 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| 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 |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--High Stakes/Competency |
| |
| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| Attendance |
| |
| 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 |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
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| 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 |
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| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| 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 |
| |
| 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--Preparation |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| 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 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| 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--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--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| 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--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promotion/Retention |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--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--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--K-12 Exchange Students |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
 | Teaching Quality--Certification and Licensure |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Requires state professional licensing boards, with certain exceptions, to waive the renewal fees, continuing education requirements, and other renewal requirements as determined by the board, if any are applicable, of any licensee or registrant who is called to active duty as a member of the U.S. Armed Forces or the California National Guard if certain requirements are met. Except as specified, prohibits a licensee or registrant from engaging in any activities requiring a license while a waiver is in effect. Requires a licensee or registrant to meet certain renewal requirements within a specified time period after being discharged from active duty service prior to engaging in any activity requiring a license. Requires a licensee or registrant to notify the board of his/her discharge from active duty within a specified time period. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1551-1600/ab_1588_bill_20120929_chaptered.pdf
Title: A.B. 1588
Source: www.leginfo.ca.gov
| |
| NV | Adopted 09/2012 | P-12 | Details the documentation and fees required to be submitted with an application for initial issuance of a license as a teacher or other educational employee. http://www.leg.state.nv.us/nac/NAC-391.html#NAC391Sec045
Title: NAC 391.045
Source: www.leg.state.nv.us
| |
| IL | Emergency Rules 08/2012 | P-12 | On June 21, 2012, the state board adopted a policy to allow candidates for entry into educator preparation programs and applicants for Illinois educator licenses to use a minimum composite score received on the ACT or SAT in lieu of passing the Illinois test of basic skills (i.e., Test of Academic Proficiency). In order to allow candidates and applicants currently applying for programs and licenses to choose this alternative method, the board's policy must be placed in administrative rules. (This rule will be in force until replaced by regular rulemaking or until the end of the 150-day period, whichever occurs sooner.)
Clarification from Illinois Register: Providing a second option for admission into educator preparation programs has the potential to benefit a large number of candidates, especially those who have been unable to pass a particular component, or subtest (i.e., reading, language arts, mathematics and writing), of Illinois' test of basic skills. Individuals who wish to begin their programs in the fall semester, but who have not yet been fully admitted due to a low score on one or more subtests, may opt to use their scores from the ACT or SAT instead. Otherwise, these individuals would have to wait 60 days before they could re-test and would not receive scores until after the start of the school year. Pages 243-258 of 281: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue32.pdf
Title: 23 IL ADC 25.720
Source: www.cyberdriveillinois.com
| |
| NY | Signed into law 08/2012 | P-12 | Extends the effectiveness of provisions relating to citizenship requirements for permanent certification as a teacher to 2017.
From bill memo: Extends for another five years chapter 658 of the laws of 2002 which enabled a legal resident whose immigration status is that of a lawful permanent resident of the United States and who would otherwise be eligible and qualified to serve as a teacher, to apply for and to receive permanent certification as a teacher. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A09472&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9472
Source: assembly.state.ny.us
| |
| HI | Signed into law 07/2012 | P-12 | Requires professional and vocational licensing boards to consider relevant military education, training, and service as part of the evaluation process toward the qualifications of a license. Requires the licensing administrator of the professional and vocational licensing division of the department of commerce and consumer affairs to communicate the intent of this Act to each licensing authority and report to the legislature. Repealed effective June 30, 2022. http://www.capitol.hawaii.gov/session2012/bills/HB2258_SD1_.pdf
Title: H.B. 2258
Source: www.capitol.hawaii.gov
| |
| NC | Signed into law 07/2012 | P-12 | Permits military-trained applicants who have been awarded a military occupational specialty and military-spouse applicants who are licensed in another jurisdiction to receive occupational licenses in the State. SESSION LAW 2012-196 http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H799v6.pdf
Title: H.B. 799
Source: ncleg.net
| |
