This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format.
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
| State |
Status/Date |
Level |
Summary |
 CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes a district to evaluate a principal annually for the principal's first and second year of employment as a new principal and authorizes additional evaluations. Authorizes a district governing board to identify who will conduct the evaluation of each principal. Authorizes the criteria for principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth, effective and comprehensive teacher evaluations, culturally responsive instructional strategies, the ability to analyze quality instructional strategies and provide effective feedback, and effective school management. Authorizes the use of specified federal carryover funds and certain other funds to implement this act. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1251-1300/sb_1292_bill_20120921_chaptered.pdf
Title: S.B. 1292
Source: www.leginfo.ca.gov
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| 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
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| 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/
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| 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
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| 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/
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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 | Clarifies that evaluation procedures for assistant principals must be based on principles comparable to the teacher evaluation policy adopted by the board, but must be tailored to the duties and responsibilities of assistant principals (previously policy required local boards to adopt procedures for the evaluation of all principals and assistant principals, but did not distinguish between the two in the metrics by which these administrators were to be evaluated). Page 134 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Assistant Principal Evaluations
Source: www.legislature.state.oh.us
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| 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
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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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| 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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| 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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| MN | Signed into law 04/2012 | P-12 | Requires that longitudinal student growth data account for 35% of a principal's annual evaluation.
Article 2, Sec.8, Sub.3 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| MS | Signed into law 04/2012 | P-12 | Requires the local school board to conduct an annual comprehensive evaluation of the school superintendent consistent with the assessment components established by law and the assessment benchmarks established by the Mississippi school board association.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/0400-0499/HB0447SG.pdf
Title: H.B. 447
Source: http://billstatus.ls.state.ms.us/
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| 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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| 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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| 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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| 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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| UT | Signed into law 03/2012 | P-12 | Requires each district employee to be evaluated annually in accordance with state board rules. Requires provisional or probationary educators to be evaluated at least twice each school year. Establishes parameters for state board rules, including requiring a teacher's summative evaluation to be based in part on student learning growth or achievement, and directs the state board to report to education interim committee, as requested, on progress in implementing employee evaluations. Permits a local board's joint committee to adopt or adapt an evaluation program for teachers based on a state board-developed model, or create its own evaluation program for teachers. Requires a local evaluation program to differentiate among four levels of performance, and requires districts to fully implement an educator evaluation system in accordance with the state board framework by the 2014-15 school year. Requires local procedures for employee dismissal to include procedures and standards for developing and implementing an assistance plan for a career employee with unsatisfactory performance, and establishes parameters for such procedures and standards. Amends district employee dismissal procedures. Adds procedures for nonrenewal or termination of a career employee's contract for unsatisfactory performance, which must include development of an assistance plan to improve performance and subsequent re-evaluation of an employee's performance. Prohibits an employee with unsatisfactory performance from being transferred to another school unless the local board approves the transfer. Directs the state board to prescribe standards for an independent review of an educator's summative evaluation. Establishes requirements for districts to report educator evaluation results to the state board, and requires such data to be included in the state superintendent's annual report. Pages 1-30 of 35: http://le.utah.gov/~2012/bills/sbillenr/sb0064.pdf
Title: S.B. 64 - Educator Evaluation
Source: le.utah.gov
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| UT | Signed into law 03/2012 | P-12 | Defines "district administrator" and "school administrator". Directs the state board to adopt rules establishing a framework for the evaluation of school and district administrators that includes, among other components, student achievement indicators emphasizing learning growth and proficiency, and the results of a local evaluation tool that includes input from employees, parents and students. Requires districts to implement an evaluation system for school and district administrators by the the 2014-15 school year. By the 2015-16 school year, requires a school or district administrator's salary to be based on his/her most recent evaluation. Requires a district to continue to award any salary increases to a school or district administrator based on the aforementioned evaluation until at least 15% of a school or district administrator's salary is contingent upon the evaluation. Pages 31-32 of 35: http://le.utah.gov/~2012/bills/sbillenr/sb0064.pdf
Title: S.B. 64 - Administrator Evaluation and Compensation
Source: le.utah.gov
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| WY | Signed into law 03/2012 | P-12 | Directs state board to measure year-to-year changes in student achievement and link performance to school and district leaders, including principals and superintendents. Requires state board, no later than July 1, 2013, to use performance data to establish an annual performance evaluation for school and district leaders.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| 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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| 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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| MI | Signed into law 07/2011 | P-12 | From Legislative Staff Summary - Specifies provisions that must apply to personnel decisions concerning teachers when a school district or intermediate school district (ISD) conducts a staffing or program reduction or otherwise makes a personnel determination resulting in the elimination of a position, conducts a recall from a reduction, or hires after a reduction.
