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State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
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| Economic/Workforce Development |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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 | Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes a district to evaluate a principal annually for the principal's first and second year of employment as a new principal and authorizes additional evaluations. Authorizes a district governing board to identify who will conduct the evaluation of each principal. Authorizes the criteria for principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth, effective and comprehensive teacher evaluations, culturally responsive instructional strategies, the ability to analyze quality instructional strategies and provide effective feedback, and effective school management. Authorizes the use of specified federal carryover funds and certain other funds to implement this act. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1251-1300/sb_1292_bill_20120921_chaptered.pdf
Title: S.B. 1292
Source: www.leginfo.ca.gov
| |
| LA | Adopted 09/2012 | P-12 | Makes various changes to align the evaluation of school personnel with Act 54 of the 2010 Regular Legislative Session, including: (1) Clarifying the observation/data collection process for local personnel evaluation plans; (2) Overview of what constitutes the 50% of the evaluation based upon growth in student learning for teachers and administrators, respectively, and what constitutes the 50% of the evaluation that is based on a qualitative measure of teacher and administrator performance; (3) Student learning targets in teachers teaching non-tested grades and subjects; (4) Observation tools, including minimum requirements for LEA observation tools and waiver request procedures for LEAs that do not wish to use department-developed/identified observation tools; (5) Calculation of teachers' and administrators' final composite score on annual evaluations to determine their effectiveness rating for that academic year; (6) Certification of evaluators; (7) LEA retention of copies of evaluation results and any related documentation; (8) Required components of each job description; (9) Invalidation of evaluation results for any teacher or administrator with 60 or more excused absences in an academic year (due to maternity leave, military leave, etc.); (10) Annual summary reporting to the department by LEAs of teacher and administrator evaluation results; (11) The 3 domains included in the "Louisiana Components of Effective Teaching," and the components that fall under each domain; and (12) Definitions. Page 62-66 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:CXLVII.105, 301, 305, 307, 309, 311, 319, 321, 323, 325, 701, 901, 903, and 905
Source: www.doa.louisiana.gov
| |
| AR | Adopted 08/2012 | P-12 | Establishes the requirements and implementation procedures concerning the Teacher Excellence and Support System, beginning in the 2014-2015 school year.
5.0 Provides that the evaluation framework for a summative evaluation for a classroom teacher includes the following categories: (1) Planning and preparation, (2) Classroom environment, (3) Instruction, and (4) Professional responsibilities. Outlines the process for a summative evaluation, which includes a formal classroom observation and informal classroom observation.
6.0 Requires that a teacher and evaluator develop a professional learning plan for the teacher that (1) Identifies professional learning outcomes to advance the teacher's professional skills, and (2) Clearly links professional development activities and the teacher's individual professional learning needs identified through the Teacher Excellence and Support System.
Establishes a novice teacher mentoring and induction.
7.0 Requires teachers to be placed in intensive support status if the teacher has a rating of "Unsatisfactory" in any one entire teacher evaluation category of the
evaluation framework. Requires evaluators to establish a time period for the intensive support status and notify the teacher that if his/her contract is renewed while the teacher is in intensive support status, the fulfillment of the contract term is subject to the teacher's accomplishment of the goals established and completion of the tasks assigned in the intensive support status.
If the intensive support status is related to student performance, the teacher is required to use formative assessments to gauge student progress throughout the period of intensive support status. Provides that the evaluator and teacher must develop goals and tasks that correlate to the professional learning plan and evidence-based research concerning the evaluation category that forms the basis for the intensive support status.
If a teacher does not accomplish the goals and complete the tasks established for the intensive support status during the period of intensive support status, the
evaluator must notify the superintendent of the school district where the teacher is employed and provide the superintendent with documentation of the intensive
support status. Upon review and approval of the documentation, the superintendent is required to recommend termination or nonrenewal of the teacher's contract.