| CT | Signed into law 06/2012 | P-12 | Revises the number of grades an endorsement to teach elementary school covers by limiting it to grades one to six, from grades kindergarten to six. Exceptions granted to teachers enrolled in a teacher preparation program for elementary grades prior to the fall semester of 2012. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00063-R00SB-00382-PA.htm
Title: S.B. 382
Source: cga.ct.gov
| |
| IL | Signed into law 06/2012 | P-12 | Authorizes issuance of expedited temporary occupational or professional license to a service member or spouse of a service member who holds valid licensure for the occupation or profession in another state, commonwealth, possession or territory of the United States or District of Columbia, or any foreign jurisdiction, and requirements are equivalent to licensure standards in Illinois, and who meets other specified requirements. Provides under Types of Licenses section of education code for "Professional Educator License with Stipulations" for service member or spouse. http://www.ilga.gov/legislation/97/SB/PDF/09700SB0275lv.pdf
Title: S.B. 275
Source: www.ilga.gov
| |
| ME | Adopted 06/2012 | P-12 | This rule contains the requirements for certification, authorization, and approval of educational personnel who serve in the public and in certain approved private schools of the State of Maine. Standards and procedures for certification, authorization, and approval are included and are intended to provide the highest quality of personnel to help students meet the standards of the system of Learning Results. http://www.maine.gov/sos/cec/rules/05/chaps05.htm
Title: ME ADC 05-071 Ch. 114, s 1, 2, 3, 4
Source: www.maine.gov
| |
| NH | Adopted 06/2012 | P-12 | State the requirements for teacher certification and teacher preparation programs in the area of Early Childhood Education, Classical Language, Music and Theatre. They are being readopted because they are due to expire. The early childhood rules were amended for candidates to have skills, competencies and knowledge of children from birth instead of pre-kindergarten. They are being aligned with the Health and Human Services rules for this age group. The music and theatre rules were readopted with amendments to be consistent with national standards. The changes annotated in the text were reviewed by the Council for Teacher Education and approved by the Professional Standards Board.
http://www.gencourt.state.nh.us/rules/register/2011/November-3-11.pdf
Title: NH ADC Ed 507.18, 34, 36, 38; NH ADC Ed 612.03, 15, 20, 30
Source: http://www.gencourt.state.nh.us/rules/
| |
| NV | Adopted 06/2012 | P-12 | Revises various provisions governing the licensure of educational personnel. http://www.leg.state.nv.us/Register/2011Register/R114-11A.pdf
Title: NAC 391.070
Source: www.leg.state.nv.us
| |
| AZ | Adopted 05/2012 | P-12 | Published by the registrar:
The Arizona State Board of Education adopted the Framework for Evaluating Educator Effectiveness. In that framework, recommendations to the State Board include ensuring Arizona's Professional Teaching Standards align to national expectations (Interstate Teacher Assessment and Support Consortium - InTASC) and Arizona's Professional Administrative Standards align to national expectations (Interstate School Leaders Licensure Consortium - ISLLC).
The State Board of Education is amending R7-2-602. Professional Teaching Standards to align with the Interstate Teacher Assessment and Support Consortium (InTASC) standards, and R7-2-603. Professional Administrative Standards to align with the Interstate School Leaders Licensure Consortium (ISLLC) standards.
Title: AZ ADC R7-2-602, 603
Source: State registrar
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 5) Requires the Department of Education, by January 1, 2012, to develop and approve reading assessments that districts must use to identify kindergarten through third grade who are below proficiency in reading. Assessments must: 1) Include frequent student screening and progress monitoring; 2) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension; 3) allow for periodic formative assessment during the school year; 4) produce data that is useful for developing individual and classroom instruction; and 5) be compatible with best practices in reading instruction and research.
By February 1, 2013, the commissioner must submit the reading assessment to the Education Committee.
(Sec. 6) Requires all certified employees (i. e. teachers and administrators), beginning July 1, 2014, and each following school year, working in kindergarten through third grade to take a practice version of an SBE-approved reading instruction exam. Each local and regional board of education must annually report the results to the SDE.
(Sec. 7) Requires the education commissioner, by July 1, 2013, to establish a professional development program in reading instruction for teachers. The program must: 1) count towards professional development requirements established under the bill (§ 38), 2) be based on student reading assessment data, 3) provide differentiated and intensified training in teacher reading instruction, 4) be used to identify mentor teachers who will train teachers in reading instruction, 5) outline how model classrooms will be established in schools for reading instruction, and 6) inform principals on how to evaluate classrooms and teacher performance in scientifically-based reading research and instruction, and 7) be job-embedded and local whenever possible. Also, requires the education commissioner to annually review the professional development for teachers holding professional certificates with early childhood nursery through third grade or elementary school endorsements and holding jobs requiring such endorsements. The commissioner must assess whether the professional development meets state goals for student academic achievement through implementation of (1) the State Board of Education (SBE)-adopted common core standards, (2) research based interventions, and (3) the federal special education law.