Teacher and Administrator Evaluation:
Establishes requirements for the teacher evaluation system, including an annual year-end evaluation and a mid-year progress report, beginning with the 2013-2014 school year. Requires a teacher to be dismissed if he or she is rated as ineffective on three consecutive year-end evaluations. Allows a nonprobationary teacher who is rated as ineffective on a year-end evaluation to request a review of the rating by the district superintendent. Specifies classroom observation requirements. Establishes requirements for the evaluation of school administrators. Requires the dismissal of an administrator who is rated as ineffective on three consecutive year-end evaluations, if the same evaluation tool and system are used in the three evaluations. Requires teachers' and administrators' year-end evaluations to be based at least 25% on student growth and assessment data in 2013-2014, 40% in 2014-2015, and 50% beginning in 2015-2016. Exempts a district from the teacher and administrator evaluation requirements for a public school if the district is already using a performance evaluation system that meets certain criteria, or if it adopts an evaluation system that is identical to that of an exempt school. Requires notification to parents if pupils are assigned to teachers whose last two year-end ratings were ineffective, beginning in 2015-2016.
Governor's Council on Educator Effectiveness:
Creates the Governor's Council on Educator Effectiveness. Requires the Council, by April 30, 2012, to submit a report that recommends a student growth and assessment tool, State evaluation tools for teachers and administrators, and parameters for effectiveness rating categories. Specifies a legislative intent to enact legislation to put in place a statewide performance evaluation system taking into account the Council's recommendations. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0102.htm
Title: H.B. 4627
Source: http://www.legislature.mi.gov
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| MN | Signed into law 07/2011 | P-12 | Requires that a school superintendent perform an annual evaluation of school principals.
Directs school districts to develop and implement a performance-based system for annually evaluating school principals. Requires the evaluation to be designed to improve teaching and learning and to: support and improve a principal's instructional leadership, organizational management, and professional development; include formative and summative assessments; be consistent with a principal's job description, district plans and goals, and the principal's own growth plans and goals, and support principals' leadership behaviors and practices, rigorous curriculum, school performance and high quality instruction; include on-the-job observations and previous evaluations; allow surveys to help identify a principal's effectiveness; use longitudinal data as an evaluation component and incorporate district achievement goals and targets; be linked to professional development; and implement a plan to improve the performance of a principal not meeting standards of professional practice.
Makes this section effective for the 2013-2014 school year and later. (Article 2, Secs 21&22)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| MN | Signed into law 07/2011 | P-12 | Directs the education commissioner and the associations of elementary and secondary school principals to convene a group of experts and stakeholders to develop an annual performance-based principal evaluation system model which will consider: high standards for student performance, rigorous curriculum, quality instruction, a culture of learning and professional behavior, connections to external communities, systemic performance accountability and improving school performance.