8.0 Requires annual evaluations for every teacher who is a: (1) Novice teacher, (2) Probationary teacher, or (3) Teacher who successfully completed intensive support status within the current or immediately preceding school year. All other teachers must be evaluated every three years.
9.0 Requires that The Department of Education provide technical assistance to school districts for developing and implementing instruments to evaluate administrators that weight an administrator evaluation on student performance and growth to the same extent as provided for teachers under the Teacher Excellence and Support System.
14.0 Provides that the Department of Education must establish applicable growth models following the full implementation of the PARCC assessment system.
http://170.94.37.152/REGS/005.15.12-002F-13108.pdf
Title: AR ADC 005.08.4-1.0 to AR ADC005.08.4-14.0
Source: http://www.sos.arkansas.gov/rules_and_regs/
| |
| NM | Adopted 08/2012 | P-12 | Adds new rule: 6.69.8 NMAC 'Teacher and School Leader Effectiveness,' which is intended to establish uniform procedures for conducting annual evaluations and effectiveness of licensed school teachers and administrators. A. As soon as possible but not later than the commencement of the 2013-2014 school year, all school districts are required to develop and submit to the department for approval and for implementation during the 2013-2014 school year, an effectiveness evaluation system for measuring performance of licensed school employees. B. School districts may continue to use the highly objective uniform statewide standards of evaluation for evaluating, promoting, terminating and discharging licensed school employees for performance during the 2012-2013 school year. C. Each school district is required to report annually to the department the results of its effectiveness evaluations of its licensed school employees and the alignment of its effectiveness evaluation system with the three-tiered licensure system. Systems must include measures of student achievement growth worth 50%, observations worth 25% and other multiple measures worth 25%, unless otherwise provided for and differentiate among at least five levels of performance, which include the following:
(a) exemplary, meets competency;
(b) highly effective, meets competency;
(c) effective, meets competency;
(d) minimally effective, does not meet competency; and
(e) ineffective, does not meet competency.
Requires annual effectiveness evaluation for every school leader. Requires that All ratings for the performance of a school leader be based 50% on the change in a school's A through F letter grade, 25% based on the school's multiple measures and 25% based upon documented fidelity observations of the school leader. Requires, whenever possible, that evaluations include student achievement growth data for students assigned to the public school for at least three consecutive school years, provided that, the student achievement growth component of the effectiveness evaluation shall be based on the change in the school's A through F letter grade.
http://www.nmcpr.state.nm.us/nmregister/xxiii/xxiii16/6.69.8.htm
Title: 6.69.8 NMAC
Source: http://www.nmcpr.state.nm.us
| |
| IL | Adopted 06/2012 | P-12 | From Illinois Register: Sets forth the minimum requirements for both student growth and professional practice that all school districts must meet when establishing their performance
evaluation systems for teachers and principals/assistant principals (Subparts B and D, respectively). Provides an outline for how student growth must be considered when rating student performance for teachers by:
• Designating that student growth must constitute at least 30% of the final performance evaluation rating assigned, which will be phased in using at least 25% for the first two years of implementation;
• Defining the type of assessments from which the joint committee may choose; and
• Allowing joint committees to determine locally how student characteristics will be considered relative to student growth.
The state model for considering student growth for teachers (Subpart C), applicable to all districts except for Chicago Public Schools, will continue to be fleshed out in future rulemakings in regards to special populations, identification of procedures for reaching agreement on the type of assessments to be used when the joint committee cannot agree, and for both assessments for nontested areas, such as career and technical education and the fine arts, and the measures tied to those assessments, such as student learning objectives.
Requires the consideration of student growth for principals and assistant principals (see Section 50.310) also must be at least 30% of the final performance evaluation rating assigned, which will be phased in during a two-year period. States when a student's score may be included as part of the student growth measure, ensuring that the results can be attributed to the principal or assistant principal being evaluated. Recognizes the unique role of assistant principals by allowing for consideration of other student outcomes that are tied to the individual's specific duties, such as attendance, when ascertaining the assistant principal's impact on student growth.
