacher in a school district, area vocational-technical school or community college cannot attain due process rights in less than three years and there is no provision in current law to extend that time.) Any teacher offered a contract under the provisions of the bill would be evaluated and a plan of assistance would be written to assist the teacher meet areas needing improvement as noted in the evaluation. Before signing or rejecting the contract, a teacher would have not less than 48 hours from the time the contract is offered to review and consider the contract and plan of assistance. Additionally, the bill would require school districts to annually file a report with the State Board of Education and the House and Senate education committees, with information regarding numbers of teachers offered due process rights. The provisions related to the additional two years of probationary employment and the reporting requirements would expire on July 1, 2016.
http://kslegislature.org/li/b2011_12/year1/measures/documents/hb2191_enrolled.pdf
Title: H.B. 2191
Source: http://kslegislature.org
| |
| ME | Signed into law 05/2011 | P-12 | Requires three years of experience in a school administrative unit before a teacher may receive a continuing contract offer. Requires the superintendent to evaluate probationary teachers during, but not limited to, their second year of employment. Provides that the method of evaluation must be determined by the school board and implemented by the superintendent. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC172.asp
Title: H.P. 720
Source: http://www.mainelegislature.org
| |
| NM | Issued 05/2011 | P-12
Postsec. | Creates the New Mexico Effective Teaching Task Force that is charged with presenting recommendations to the governor regarding how best to measure the effectivenes of teachers and school leaders. The recommendations must include: indentified measures of student achievement that will represent at least 50% of teacher evaluation; demonstrated best practices of effective teachers and teaching, which will make up remaining basis for evaluation; how the measures should be weighted; and how the state can transition to a performance-based compensation system.
http://governor.state.nm.us/uploads/FileLinks/1e77a5621a1544e28318ba93fcd47d49/EO-2011-024.pdf
Title: E.O. 2011-024
Source: http://governor.state.nm.us
| |
| OK | Signed into law 05/2011 | P-12 | Relates to the Teacher and Leader Effectiveness Evaluation System; changes the Commission from the Oklahoma Race to the Top Commission to the Teacher and Leader Effectiveness Commission; deletes certain requirements for commission; providing an effective date; and declaring an emergency. Full text attached for purposes of providing access to description of full evaluation system.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB1267_ENR.RTF
Title: H.B. 1267
Source: http://webserver1.lsb.state.ok.us
| |
| ME | Signed into law 04/2011 | P-12 | Expands state law providing that each school district may select and incorporate one or more of the models for evaluation of the professional performance of teachers and principals proposed by the state department of education, by permitting a school district to develop and adopt its own models for teacher and principal evaluation. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC36.asp
Title: H.P. 317
Source: http://www.mainelegislature.org
| |
| AR | Signed into law 03/2011 | P-12 | Establishes the Teacher Excellence and Support System. Institutes a system of teacher evaluation of the following categories: (A) Planning and preparation;
(B) Classroom environment; (C) Instruction; and (D) Professional responsibilities. An evaluation rubric using nationally accepted descriptors that consists of the following four performance levels: (A) Distinguished; (B) Proficient; (C) Basic; and (D) Unsatisfactory.
Requires the teacher being evaluated and the evaluator to develop a professional learning plan for the teacher that: (A) Identifies professional learning outcomes to advance the teacher's professional skills; and (B) Clearly links professional development activities and the teacher's individual professional learning needs identified through the Teacher Excellence and Support System.
Teachers deemed to be unsatisfactory will be placed on intensive support status and the teacher and evaluator will develop a plan with clear timelines and goals. Provides for termination of teachers in certain circumstances. Requires probationary, novice and intensive support status teachers be evaluated on an annual basis. All other teachers must be evaluated on an every three year basis. Implementation will begin in 2014-15.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2178.pdf
Title: H.B. 2178
Source: http://www.arkleg.state.ar.us
| |
| FL | Signed into law 03/2011 | P-12 | Enacts the "Student Success Act". Requires each district superintendent to annually report the results of instructional staff and administrator evaluations to the department of education. Directs the department to monitor implementation of each district's teacher and administrator evaluation systems for compliance with state law.