Directs the education commissioner and the associations of elementary and secondary school principals to submit a written report including recommendations for a performance-based system model for annual evaluations to the legislature by February 1, 2012. (Article 2, Sec 47)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| OH | Signed into law 06/2011 | P-12 | Requires that local board procedures for principal evaluations be based on principles comparable to the teacher evaluation policy adopted by the board under section 3319.111, but be tailored to the duties and responsibilities of principals and the environment in which principals work. Page 361 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Principal Evaluations
Source: www.legislature.state.oh.us
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| NV | Signed into law 06/2011 | P-12 | Creates the Teachers and Leaders Council of Nevada; prescribing the membership and duties of the Council; requiring the State Board of Education to establish a statewide performance evaluation system for teachers and administrators; revising provisions governing the policies for the evaluation of teachers and administrators; revising the designations required of the evaluations of teachers and administrators; making an appropriation; and providing other matters properly relating thereto.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB222_EN.pdf
Title: A.B. 222
Source: http://www.leg.state.nv.us
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| TX | Signed into law 06/2011 | P-12 | Clarifies that the confidentiality of documents evaluating teacher or administrator performance applies to teachers and administrators at open-enrollment charter schools, regardless of whether the teacher or administrator is certified. Provides that at the request of a school district or open-enrollment charter school at which a teacher or administrator has applied for employment, an open-enrollment charter school may give the requesting district or school a document evaluating the performance of a teacher or administrator employed by the school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02971F.pdf#navpanes=0
Title: H.B. 2971
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Requires districts to appraise each principal annually. Directs the commissioner to establish by rule and administer a comprehensive principal appraisal and professional development system. Authorizes the commissioner to establish a consortium of experts on education leadership and policy to (1) assist in developing the system, (2) evaluate relevant research and practice, and (3) make recommendations to the commissioner. Directs the commissioner to establish school leadership standards and indicators to align with principal training, appraisal, and professional development. In appraising principals, directs districts to use either the commissioner's appraisal system and school leadership standards and indicators, or locally-developed and -adopted appraisal process and performance criteria. Directs the commissioner, by December 2012 and December 2014, to submit a report to the governor, lieutenant governor, and legislative leaders on any actions taken under these provisions, and recommendations for legislative action on the training, appraisal, professional development, or compensation of principals.
Provides that in carrying out commissioner's powers and duties under these provisions, commissioner may use only money available from private sources. Clarifies that section 21.354 of the education code, directing the commissioner of education to recommend an appraisal process and criteria to appraise the performance of various classifications of school administrators, does not apply to principal performance appraisals. Requires that principal professional development include training based on scientifically-based research. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB01383F.pdf#navpanes=0
Title: S.B. 1383
Source: www.capitol.state.tx.us
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| NV | Signed into law 06/2011 | P-12 | Existing law provides that a teacher or administrator must be evaluated at least once each year. Teachers and administrators who have completed their probationary period is considered postprobationary. Postprobationary teachers or administrators who receive an unsatisfactory evaluation, or any other equivalent evaluation which designates overall performance is below average for 2 consecutive schools years will be deemed to be a probationary employee and must serve an additional probationary period. Sections 4 of this bill provides that the provisions of Section 1 of this are are not superseded by the terms of a collective bargaining agreement. Section 5 authorizes a teacher or administrator deemed to be probationary and dismissed before the completion of the current school year to request an expedited hearing.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB225_EN.pdf
Title: A.B. 225
Source: http://www.leg.state.nv.us
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| NV | Signed into law 06/2011 | P-12 | Expands the requirements of the annual reports of accountability to include a reporting of the number and percentages of administrators, teachers, and other staff for each elementary school, middle school or junior high school and high school and for each school district in the state. Requires the board of trustees of each school district to: (1) establish a program of performance pay and enhanced compensation for the recruitment and retention of licenses teachers and administrators; and (2) implement the program commencing with the 2014-15 school year. Section 9 provides that if a written evaluation of a probationary teacher or administrator states that overall performance is "unsatisfactory": (1) evaluation must include a written statement that the contract of the person so evaluated may not be renewed for the next school year and that the employee may request reasonable assistance in correcting the deficiencies identified in the evaluation; and (2) the person must acknowledge in writing that he or she has received and understands the written statement. Section 12 revises the grounds for which a teacher may be suspended, dismissed or not reemployed to include gross misconduct. Section 13 provide that a postprobationary teachers receiving an unsatisfactory evaluation or a minimally effective evaluation must be evaluated three times in the immediately succeeding school year. Effective July 1, 2013, Sections 14 and 16 of this bill revise the policies for evaluations of teachers and administrators to require the designation of an individual teacher or administrators as "highly effective,", "effective," "minimally effective", or "ineffective" and provide that the policies must require that certain information on pupil achievement which is maintained by the automated system of accountability information for Nevada account for at least 50% of the evaluations. Section 19.6 provides that a board of trustees of a school district that determines a reduction in the existing workforce of the licensed educational personnel in the school district is necessary must not base the decision to lay off a teacher or an administrator solely on the seniority of the teacher or administrator and my consider other factors.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB229_EN.pdf
Title: A.B. 229
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Relates to the Teacher and Leader Effectiveness Evaluation System; changes the Commission from the Oklahoma Race to the Top Commission to the Teacher and Leader Effectiveness Commission; deletes certain requirements for commission; providing an effective date; and declaring an emergency. Full text attached for purposes of providing access to description of full evaluation system.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB1267_ENR.RTF
Title: H.B. 1267
Source: http://webserver1.lsb.state.ok.us
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| NM | Issued 05/2011 | P-12
Postsec. | Creates the New Mexico Effective Teaching Task Force that is charged with presenting recommendations to the governor regarding how best to measure the effectivenes of teachers and school leaders. The recommendations must include: indentified measures of student achievement that will represent at least 50% of teacher evaluation; demonstrated best practices of effective teachers and teaching, which will make up remaining basis for evaluation; how the measures should be weighted; and how the state can transition to a performance-based compensation system.
