 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--High Stakes/Competency |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--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 |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
 | Teaching Quality--Evaluation and Effectiveness |
| |
| LA | Adopted 12/2012 | P-12 | Requires that the value-added educator evaluation model not be used in any cases where fewer than 10 students with value-added results are assigned to an educator. Pages 73-74 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf
Title: LAC 28:CXLVII.303
Source: www.doa.louisiana.gov
| |
| MT | Adopted 10/2012 | P-12 | Modifies accreditation. One modification deletes old section on teacher evaluation and replaces with new. Requires that evaluation system for licensed staff:
(i) be conducted at least annually for nontenure staff and on a regular schedule adopted by the district for all tenure staff; (ii) be aligned with applicable district goals, standards of the Board of Public Education, and the district's mentorship and induction program; (iii) identify what skill sets are to be evaluated; (iv) include both formative and summative elements; and
(v) include an assessment of the educator's effectiveness in supporting every student in meeting rigorous learning goals through the performance of the educator's duties.
Requires the state superintendent to develop and publish model evaluation instruments that comply with this rule in collaboration with the MEA-MFT, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana, and Montana Small School Alliance. A school district
adopting and using one of the model instruments shall be construed to have complied with this rule, though use of one of the models shall not be required provided that the district's evaluation instrument and process substantially conforms to the requirements set forth in this section.
http://sos.mt.gov/arm/register/archives/MAR2012/MAR12-19.pdf
Title: ARM 10.55.601-1003
Source: http://sos.mt.gov/arm/register
| |
| 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/
| |
| NJ | Signed into law 08/2012 | P-12 | Creates the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act.
Defines "evaluation" as a process based on the individual's job description, professional standards and Statewide evaluation criteria that incorporates analysis of multiple measures of student progress and multiple data sources. Such evaluation shall include formal observations, as well as post conferences, conducted and prepared by an individual employed in the district in a supervisory role and capacity and possessing a school administrator certificate, principal certificate, or supervisor certificate.
Defines "multiple objective measures of student learning" as the results of formal and informal assessments of students. Such measures may include a combination of, but are not limited to: teacher-set goals for student learning; student performance assessments, including portfolio projects, problem-solving protocols, and internships; teacher-developed assessments; standardized assessments; and district-established assessments.
Requires a teacher, in order to achieve tenure, to complete a district mentorship program during the initial year of employment and receive a rating of effective or highly effective in two annual summative evaluations within the first three years of employment after the initial year of employment in which the teacher completes the district mentorship program.
Requires that a principal, assistant principal, and vice-principal, in order to achieve tenure, receive a rating of effective or highly effective in two annual summative evaluations within the first three years of employment with the first effective rating being received on or after the completion of the second year of employment.
Defines "effective" or "highly effective" as receiving an annual summative evaluation rating of "effective" or "highly effective" based on the performance standards for a position established through the evaluation rubric adopted by the board of education and approved by the commissioner.
Requires the State Board of Education to set standards for teacher evaluation rubrics including a provision that multiple measures of practice and student learning be used in conjunction with professional standards of practice using a comprehensive evaluation process in rating effectiveness with specific measures and implementation processes. Provides that standardized assessments be used as a measure of student progress but not be the predominant factor in the overall evaluation of a teacher.
http://www.njleg.state.nj.us/2012/Bills/AL12/26_.HTM
Title: S 1455
Source: http://www.njleg.state.nj.us/
| |
| 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/
| |
| MI | Signed into law 06/2012 | P-12 | (Sec. 95) Creates a new grant program to train principals and assistant principals in educator evaluations. Programs must meet all of the following criteria:(a) contain instructional content on methods of evaluating teachers consistently across multiple grades and subjects; (b) include training on evaluation observation that is focused on reliability and bias awareness and that instills skills needed for consistent, evidence-based observations; (c) incorporate the use of 1 videos of actual lessons for applying rubrics and consistent scoring; (d) align with recommendations of the governor's council on educator effectiveness; (e) provide ongoing support to maintain inter-rater reliability. http://www.legislature.mi.gov/documents/2011-2012/billconcurred/House/pdf/2012-HCB-5372.pdf
Title: H.B. 5372
Source: legislature.mi.gov
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| 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
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| OH | Signed into law 06/2012 | P-12 | Provides that, notwithstanding other provisions, each local board's teacher evaluation policy applies to any person employed under a teacher license, or under a professional or permanent teacher's certificate issued under former statute, and who spends at least 50% of his/her time employed providing student instruction. Provides teacher evaluation provisions do not apply to substitute teachers. Extends from April 1 to May 1 the date by which teacher evaluations must be completed; extends to May 10 date by which teachers must receive written report of evaluation results. Requires only one annual evaluation of teachers on limited or extended limited contract. Makes the providing of peer review optional under a local board's evaluation agreement. Requires at least 3 formal observations of a teacher under consideration for non-renewal who is under limited or extended limited contract. Permits the local board to elect to require only one formal observation of a teacher who received a rating of accomplished on the teacher's most recent evaluation, provided the teacher completes a project that has been approved by the board to demonstrate the teacher's continued growth and practice at the accomplished level.