(Sec. 4) Extends a pilot study under PA-1185 to promote best practices in early literacy and closing academic achievement gaps through July 1, 2013. (Not Codified)
(Sec. 89) Directs the commissioner to create a specified intensive reading instruction program to improve student literacy in grades kindergarten to three, inclusive, and close the achievement gap. Directs the commissioner to select five elementary schools that are either (1) located in an educational reform district, (2) participating in the commissioner's network of schools, or (3) among the lowest 5% of elementary schools SPI for reading and mathematics, to participate in an intensive reading instruction program for the school year beginning July 1, 2012 and permits the commissioner to select up to five such schools to participate in the intensive reading instruction program each year thereafter. A specified intensive reading intervention strategy will be used by each school. Provides that any student of a priority school that is selected for the intensive reading program who is reading below proficiency at the end of the school year must be enrolled in an intensive summer school reading program that includes specified components named in the bill. The components include, among other items, a comprehensive reading intervention and scientifically-based reading research and instruction strategies.
(Sec. 91) Requires the SDE by July 1, 2013, to develop a specified coordinated state-wide reading plan for students in grades K-3 that contains research-driven strategies and frameworks to produce effective reading instruction and improvement in student performance.
(Sec. 92 & 93) Requires certified teachers with the comprehensive special education or remedial reading and language arts endorsements to pass the reading instruction test approved by SBE on April 1, 2009.
(Sec. 94) Requires the education commissioner to establish an incentive program, within available appropriations, for schools that: increase by 10% the number of students who meet reading goals on Connecticut mastery tests and demonstrate the methods and instruction the school used to achieve those results. The incentives can include, at the commissioner's discretion, public recognition, financial rewards, and enhanced autonomy or operational flexibility.
(Sec. 94) Requires the SDE, by July 1, 2013 and in consultation with the Board of Regents for Higher Education, to design and approve a preliteracy course for inclusion in the bachelor's degree program with early childhood education concentration offered by a higher education institution accredited by the Board of Governors of Higher Education. The course must be practice-based and specific to preliteracy and language skills instruction for early childhood education teachers.
(Sec. 96) Requires the SDE to collaborate with the Governor's Early Care and Education Cabinet to develop an information-sharing system between preschool and school readiness programs and kindergarten about children's proficiency in oral language and preliteracy.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 35) Requires teacher preparation programs (Starting July 1, 2015) to require, as part of their curricula, that students have classroom clinical, field, or student teaching experience during four semesters of the program.
(Sec. 36) Connecticut has a three-level certification system for public school teachers and administrators: initial, provisional, and professional. Starting July 1, 2016, the bill raises the qualifications for a professional certificate by requiring applicants to hold a master's degree rather than, as current law requires, to successfully complete (1) before July 1, 2016, 30 hours of graduate or undergraduate credit beyond a bachelor's degree or (2) on or after July 1, 2016, 30 hours of graduate credit. The master's degree must be in a subject appropriate to the person's certification endorsement, as determined by SBE. The bill extends the same master's degree requirement to a certified teacher who has taught in another state, U. S. possession or territory, the District of Columbia, or Puerto Rico and applies for a Connecticut professional certificate.
Eliminates the requirement that a professional certificate holder complete 90 continuing education units (CEUs) in order to renew his or her professional certificate. Instead, it makes the certificate valid for five years and requires that it be continued every five years. Requires all certificate holders. including initial and provisional certificate holders, to participate in professional development activities, which replace the CEU requirements starting July 1, 2013. (Sec. 39) Revises professional development to emphasize improved practice and include 18 hours of individual and small-group coaching sessions. Specifies new design for professional development. Eliminates the following professional development requirements: for those with childhood nursery through grade three or elementary endorsements, at least 15 hours of training in teaching reading, reading readiness, and reading assessment; for those with elementary, middle, or secondary academic endorsements, at least 15 hours in how to use computers in the classroom unless they can demonstrate competency; and for those with bilingual endorsements, training in language arts, reading, or math for elementary school teachers and in the subject they teach, for middle and secondary school teachers. Requires SDE to audit district professional development programs and allows SBE to assess financial penalties against districts it finds out of compliance based on such an audit.
Exempts candidates for provisional educator certificates successfully complete the Teacher Education and Mentoring (TEAM) program in his or her endorsement area who have taught under an appropriate certificate from another U. S. state, territory, or possession, the District of Columbia, or Puerto Rico for at least three of the last 10 years or in an SBE-approved nonpublic school in Connecticut for at least three years in the last 10.