The rules for professional practice for teachers and principals/assistant principals (see Sections 50.120 and 50.320, respectively) define the characteristics of a formal observation, the number of observations that must be conducted, and requirements for the evaluator to meet with the individual being evaluated before the observation takes place and share information about the evidence collected after the observation is concluded. These requirements will help prepare both the evaluator and individual being evaluated for each observation and provide information in a timely manner so that the individual can work towards improvements in practice before the final performance evaluation rating is assigned.
Subpart E addresses requirements for any locally developed prequalification process or retraining program. Pages 277-312 of 403: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue22.pdf
Title: 23 IL ADC 50.10, 20, 30, 100, 110, 120, 140, 200, 300, 310, 320, 330, 400, 410, 420; 23 IL ADC 50.App. A
Source: www.cyberdriveillinois.com
| |
| MA | Signed into law 06/2012 | P-12 | Requires the State Board to establish and maintain a data system for the purpose of assessing the effectiveness of district evaluation systems in assuring effective teaching and administrative leadership. Requires that such information be made publicly available. Provides that information that is evaluative in nature and which may be linked to an individual educator may not be disclosed.
Protects the right of a superintendent to lay off teachers pursuant to reductions in force or reorganization resulting from declining enrollment or other budgetary reasons. Provides that a teacher with professional teacher status may not be laid off due to a reduction in force or reorganization if there is a teacher without such status or who is less qualified on staff. Provides that a professional teacher may not be displaced by a more senior teacher with such status unless the more senior teacher is currently certified and is at least as qualified for the position as the junior teacher holding the position.
Requires that collectively bargained qualifications include, as primary factors, indicators of job performance including overall ratings resulting from comprehensive evaluations. Provides that no distinction shall be made between the overall performance ratings established by the board of elementary and secondary education finding that the teacher has met or exceeded acceptable performance standards and that are defined by the board as proficient and exemplary.
Provides that the school committee and the collective bargaining representative may negotiate for seniority or length of service only as a tie-breaker in personnel actions under this paragraph among teachers whose qualifications are no different.
Directs the superintendent of a school district to appoint principals for each public school within the district at levels of compensation determined in accordance with policies established by the school committee. Lays out duties for school principals, including personnel hiring, termination, voluntary transfer, involuntary transfer, reduction in force and recall decisions.
Directs the department of elementary and secondary education to pay $3,500,000 of the cost of providing training for evaluators and school teams, consistent with the approved Race to the Top grant, and districts to pay the additional costs for school team training and the costs associated with providing training for evaluators.
Directs all districts required to adopt and implement evaluation systems for the 2013-2014 school year to provide an evaluation training program developed by the department of elementary and secondary education for all evaluators and for all teachers, principals and administrators required to be evaluated. Require all such districts to develop and submit, in coordination with each district's annual Title II-A needs assessment, a plan for funding the training required to implement the educator evaluation system, using available local, state, and federal funds. Provides that any district that has not already commenced an evaluation training program shall not require teachers to be evaluated until the district has published an evaluation training schedule for teachers, principals, and administrators who are required to be evaluated.
Requires districts implementing the new evaluation system in fiscal year 2013 or 2014 to allocate some or all of its fiscal year 2013 or 2014 chapter 70 professional development allotment to implement an evaluation training program for all teachers and administrators.