Requires evaluations to be conducted by persons holding a department-established credential for being an evaluator, and adds an administrative specialist as person eligible to hold such a credential. Also permits evaluations to be conducted by a person employed by an entity contracted by the board who holds a license for being a superintendent, assistant superintendent, principal, vocational director, administrative specialist, or supervisor in any educational area. Adds requirements regarding annual local reporting to department on the number of teachers (1) evaluated and (2) assigned each of the available ratings, aggregated by the teacher preparation programs from which and the years in which the teachers graduated. Prohibts personally-identifiable information from being reported. Provides that statutory provisions on teacher evaluation prevail over any conflicting provisions of a collective bargaining agreement entered into on or after the effective date of the amendment.
Authorizes the state board to periodically update the standards-based state framework for the evaluation of teachers. Provides that in calculating student growth for a teacher evalution, a student cannot be included if the student has 60 or more unexcused absences for the school year. Not later than June 30, 2013, directs the state board, in consultation with state agencies that employ teachers, to develop a standards-based framework for the evaluation of teachers employed by those agencies. Requires each state agency that employs teachers to adopt a standards-based teacher evaluation policy that conforms with the framework developed under these provisions. (This particular provision must become operative at the expiration of any collective bargaining agreement covering teachers employed by the agency that is in effect upon enactment of these provisions, and must be included in any renewal or extension of such an agreement.)
Pages 212-218 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Teacher Evaluations
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Prior provisions required all district, community school, and STEM school classroom teachers, teaching in a core subject area, whose schools' performance index scores were in the lowest 10% of all buildings statewide, to take all written examinations required for licensure to teach that subject area and grade level. New provisions: (1) remove teachers employed by local boards (i.e., non-communiity school and STEM-school teachers) from this requirement; (2) move start date for this requirement to 2015-2016 school year; and (3) replace written examinations required for subject area licensure with written examinations selected by the department as appropriate to determine content area expertise.
Effective with the 2015-16 school year, requires a district classroom teacher in a core subject area who, in two of three most recent school years has received a rating of "ineffective" to take all written examinations of content knowledge selected by the department of education to determine expertise to teach the core subject area and grade level to which the teacher is assigned. Provides that if such a district teacher passes that exam, the employer must require the teacher, at the teacher's expense, to complete professional development targeted to the deficiencies identified in the teacher's evaluations. Requires the teacher's receipt of a rating of "ineffective" on the teacher's next evaluation after completion of the professional development, or the teacher's failure to complete the professional development, to be grounds for termination.
Provides that if a teacher under any of the aforementioned circumstances passes an examination, the teacher is not required to take the exam again for three years, regardless of the teacher's evaluation ratings. Permits results of a teacher examination (regardless of whether teacher at district, community school, or STEM school), to be used in developing and revising professional development plans and deciding whether or not to continue employing the teacher. Continues existing prohibition from using exam results as sole basis for decision to terminate or not renew a teacher's contract (until teacher has not attained a passing score on three consecutive administrations of the same assessment). Pages 218-220 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Testing Low-Performing Teachers
Source: www.legislature.state.oh.us
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| 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
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| 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
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| 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
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| 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
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| MN | Vetoed 05/2012 | P-12 | Requires a school board and the exclusive representative of the teachers to negotiate a plan to base unrequested leave of absence, discharge, and demotion decisions on teachers' subject matter licensure fields, their effectiveness, and their seniority beginning no later than the 2016-2017 school year.
http://wdoc.house.leg.state.mn.us/leg/LS87/HF1870.3.pdf
Title: H.F. 1870
Source: https://www.revisor.mn.gov/
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| 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
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| 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
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| LA | Signed into law 04/2012 | P-12 | Requires school boards to adopt policies that delegate reducation in force to local superintendents to dismiss teachers and other employees. Requires reduction in force policies to be based solely upon demand, performance, and effectiveness, as determined by the performance evaluation program. Any reduction in force must dismiss the least effective teacher first, and then proceeding by effectiveness rating. Reduction in force policies adopted by a school board for use by the superintendent in dismissing school employees who are not evaluated mustl be based upon the following criteria: performance and effectiveness as determined by school board policy; and certification or academic preparation, if applicable. No reduction in force policy adopted by a school board will include senority or tenure as the primary criterion.