(Sec. 37) Establishes a new distinguished educator designation for a person who: 1) holds a professional educator certificate, 2)has taught successfully for at least five years in a public school or SBE-approved private special education facility, 3) has advanced education in addition to a master's degree from a degree or non-degree-granting institution that can include training in mentorship or coaching teachers, and 4) meets performance requirements established by SDE.
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 requires the governor to appoint the executive director of the Board of Educational Examiners subject to confirmation by the Senate -- rather than hired by the Board of Educational Examiners. Also increases the length of the student teaching experience from 12 to 14 weeks.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 -- Division V
Source: http://coolice.legis.state.ia.us
| |
| MT | Adopted 05/2012 | P-12 | Allows for decisions on renewal of licensure to be appealed to the superintendent of public instruction.
http://www.mtrules.org/gateway/ruleno.asp?RN=10%2E57%2E217
Title: 10.57.217
Source: http://www.mtrules.org/gateway/ruleno.asp?RN=10%2E57%2E217
| |
| NJ | Signed into law 05/2012 | P-12 | Directs the Commissioner of Education shall establish a program to issue subject area endorsements in mathematics, the
sciences, or in any subject area in which there is a shortage of teachers to certificated teaching staff members who do not currently have a subject area endorsement in those fields.
Requires staff to (1) pass the appropriate State test of subject matter knowledge; and (2) meet other criteria set forth by the commissioner.
Provides that the program be subject to oversight by the commissioner, including routine reviews and the elimination of subject areas for which endorsements are available under the program. Requires the elimination of a subject area be based on the classroom performance of the teachers who have received endorsements in the subject area under the program or the fact that the subject area no longer has a shortage of teachers.
http://www.njleg.state.nj.us/2012/Bills/AL12/11_.PDF
Title: A 2311
Source: http://www.njleg.state.nj.us
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| NV | Issued 05/2012 | P-12 | Every professional licensing board organized pursuant to the Nevada Revised Statues is ordered to:
Facilitate endorsement of a current license from another state as long as the requirements for licensure in that jurisdiction are substantially equivalent to the requirements in Nevada; and
Where possible, provide for a temporary or provisional license allowing a military spouse to practice while fulfilling requirements needed to qualify for endorsement in this state, or while awaiting verification of documentation supporting such an endorsement; and
Expedite application procedures for a military spouse, including where possible the approval of a license based on an affidavit from the applicant that the information provided on the application is true and that verifying documentation has been requested.
In the case that statutory requirements prohibit any of the actions above, the executive director or chairman of a professional licensing board shall inform the Governor's office in writing of the suggested statutory changes to make reciprocity for military spouse licensure an efficient and practical reality. http://gov.nv.gov/news/item/4294973520/
Title: Executive Order# 2012-11
Source: gov.nv.gov
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| MN | Signed into law 04/2012 | P-12 | Provides that a person who has obstained a one-year license to teach and taught during the 2011-2012 school year may be approved by the Board of Teacheing to continue to teach through the 2012-2013 school year. Article 2, Sec. 20 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 | Establishes an office within the State Department of Education to respond to and conduct hearings regarding educator and administrator licensure and ethics violations. Provides that approval of educator preparation programs is subject to a process and schedule determined by the State Board of Education.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1100-1199/HB1144SG.pdf
Title: H.B. 1144
Source: http://billstatus.ls.state.ms.us/
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| NJ | Signed into law 04/2012 | Postsec. | Establishes a four-year "VETeach Pilot Program" pilot to facilitate the teacher certification of veterans.
Provides that Richard Stockton College of New Jersey will enroll in a 36-month teacher preparation program, a single cohort of students who are veterans of the United States Armed Forces and who served on or after September 11, 2001. The program shall lead to a baccalaureate degree and completion of the requirements necessary to apply to the State Board of Examiners for a certificate of eligibility with advanced standing.
Provides that a certificate of eligibility with advanced standing issued to a student who completes the pilot program shall authorize the student to seek employment as a teacher in grades K through 8, and in certain secondary education fields.