http://governor.state.nm.us/uploads/FileLinks/1e77a5621a1544e28318ba93fcd47d49/EO-2011-024.pdf
Title: E.O. 2011-024
Source: http://governor.state.nm.us
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| ME | Signed into law 04/2011 | P-12 | Expands state law providing that each school district may select and incorporate one or more of the models for evaluation of the professional performance of teachers and principals proposed by the state department of education, by permitting a school district to develop and adopt its own models for teacher and principal evaluation. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC36.asp
Title: H.P. 317
Source: http://www.mainelegislature.org
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| FL | Signed into law 03/2011 | P-12 | Enacts the "Student Success Act". Requires each district superintendent to annually report the results of instructional staff and administrator evaluations to the department of education. Directs the department to monitor implementation of each district's teacher and administrator evaluation systems for compliance with state law.
By December 2012, directs the commissioner of education to report to the governor and legislative leaders the approval and implementation status of each district's teacher and administrator evaluation systems. Beginning in 2012, requires the commissioner to annually report to the governor and legislative leaders each district's teacher and administrator performance evaluation results and the status of any evaluation system revisions.
Clarifies that local teacher and administrator evaluation systems must adhere to common parameters. Clarifies that teacher and administrator evaluation systems must be designed to support effective instruction and student learning growth, and that performance evaluation results must be used when developing district and school level improvement plans. Requires performance evaluation results to be used when identifying professional development. Requires that evaluation systems include a mechanism to examine performance data from multiple sources. Requires evaluation systems to differentiate among four levels of performance. Directs the commissioner of education to consult with experts, instructional personnel, administrators and education stakeholders in developing the criteria for the performance levels. Provides that peer assistance process may be a part of the regular evaluation system or used to assist employees placed on performance probation, newly hired classroom teachers, or employees who request assistance. Requires that teacher and administrator evaluation systems include a process for monitoring and evaluating the effective and consistent use of the evaluation criteria by employees with evaluation responsibilities, and a process for monitoring and evaluating the effectiveness of the system itself in improving instruction and student learning. Requires newly hired classroom teachers to be observed and evaluated at least twice in their first year of teaching in the district. Repeals most existing criteria included in employee evaluations. Requires at least 50% of performance evaluations for instructional personnel and administrators to be based on data and indicators of student learning growth as measured by state assessments (or district assessments for subjects and grades not measured by state assessments). Directs districts to use a formula for calculating student growth for all courses associated with statewide assessments, and to select a formula for measuring student growth in all other courses and grades. Requires growth for classroom teachers, other instructional personnel and administrators to take into account at least three years of student data, when available. Requires that evaluation criteria used when annually observing classroom teachers include indicators based on each of the Florida Educator Accomplished Practices adopted by the state board. Requires that evaluation criteria for administrators include indicators based on each of the leadership standards adopted by the state board, including specified practices and other practices that result in student learning growth. Permits the evaluation system to include a means to give parents and instructional personnel an opportunity to provide input into the administrator's performance evaluation. Requires professional responsibilities other than instructional practice for teachers and instructional leadership for administrators to be included in the performance evaluation, as adopted by the state board. Permits local boards to include additional professional responsibilities. Permits evaluation systems to provide for the evaluator to consider input from other personnel trained to conduct employee evaluations.