Establishes a board of elementary and secondary education educator evaluation data advisory committee to provide recommendations to the board of elementary and secondary education concerning what information shall be collected for the purpose of assessing the effectiveness of district evaluation systems in assuring effective teaching and administrative leadership in public schools and how such information shall be made available to the public. Requires the committee to file a report including recommendations to the board no later than December 31, 2012 with the clerks of the senate and house of representatives who shall forward it to the joint committee on education.
http://www.malegislature.gov/Bills/187/Senate/S02315
Title: S.B. 2315
Source: http://www.malegislature.gov/
| |
| NY | Signed into law 06/2012 | P-12 | Directs each district and board of cooperative educational services (BOCES) to release to the public and the department of education the quality ratings and composite effectiveness scores from its teachers' and principals' annual professional performance reviews. Requries districts and BOCES, upon parent/guardian request, make available to a student's parents/guardians the final quality rating and composite effectiveness score for each teacher and principal of the building the student is assigned to for the current school year. Requires the commissioner to disclose teacher and principal evaluation data on the department website, including specific elements that must be reported by district/BOCES, by building, and both. Directs the department, each district, and BOCES to ensure that any release to the public of annual professional performance review data does not include personally identifiable information for any teacher or principal. Provides annual performance reviews of individual teachers and principals are not subject to state Freedom of Information law. http://assembly.state.ny.us/leg/?default_fld=&bn=S07792&term=&Summary=Y&Text=Y
Title: S.B. 7792
Source: assembly.state.ny.us
| |
| OH | Signed into law 06/2012 | P-12 | Clarifies that evaluation procedures for assistant principals must be based on principles comparable to the teacher evaluation policy adopted by the board, but must be tailored to the duties and responsibilities of assistant principals (previously policy required local boards to adopt procedures for the evaluation of all principals and assistant principals, but did not distinguish between the two in the metrics by which these administrators were to be evaluated). Page 134 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Assistant Principal Evaluations
Source: www.legislature.state.oh.us
| |
| PA | Signed into law 06/2012 | P-12 | Section 1123 requires the Secretary of Education--by June 30, 2013--to create a rating tool to measure the performance of professional staff in all districts, intermediate units, area vocational-technical schools, charter schools, and cyber charter schools. Requires the classroom teacher rating tool to give consideration to classroom observation and practice related to student performance. Student performance will comprise 50% of the overall rating and must be based upon multiple measures of student achievement. The principal rating tool must give consideration to planning and preparation, school environment, delivery of service, and professional development. Student performance is to comprise 50% of the overall rating and must be based upon multiple measures of student achievement. The rating tool for non-teaching professionals must give consideration to planning and preparation, school environment, delivery of service, and professional development. Student performance in the building of the nonteaching professional will comprise 20% of the overall rating. Each rating tool must characterize performance as either distinguished, proficient, needs improvement, or failing. Professional employees are to be rated at least annually and temporary professionals at least twice annually.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1901&pn=3885
Title: H.B. 1901 - Section 1123
Source: http://www.legis.state.pa.us
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 51) Expands the requirements for the guidelines for the state model evaluation program for teachers and school administrators to include 1)using four ratings to evaluate teacher performance: (a) exemplary, (b) proficient, (c) developing, and (d) below standard; 2) scoring systems to determine the ratings; 3) periodic training on the evaluation program both for teachers being evaluated and for administrators performing evaluations, offered by the school district or its RESC; 4) professional development based on individual or group needs identified through evaluations; 5) opportunities for career development and professional growth; and 6) a validation procedure for SDE or an SDE-approved third party entity to audit ratings of below standard or exemplary. Also requires guidelines to call for improvement and remediation plans that 1) are developed in consultation with the affected employee and his or her union representative; 2) identify resources, support, and other methods to address documented deficiencies; 3) show a timeline for implementing such measures in the same school year as the plan is issued; and 4) provide success indicators, including a minimum overall rating of proficient at the end of the improvement and remediation plan.
Requires district evaluations to (1) be carried out annually, (2) include support as well as evaluation, and (3) be consistent with model guidelines adopted by SBE. It allows district programs to include periodic ("formative") evaluations during the year leading up to the final, overall ("summative") annual evaluation. Under the bill, any teacher or administrator who does not receive a summative evaluation during the school year must receive a rating of "not rated" for that year. Requires superintendents to report annually, by June 30, to the education commissioner on the implementation of evaluations, including their frequency, aggregate evaluation ratings, the numbers of teacher and administrators not evaluated, and other requirements as determined by SDE.