Requires that, upon the conclusion of the pilot program, the commissioner shall report to the Governor and the Legislature on the number of veterans who enrolled in the teacher preparation program, the number of those veterans who were hired as teachers in public or nonpublic schools, and the advisability of the establishment of similar programs on a permanent basis.
http://www.njleg.state.nj.us/2012/Bills/AL12/2_.PDF
Title: S 1026
Source: http://www.njleg.state.nj.us/
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| NY | Issued 04/2012 | P-12 | Establishes the New NY Education Reform Commission to provide guidance and advice to the governor on education policy, performance, and innovation. Directs the commission to study the best national and international public education models and best practices to recommend ways to increase educational productivity and student performance in the state. Directs the commission to comprehensively review and assess the state's education system to ultimately create significant savings while improving student achievement and providing students with a high-quality education. Requires that the review include, but not be limited to:
a. studying teacher recruitment and performance, including incentives to keep the best teachers, and the teacher preparation, certification and evaluation systems;
b. analyzing factors that support P-12 student achievement to ensure all students are on track to graduate from high school ready for college, careers, and active citizenship;
c. evaluating education funding, distribution of state aid, and operating costs to identify efficiencies in spending while maintaining the quality of educational programs, including special education;
d. increasing parent and family engagement, including examining the school calendar and district-level policies that increase parental involvement;
e. examining the unique issues faced by high-need urban and rural districts, including comparing best practices and identifying the different services that these districts might require to be successful;
f. analyzing the availability of technology and its best use in the classroom, including the accessibility of, and obstacles to, using technology in the classroom in light of the requirements and demands of the job market to best prepare our students; and
g. examining the overall structure of the state's education system to determine whether it meets students' needs while respecting the taxpayer.
Directs the commission to compare student achievement outcomes with education spending, focusing on districts that generate higher than average achievement per dollars spent, including high-need districts that are providing students with the opportunity to receive a sound basic education, and identifying how districts can boost student achievement without increasing spending. Directs the commission to submit preliminary recommendations by December 2012, and final recommendations by September 2013, at which time the commission will terminate its work.
http://www.governor.ny.gov/executiveorder/44
Title: E.O. No. 44
Source: www.governor.ny.gov
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| OK | Signed into law 04/2012 | P-12 | Extends the deadline for passage of required competency examinations by two years (from July 1, 2012 to July 1, 2014). The examinations affect general education, professional education and various subject areas and grade levels for purposes of ensuring academic achievement and competency of each teacher candidate or teacher in the subject area the person is seeking licensure or certification to teach which shall also include licensure or certification as an administrator.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2285%20ENR.DOC
Title: H.B. 2285
Source: http://webserver1.lsb.state.ok.us
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| VA | Signed into law 04/2012 | P-12 | Eliminates several statewide mandates on local and regional government entities relating to education and land use. The bill does the following:
* Removes the requirement for establishing local advisory committees on gifted education and the annual reporting by such committees
* Eliminates the requirement to provide the estimated per pupil cost for public education of individual school to each parent or guardian of the enrolled child
* Removes the requirement that proceeds from the sale of local education surplus property be applied to capital improvements
* Removes the requirement for economic and financial literacy courses in middle and high school
* Eliminates the requirement to establish a school health board
* Removes annual contract requirements for community service boards
* Eliminates Internet policy mandates on local libraries
* Changes requirement to give first priority for vending contracts to the blind from mandatory to a local option
* Removes the requirement for economic and financial literacy courses in middle and high school
* Repeals the requirement for civics training for teachers in order to renew license
The bill also makes technical changes. The bill is identical to SB 679.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0805+pdf
Title: H.B. 1295/S.B. 679
Source: http://lis.virginia.gov/
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| AK | Adopted 03/2012 | P-12 | Revises the requirements for issuance of a limited career or technical education certificate (Type M), to include, a period of validity limited to 1 year (previously 4 years) with options for extension following the passage of a teacher competency exam; requires evidence of satisfactory completion of three semester hours of credit related to specialty area, 135 hours of work experience in the specialty outside of work with students, and evidence of satisfactory teaching performance for certificate renewal; demonstration of subject matter competency by submitting two letters of recommendation verifying the applicant's length of experience and competency in the specialty; and possessing an industry certification in the career or technical specialty, or having completed four or more years of full-time work experience in the specialty, for which not more than two years of formal training at a trade school, technical institute, or similar institution may be substituted; and the passage of a criminal background check. Also requires that applicants for a Limited Certificate in the specialty area of Alaska Native language or culture of military science successfully pass a criminal background check. http://www.eed.state.ak.us/regs/filed/4_AAC_12.370%28a%29.pdf
Title: 4 AAC 12.370, 372, 385
Source: eed.state.ak.us
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| AR | Adopted 03/2012 | P-12 | Sets forth the requirements for a criminal background check and a Child Maltreatment Central Registry check for: each first-time applicant for a license issued by the State Board of Education, each applicant for his or her first license renewal after July 1, 1997, each applicant for initial employment in a licensed staff position with a public school district or open-enrollment public charter school, and each applicant for initial employment or non-continuous reemployment in a non-licensed staff position with a public school district, open-enrollment public charter school, or education service cooperative.