http://legis.la.gov/billdata/streamdocument.asp?did=789546
Title: H.B. 974
Source: http://legis.la.gov
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| LA | Signed into law 04/2012 | P-12 | Eliminates teacher tenure for new employees hired after July 2012. Teachers rated highly effective for five years within a six-year period will be granted tenure, other teachers remain at-will employees. Tenured teachers rated ineffective will lose tenure. Teachers rated highly effective on evidence of growth portion of evaluation, but ineffective on observation portion, is entitled to second observation and to grievance procedures. The bill outlines all procedures for notifying teachers of their performance, tenure status and options for responding to evaluations.
http://legis.la.gov/billdata/streamdocument.asp?did=789546
Title: H.B. 974
Source: http://legis.la.gov
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| 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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| 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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| TN | Signed into law 04/2012 | P-12 | Directs the department of education to follow through and fulfill its publicly stated plan to provide multiple opportunities for feedback and future revision of the Tennessee Educator Acceleration Model (TEAM).
http://www.capitol.tn.gov/Bills/107/Bill/HJR0520.pdf
Title: H.J.R. 520
Source: http://www.capitol.tn.gov
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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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| NY | Signed into law 03/2012 | P-12 | Part A, Section 22-b: For the 2011-12 and/or 2012-13 school year, authorizes the commissioner of education to award certain districts annual professional performance reviews transition grants to eligible school districts. Part A, Sections 11-a, 11-b, 11-c, and 11-d provide for the awarding of grants and makes an appropriation.
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 - Annual Professional Performance Reviews Transition Grants
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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| TN | Signed into law 03/2012 | P-12 | Requires local boards of education to consider a transferring teacher's evaluations from a prior LEA in making tenure decisions. Allows the local board to shorten the probationary period for a teacher transferring into the LEA under certain circumstances.
http://www.capitol.tn.gov/Bills/107/Bill/HB2328.pdf
Title: H.B. 2328
Source: http://www.capitol.tn.gov
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| UT | Signed into law 03/2012 | P-12 | From bill summary: Requires the state board of education to establish a three-year pilot online school survey system that includes surveys for students to evaluate their teachers and school administrators; parents to evaluate their children's teachers, schools and administrators, and themselves (including attendance at parent teacher conferences, involvement in the school, and involvement in their children's homework); and teachers to evaluate their schools and school administrators. Requires the state board to contract with a provider or develop a system to provide technology for the pilot online school survey system. Requires a participating district or charter school to administer online student surveys of teachers, make available to parents online access to surveys which they may complete for their children's teachers and schools, and make available to teachers online access to a survey of their school which they may complete. Directs the state board to make rules establishing procedures for administering surveys or making available online access to surveys. Requires the state board to analyze and aggregate the survey data. Provides that survey results must be made available to school districts and school administrators for the purpose of determining how to better meet the needs of students and parents, monitoring school improvement efforts, and obtaining data that may be used as part of an educator evaluation system and to inform decisions on employment and professional development. Makes a one-time appropriation of $40,000 to the state board of education. http://le.utah.gov/~2012/bills/hbillenr/hb0149.pdf
Title: H.B. 149
Source: le.utah.gov
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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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| WA | Signed into law 03/2012 | P-12 | Provides a framework for professional development for implementation of new teacher and principal evaluation systems. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/5895-S.SL.pdf
Title: S.B. 5895
Source: apps.leg.wa.gov
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| WV | Signed into law 03/2012 | P-12 | Establishes a new system of performance evaluations of classroom teachers, principals and assistant principals; provides exclusions from the definition of professional personnel for certain evaluation purposes; providing for phased implementation and legislative oversight; requiring state board rules and submissions of draft rules to legislative oversight commission; providing minimum provisions of evaluation processes for teachers and principals and specific percentages of evaluation score to be based on standards and student performance; including plans of improvement and personnel actions for unsatisfactory performance; requiring certain employee training prior to implementation of new evaluation processes; providing intent of new comprehensive system of support; requiring the state board to publish guidelines for county boards on design and implementation of comprehensive system of support; restricting certain funding subject to adoption of comprehensive system plan by county that is verified by state board as meeting certain requirements; specifying contents of plan; and providing for transition of appropriations to support execution of plans and use of funds. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=HB4236%20SUB%20ENR.htm&yr=2012&sesstype=RS&i=4236
Title: H.B. 4236
Source: www.legis.state.wv.us
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| WY | Signed into law 03/2012 | P-12 | Requires state board, no later than July 1, 2013, to implement and administer an annual teacher performance evaluation system, based on performance measures and student longitudinal data. Provides the evaluation system will prescribe standards for highly effective and ineffective performance. Provides flexibility for districts to refine system to meet local needs.
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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| 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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