(Sec. 52) Requires the education commissioner to administer a teacher evaluation pilot program for the 2012-13 school year. He must select at least eight but no more than 10 districts to participate in the pilot. For purposes of the pilot evaluation programs, the bill defines "teacher" to include administrators. The commissioner must select a diverse group of rural, suburban, and urban districts with varying student academic performance levels to participate in the pilot. The pilot program must: 1) assess implementation of evaluation programs developed by school boards and that comply with SBE model guidelines, 2) identify needed technical assistance and support for districts implementing such programs, 3) train administrators to conduct evaluations, 4) train teachers being evaluated, 5) include a process for SDE or its designee to validate evaluations, and 6) provide funds to districts for program administration.
(Sec. 54) Requires school boards to provide training for all evaluators and orientation to all teachers they employ, prior to implementing the teacher evaluation and support program, regarding the evaluation and support program. Evaluators must be trained before they conduct any evaluations under the new program and each teacher must complete the orientation before being evaluated.
(Sec. 55) Requires the education commissioner, within available appropriations, to randomly select at least 10 district evaluation programs for a comprehensive SDE audit. SDE must submit audit results to the Education Committee.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| IA | Signed into law 05/2012 | P-12 | This section relates to teacher reviews, professional development, and administrator evaluations. Creates three new task forces: Statewide Educator Evaluation System Task Force, Iowa Teaching Standards and Criteria Review Task Force, and Teacher Performance, Compensation and Career Development Task Force. Requires 36 additional hours of practitioner collaboration (can be repurposed from existing professional development time). Requires annual review of teachers. The first two years of review are to be conducted by a peer group of teachers and are to be formative in nature -- not for recommending participation in an intensive assistance program or for compensation, layoff, termination, etc.. Requires annual evaluation of administrators. The Statewide Educator Evaluation System Task Force is to develop a statewide teacher evaluation system and a statewide administrator evaluation system that standardize the instruments and processes used throughout the state. Lists required components: Direct observation; balanced consideration of student growth measures; integration of the Iowa teaching standards; system applicability to teachers in all content areas. Also requires that recommendations include a tiered evaluation system that differentiates ineffective, minimally effective, effective and highly effective performance by teachers and administrators.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.B. 2284 -- Division III
Source: http://coolice.legis.state.ia.us
| |
| LA | Adopted 05/2012 | P-12 | From May 2012 Louisiana Register: Act 54 of the 2010 Regular Legislative Session required that BESE develop, adopt, and promulgate all rules necessary for the implementation of teacher and administrator evaluations. Present rulemaking provides guidelines for incorporating measures of student growth into teacher and administrator evaluations to align the evaluation of school personnel with Act 54 of the 2010 Regular Legislative Session. As required by Act 54, the revisions reflect the recommendations of the superintendent's Advisory Committee on Education Evaluation (ACEE) related to use of the value-added assessment model to measure student growth; use of alternate measures to assess student growth in non-tested grades and subjects; and definitions of effectiveness for teacher and administrator performance. Provisions also address purposes of personnel evaluation, measures of growth in student learning (value-added model), measures of growth in non-tested grades and subjects, observation tools, standards of effectiveness, evaluators (including the evaluator certification process and staff development of evaluators), professional development based on all teachers' and administrators' areas of improvement, intensive assistance, due process and grievance procedures, evaluation records guidelines, extenuating circumstances under which districts may request invalidation of student achievement growth data for the value-added assessment model/evaluations, charter school exceptions, LEA reporting and monitoring of evaluation results, and appendices (including Louisiana Teacher Competencies and Performance Standards).