Prescribes the procedure for revocation, suspension, or placing on probation of an educational license.
Clarifies whose criminal records check and Child Maltreatment Central Registry check fees shall be paid by the Department of Education.
Clarifies that superintendents and charter school directors have the responsibility of reporting licensure violations of teachers and fraudulent acts by Fiscal Officers to the State Board.
Repeals current rules governing criminal background checks for substitute teachers and the requirement of a criminal background check for the employment of personnel in school districts.
http://170.94.37.152/REGS/005.23.11-005F-12902.pdf
Title: AR ADC 005.23.5-1.00 to AR ADC 005.23.5-8.00; AR ADC 005.15.19-1.00 to AR ADC 005.15.19-4.00; AR ADC 005.15.13-1.00 to AR ADC005.15.13-8.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| ID | Signed into law 03/2012 | P-12 | Five year review of Interstate Agreement on Qualifications of Educational Personnel, a compact addressing qualifications of educational personnel, and recognition of those qualifications among member states. Language is amended to revise purpose statement, provide assumptions and definitions, establish provisions relating to duties of member jurisdictions, establish provisions relating to procedures for member participation and to establish and revise provisions relating to other aspects of the interstate agreement. http://legislature.idaho.gov/legislation/2012/H0394.pdf
Title: H.B. 394
Source: legislature.idaho.gov
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| IN | Signed into law 03/2012 | P-12 | Permits augmentation of appropriations for full-day kindergarten. Changes the amount distributed per child.
Establishes the select commission on education to study: (1) the process of adoption and content of rules adopted by the Indiana state board of education concerning categories or designations of school improvement including the matrices used for the A-F designations; and (2) proposed rules, adopted rules, and policies of the department of education and the Indiana state board of education to implement the provisions of P.L.90-2011, concerning teacher evaluations and licensing. Makes changes to the process in which a school corporation may modify the department's model staff performance evaluation plan. Makes changes to the definition of a turnaround academy. http://www.in.gov/legislative/bills/2012/PDF/HE/HE1376.1.pdf
Title: H.B. 1376
Source: www.in.gov
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| NH | Adopted 03/2012 | P-12 | Ed 510 provides the process for duty to report educator misconduct against a credential holder within a school district or SAU. Ed 511 provides the grounds for suspension or revocation of educator's certification, the procedures for investigation and due process. These rules are being readopted because they are due to expire October, 2012. This update removes the administrator from the review process and instead gives the Director or designee the authority. Also in keeping
with the Department practice, the rules are being changed because the investigation process is being done by the Depaltment instead of the Commissioner and State Board. The State Board will then be able to hear any appeal that is brought forward.
http://www.gencourt.state.nh.us/rules/register/2011/October-13-11.pdf
Title: NH ADC Ed 510.01, 02, 03, 04, 05; NH ADC Ed 511.01, 02, 03, 04, 05, 06
Source: http://www.gencourt.state.nh.us/
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| VA | Signed into law 03/2012 | P-12 | Requires the Board of Education to develop licensure criteria for teachers who teach only online courses. The bill also provides that teachers who hold a Board issued five-year renewable license may teach online courses for which they are properly endorsed.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB578ER+pdf
Title: H.B. 578
Source: http://lis.virginia.gov/
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| WY | Signed into law 03/2012 | P-12 | Requires criminal history check for certification issuance and renewal. Provides cases where issuance or renewal can be denied. Provides for reporting to local district boards about licensure status.
http://legisweb.state.wy.us/2012/Enroll/HB0108.pdf
Title: H.B. 108
Source: http://legisweb.state.wy.us
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| NH | Adopted 01/2012 | P-12 | Rules on obtaining a teaching credential, and on approval of professional preparation programs, for general and professional educator are being readopted with amendments. The rules are updated to align with the standards of the National Council for Accreditation of Teacher Education (NCATE), Interstate Teacher Assessment and Support Consortium (ITASC) and the National Association of State Directors of Teacher Education and Certification (NASDTEC). The changes include competencies for content, creativity, communication and culture for general education. For Professional education they include learner development, facilitation practices, professional responsibility and area of content.
http://www.gencourt.state.nh.us/rules/register/2011/June-17-11.pdf
Title: NH ADC Ed 505.06, 07; NH ADC Ed 609.01; NH ADC Ed 610.02
Source: http://www.gencourt.state.nh.us/rules/
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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