By December 2012, directs the commissioner of education to report to the governor and legislative leaders the approval and implementation status of each district's teacher and administrator evaluation systems. Beginning in 2012, requires the commissioner to annually report to the governor and legislative leaders each district's teacher and administrator performance evaluation results and the status of any evaluation system revisions.
Clarifies that local teacher and administrator evaluation systems must adhere to common parameters. Clarifies that teacher and administrator evaluation systems must be designed to support effective instruction and student learning growth, and that performance evaluation results must be used when developing district and school level improvement plans. Requires performance evaluation results to be used when identifying professional development. Requires that evaluation systems include a mechanism to examine performance data from multiple sources. Requires evaluation systems to differentiate among four levels of performance. Directs the commissioner of education to consult with experts, instructional personnel, administrators and education stakeholders in developing the criteria for the performance levels. Provides that peer assistance process may be a part of the regular evaluation system or used to assist employees placed on performance probation, newly hired classroom teachers, or employees who request assistance. Requires that teacher and administrator evaluation systems include a process for monitoring and evaluating the effective and consistent use of the evaluation criteria by employees with evaluation responsibilities, and a process for monitoring and evaluating the effectiveness of the system itself in improving instruction and student learning. Requires newly hired classroom teachers to be observed and evaluated at least twice in their first year of teaching in the district. Repeals most existing criteria included in employee evaluations. Requires at least 50% of performance evaluations for instructional personnel and administrators to be based on data and indicators of student learning growth as measured by state assessments (or district assessments for subjects and grades not measured by state assessments). Directs districts to use a formula for calculating student growth for all courses associated with statewide assessments, and to select a formula for measuring student growth in all other courses and grades. Requires growth for classroom teachers, other instructional personnel and administrators to take into account at least three years of student data, when available. Requires that evaluation criteria used when annually observing classroom teachers include indicators based on each of the Florida Educator Accomplished Practices adopted by the state board. Requires that evaluation criteria for administrators include indicators based on each of the leadership standards adopted by the state board, including specified practices and other practices that result in student learning growth. Permits the evaluation system to include a means to give parents and instructional personnel an opportunity to provide input into the administrator's performance evaluation. Requires professional responsibilities other than instructional practice for teachers and instructional leadership for administrators to be included in the performance evaluation, as adopted by the state board. Permits local boards to include additional professional responsibilities. Permits evaluation systems to provide for the evaluator to consider input from other personnel trained to conduct employee evaluations.
Clarifies that superintendents must annually notify the department of any teachers or administrators who receive two unsatisfactory evaluations, or who have been given notice of intent to terminate or not renew.
Directs the commissioner of education, by June 2011, to approve a formula to measure individual student learning growth on the Florida Comprehensive Assessment Test (FCAT), which must include prior academic performance. Directs the commissioner, in developing the formula, to also consider other factors, such as a student's attendance record, disability status or status as an English language learner. Directs the commissioner to select additional formulas for other statewide tests and new tests as they are adopted. Beginning in the 2011-12 school year, requires districts to measure student learning growth using the commissioner-approved formulas for courses associated with the FCAT. Beginning in the 2014-15 school year, for grades and subjects not assessed by statewide assessments, requires districts to measure student growth using locally-approved formulas. Directs the department to provide models for measuring student learning growth that districts may adopt. Provides alternatives for measuring classroom teacher performance in courses not measured by a statewide assessment. Beginning with the 2014-15 school year, directs districts to administer locally-approved assessments for each course offered in the district. Provides these may include statewide assessments, other standardized assessments (including nationally recognized standardized assessments), industry certification exams or district-developed or -selected end-of-course exams. Directs the commissioner of education to identify methods to help districts develop and select such assessments.