Pagse 70-79 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:CXLVII.Chapters 1-9
Source: www.doa.louisiana.gov
| |
| AZ | Signed into law 04/2012 | P-12 | Requires the State Board to adopt four state performance classifications (highly effective, effective, developing, ineffective) and guidelines for school districts and charter schools for the teacher and principal evaluation instrument by December 1, 2012. Permits periodic adjustments. Requires school districts and charter schools to adopt definitions for the performance classifications in a public meeting and apply the performance classifications to their evaluation instruments by the 2013-14 school year. Requires school boards to adopt policies for principal evaluations by the 2013-14 school year. Determines the term of employment contracts for principals to be 3 years. Directs the school boards to make each principal's evaluation and performance classification available to school districts and charter schools that are inquiring about the principal for hiring purposes. Requires school boards to adopt policies for teacher evaluations by the 2013-14 school year. Requires board to provide incentives to teachers with highest performance classifications to work in schools assigned with letter grades "D" or "F"; to protect for teachers who are transferred to schools that are assigned a letter grade of "D" or "F"; to incentivize teachers in the highest peroformance classification with multi-year contracts not to exceed three years; and to provide protections for teachers if the principal of the school is designated in the lowest performance classification. Prohibits a teacher who has been employed for the major portion of three or more consecutive years and is designated in the lowest performance classification for two consecutive years from being transferred as a teacher to another school in the district unless: the district has issued a notice of inadequacy of classroom performance and approved a performance improvement plan for the teacher, and the school board has approved the new placement as being in the best interests of the students. Restricts teachers who continue to be designated in one of the two lowest performance classifications from being permitted to transfer to another school. Specifies that a teacher who has not been employed for more than the major portion of four consecutive years, is under contract and has been designated in one of the two lowest performance classifications is not provided with the right to a hearing.Requires at least two actual classroom observations of teachers in a complete and uninterrupted lesson and specifies that each observation must be separated by at least 60 calendar days and written results of each observation must be provided to the teacher within 10 business days of the observation. Permits the release of confidential performance evaluations to school districts and charter school upon inquiry. Requires that teacher transfers from one school to another in a single district take into account performance evaluations and school need. Requires board to post best practices for the implementation and assessment of principal and teacher evaluation systems on its website on or before September 15, 2012. Chapter 259 - http://www.azleg.gov/legtext/50leg/2r/laws/0259.pdf
Title: H.B. 2823
Source: azleg.gov
| |
| GA | Signed into law 04/2012 | P-12 | Eliminates a deadline for annual performance evaluations (continues to require annual performance evaluations, but eliminates requirement that the evaluator complete annual evaluations of all certified personnel by April 1). Page 4 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Deadline for Annual Performance Evaluations
Source: www.legis.ga.gov
| |
| ME | Signed into law 04/2012 | P-12 | Requires school administrative units to develop and implement comprehensive performance evaluation and professional growth systems for teachers and principals. Sets forth standards that must be met by the systems, including a requirement that multiple measures of effectiveness must be used in evaluations, that evaluators must be properly trained and that a system must include a process for using information from the evaluation process to inform professional development. The Department of Education is required to adopt rules regarding the requirements of the system. The requirement for development and implementation of the system is phased in with full implementation required in school year 2015-2016.
Effectiveness ratings must be treated as a significant factor in determining the order of layoff and recall when reductions in force occur. The bill provides that receipt of a rating of ineffective for 2 consecutive years constitutes just cause for nonrenewal of a teacher's contract. Any appeal or grievance of a rating or evaluation under the system is limited to matters of implementation, not professional judgment.
Establishes a new targeted funding component under the Essential Programs and Services formula, to be used for development and implementation of the required performance evaluation and professional growth system.
Requires the department to collect data on the success and retention of teachers who complete approved teacher preparation programs in the State. It also requires the State Board of Education to include in its certification rules a requirement that an applicant for a provisional teacher certificate must complete a 10-week student teaching experience before attaining certification and a requirement that a person seeking
an endorsement to teach either elementary or middle school must pass a rigorous test of mathematics and evidence-based reading instruction. Finally, the bill requires the State Board of Education to adopt rules setting forth a path to provisional certification for a person who has not completed a traditional teacher preparation program but who has a baccalaureate degree and demonstrates subject matter competency.
http://www.mainelegislature.org/legis/bills/bills_125th/chappdfs/PUBLIC635.pdf
Title: H.P. 1376
Source: www.mainelegislature.org
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| MN | Signed into law 04/2012 | P-12 | Requires that longitudinal student growth data account for 35% of a principal's annual evaluation.
Article 2, Sec.8, Sub.3 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| MS | Signed into law 04/2012 | P-12 | Requires the local school board to conduct an annual comprehensive evaluation of the school superintendent consistent with the assessment components established by law and the assessment benchmarks established by the Mississippi school board association.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/0400-0499/HB0447SG.pdf
Title: H.B. 447
Source: http://billstatus.ls.state.ms.us/
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| WI | Signed into law 04/2012 | P-12 | Requires that beginning July 1, 2012, each teacher preparatory program in the state submit to the department a list of individuals who have completed the program and who have been recommended by the program for licensure, together with each individual's date of program completion, from each term or semester of the program's most recently completed academic year and sets filing requirements. Also creates an educator effectiveness section (115.415) that applies to all public schools, including charter schools, and whereby 50% of the total evaluation score is based on measures of student performance, including performance on state assessments, district-wide assessments, student learning objectives, school-wide reading at the elementary and middle-school levels, and graduation rates at the high school level. The other 50% of the total evaluation score is based on the extent to which the teacher or principals' practice meets the core teaching standards adopted by the 2011 Interstate Teacher Assessment and Support Consortium. (Act 166)
https://docs.legis.wisconsin.gov/2011/related/acts/166
Title: S.B. 461
Source: https://docs.legis.wisconsin.gov
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| NY | Signed into law 03/2012 | P-12 | Part A, Section 1: Requires a school district, to be eligible for an apportionment of general support for public schools from the funds appropriated for the 2012-13 school year in excess of the amount apportioned to the district in the base year, to submit documentation, approved by the commissioner of education, demonstrating a plan adopted by the local governing board, and full implementation of new standards and procedures, for conducting annual performance reviews of classroom teachers and principals, including (1) state assessments and other comparable measures comprise 20% or 25% of the evaluation; (2) locally selected measures of student achievement comprise 20% or 15% of the evaluation; (3) subjective measures that meet certain criteria comprise 60% of the evaluation; and (4) a four-tiered scoring rubric. Provides that if such deduction for the 2012-13 school year is greater than the sum of the amounts available for such deductions, the remainder of the deduction must be withheld from payments scheduled to be made to the district for the 2013-14 school year. For New York City, additionally makes receipt of 2012-13 funds in excess of base amount contingent upon submission of documentation, approved by the commissioner of education by January 17, 2013, demonstrating adoption of an expeditious appeals process for teacher and principal annual performance reviews that is consistent with the 2012 amendments to the education law.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text
Title: A.B. 9057 - Portion of State Funding Contingent on Adoption of Teacher and Principal Evaluation Process
Source: assembly.state.ny.us
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| SD | Signed into law 03/2012 | P-12 | Provides that beginning in the 2014-2015 school year, any public school district seeking state accreditation must evaluate each certified teacher on an annual basis and each certified principal not less than every other year. Each school district must adopt the model evaluation instrument and procedures for evaluating the performance. (Sec. 38-42)
Teacher evaluations require multiple measures of performance as follows:
o 50% based on quantitative data
o 50% based on qualitative data
Teacher and Principals evaluations are based on the following four-tier rating system:
o Distinguished;
o Proficient;
o Basic; and
o Unsatisfactory.