Provides that charter schools are not exempt from these provisions. Permits a Race to the Top district to be awarded an exemption in 2011-12 such that 40% rather than 50% of instructional personnel and administrator performance evaluations are based on student growth, provided specified criteria are met.
By July 2012, directs the department of education to annually report the performance rating data required under Section 1012.34 of this Act. Requires that the report include the percentage of classroom teachers, instructional personnel, and school administrators receiving each performance rating aggregated by district and by school. Requires each district to annually report to the parent of any student who is assigned to a
classroom teacher or school administrator having two consecutive annual performance evaluation ratings of unsatisfactory, two annual performance evaluation ratings of unsatisfactory within a 3-year
period, or three consecutive annual performance evaluation ratings of needs improvement or a combination of needs improvement and unsatisfactory.
Pages 1-11, 18 and 24-25 of 25: http://laws.flrules.org/2011/1
Title: S.B. 736 - Teacher and Administrator Evaluations
Source: laws.flrules.org
| |
| FL | Signed into law 03/2011 | P-12 | Repeals existing provisions requiring that workforce reductions be made pursuant to collective bargaining agreements, where such exist. Provides that if workforce reduction is needed, local boards must retain employees based on educational program needs and performance evaluations of employees in the affected program areas. Provides that within the program areas requiring reduction, the employee with the lowest performance evaluations must be the first to be released. Prohibits a local board board from prioritizing retention of employees based on seniority. http://laws.flrules.org/files/Ch_2011-001.pdf
Title: S.B. 736 - Workforce Reductions
Source: laws.flrules.org
| |
| UT | Signed into law 03/2011 | P-12 | Prohibits districts from using a last-hired-first-fired layoff policy when terminating school district employees. Permits a district to consider the results of an employee's performance evaluation and a school's personnel needs when terminating an employee. During the 2011 interim, directs the education interim committee, in consultation with the state board of education, to study how teacher performance may be evaluated for purposes of awarding or eliminating teacher career employee status. http://le.utah.gov/~2011/bills/sbillenr/sb0073.pdf
Title: S.B. 73
Source: le.utah.gov
| |
| UT | Signed into law 03/2011 | P-12 | Provides components that may be included in a career ladder. Provides that annual evaluations for all teachers may be a component of a career ladder. Requires that provisional and probationary educators be evaluated at least twice each school year, and that career educators be evaluated annually. Reduces the time in which an educator may request review of a summative evaluation. Removes requirements for districts to provide educators with reasonable assistance for improving performance.
Provides that continuation in teaching from year to year is contingent upon satisfactory teaching performance, which must be measured using the educator evaluation program. Requires local evaluation procedures to include regular informal classroom observations, and an orientation for educators on the educator evaluation program. Prohibits an educator and superintendent from agreeing to another method of evaluation. Directs the education interim committee, during the 2011 interim, in consultation with the state board of education, to study how teacher performance may be evaluated in (1) student learning gains; (2) instructional quality or performance as measured by classroom observation or other instruments; and (3) parent, student or community satisfaction. http://le.utah.gov/~2011/bills/sbillenr/sb0256.pdf
Title: S.B. 256
Source:
| |
| WY | Signed into law 03/2011 | P-12 | Requires the State Board of Education to develop an annual teacher performance evaluation system which is:
(1) Based in part on student academic growth measures
(2) Based in part on longitudinal data systems linking student achievement with teachers of record
(3) Clearly prescribing standards for exceptional, satisfactory and unsatisfactory performance
System shall allow for a reasonable opportunity for mentoring and professional development activities for teachers designed to
improve instruction and student achievement.
http://legisweb.state.wy.us/2011/Engross/SF0146.pdf
Title: S.F. 146--Teacher Quality--Evaluation
Source: http://legisweb.state.wy.us
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban--Change/Improvements |
| |