Maintains that the procedures for evaluation and the model evaluation instrument referenced in may not be the subject of any collective bargaining agreement between a district and the district's teachers. (Sec. 38-42)
Establishes the South Dakota Education Reform Advisory Council to advise upon the implementation of this Act. (Sec. 64)
http://legis.state.sd.us/sessions/2012/Bills/HB1234ENR.pdf
Title: H.B. 1234
Source: http://legis.state.sd.us
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| UT | Signed into law 03/2012 | P-12 | Requires each district employee to be evaluated annually in accordance with state board rules. Requires provisional or probationary educators to be evaluated at least twice each school year. Establishes parameters for state board rules, including requiring a teacher's summative evaluation to be based in part on student learning growth or achievement, and directs the state board to report to education interim committee, as requested, on progress in implementing employee evaluations. Permits a local board's joint committee to adopt or adapt an evaluation program for teachers based on a state board-developed model, or create its own evaluation program for teachers. Requires a local evaluation program to differentiate among four levels of performance, and requires districts to fully implement an educator evaluation system in accordance with the state board framework by the 2014-15 school year. Requires local procedures for employee dismissal to include procedures and standards for developing and implementing an assistance plan for a career employee with unsatisfactory performance, and establishes parameters for such procedures and standards. Amends district employee dismissal procedures. Adds procedures for nonrenewal or termination of a career employee's contract for unsatisfactory performance, which must include development of an assistance plan to improve performance and subsequent re-evaluation of an employee's performance. Prohibits an employee with unsatisfactory performance from being transferred to another school unless the local board approves the transfer. Directs the state board to prescribe standards for an independent review of an educator's summative evaluation. Establishes requirements for districts to report educator evaluation results to the state board, and requires such data to be included in the state superintendent's annual report. Pages 1-30 of 35: http://le.utah.gov/~2012/bills/sbillenr/sb0064.pdf
Title: S.B. 64 - Educator Evaluation
Source: le.utah.gov
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| UT | Signed into law 03/2012 | P-12 | Defines "district administrator" and "school administrator". Directs the state board to adopt rules establishing a framework for the evaluation of school and district administrators that includes, among other components, student achievement indicators emphasizing learning growth and proficiency, and the results of a local evaluation tool that includes input from employees, parents and students. Requires districts to implement an evaluation system for school and district administrators by the the 2014-15 school year. By the 2015-16 school year, requires a school or district administrator's salary to be based on his/her most recent evaluation. Requires a district to continue to award any salary increases to a school or district administrator based on the aforementioned evaluation until at least 15% of a school or district administrator's salary is contingent upon the evaluation. Pages 31-32 of 35: http://le.utah.gov/~2012/bills/sbillenr/sb0064.pdf
Title: S.B. 64 - Administrator Evaluation and Compensation
Source: le.utah.gov
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| WY | Signed into law 03/2012 | P-12 | Directs state board to measure year-to-year changes in student achievement and link performance to school and district leaders, including principals and superintendents. Requires state board, no later than July 1, 2013, to use performance data to establish an annual performance evaluation for school and district leaders.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| CO | Signed into law 02/2012 | P-12 | Senate Bill 10-191, enacted in 2010, requires the general assembly to review and approve the rules adopted by the state board of education implementing a statewide system to evaluate the effectiveness of licensed personnel employed by school districts and boards of cooperative services (statewide system). The bill contains the recommendations of the committee on legal services to approve the rules of the state board of education, department of education, adopted on November 9, 2011, to implement the statewide system. The bill postpones the scheduled expiration of the rules on the statewide system, thereby continuing the rules.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/7DA622E1E23231E387257981007F53B2?open&file=1001_ren.pdf
Link to rules:http://www.cde.state.co.us/EducatorEffectiveness/downloads/rulemaking/1CCR301-87EvaluationofLicensedPersonnel11.9.11.pdf
Title: H.B. 1001
Source: http://www.leg.state.co.us
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Professional Development |
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