Clarifies that superintendents must annually notify the department of any teachers or administrators who receive two unsatisfactory evaluations, or who have been given notice of intent to terminate or not renew.
Directs the commissioner of education, by June 2011, to approve a formula to measure individual student learning growth on the Florida Comprehensive Assessment Test (FCAT), which must include prior academic performance. Directs the commissioner, in developing the formula, to also consider other factors, such as a student's attendance record, disability status or status as an English language learner. Directs the commissioner to select additional formulas for other statewide tests and new tests as they are adopted. Beginning in the 2011-12 school year, requires districts to measure student learning growth using the commissioner-approved formulas for courses associated with the FCAT. Beginning in the 2014-15 school year, for grades and subjects not assessed by statewide assessments, requires districts to measure student growth using locally-approved formulas. Directs the department to provide models for measuring student learning growth that districts may adopt. Provides alternatives for measuring classroom teacher performance in courses not measured by a statewide assessment. Beginning with the 2014-15 school year, directs districts to administer locally-approved assessments for each course offered in the district. Provides these may include statewide assessments, other standardized assessments (including nationally recognized standardized assessments), industry certification exams or district-developed or -selected end-of-course exams. Directs the commissioner of education to identify methods to help districts develop and select such assessments.
Provides that charter schools are not exempt from these provisions. Permits a Race to the Top district to be awarded an exemption in 2011-12 such that 40% rather than 50% of instructional personnel and administrator performance evaluations are based on student growth, provided specified criteria are met.
By July 2012, directs the department of education to annually report the performance rating data required under Section 1012.34 of this Act. Requires that the report include the percentage of classroom teachers, instructional personnel, and school administrators receiving each performance rating aggregated by district and by school. Requires each district to annually report to the parent of any student who is assigned to a
classroom teacher or school administrator having two consecutive annual performance evaluation ratings of unsatisfactory, two annual performance evaluation ratings of unsatisfactory within a 3-year
period, or three consecutive annual performance evaluation ratings of needs improvement or a combination of needs improvement and unsatisfactory.
Pages 1-11, 18 and 24-25 of 25: http://laws.flrules.org/2011/1
Title: S.B. 736 - Teacher and Administrator Evaluations
Source: laws.flrules.org
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| OK | Signed into law 06/2010 | P-12 | This section addresses employment status of career teachers (defined in this section), probationary teachers and administrators. A principal who has received a rating of "ineffective" as measured pursuant to the Oklahoma Teacher and Leader Effectiveness Evaluation System (TLE) as set forth in Section 6 of this act for two (2) consecutive school years, shall not be reemployed by the school district, subject to the due process procedures of this section. Subject to the Teacher Due Process Act of 1990, 1. A career teacher who has been rated as "ineffective" as measured pursuant to the Oklahoma Teacher and Leader Effectiveness Evaluation System (TLE) as set forth in Section 6 of this act for two (2) consecutive school years shall be dismissed or not reemployed on the grounds of instructional ineffectiveness by the school district. 2. A career teacher who has been rated as "needs improvement" or lower pursuant to the TLE for three (3) consecutive school years shall be dismissed or not reemployed on the grounds of instructional ineffectiveness by the school district. 3. A career teacher who has not averaged a rating of at least "effective" as measured pursuant to the TLE over a five-year period shall be dismissed or not reemployed on the grounds of instructional ineffectiveness by the school district.
A probationary teacher who has been rated as "ineffective" as measured pursuant to the TLE for two (2) consecutive school years shall be dismissed or not reemployed by the school district subject to the provisions of the Teacher Due Process Act of 1990. A probationary teacher who has not attained career teacher status within a four-year period shall be dismissed or not reemployed by the school district..
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2033_ENR.RTF
Title: S.B. 2033
Source: http://webserver1.lsb.state.ok.us
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| NY | Signed into law 05/2010 | P-12 | From "Summary of Specific Provisions" on Assembly Web site:
Section one of the bill would add a new S3012-c of the Education law, establishing the requirements for new, more rigorous annual professional performance reviews (APPRs) of classroom teachers and building principals. The new S3012-c would provide for a phase-in of the new comprehensive evaluation system, beginning for certain teachers and principals in grades 4-8 in the 2011-12 school year. The evaluations would generate a single composite effectiveness score based on multiple measures of effectiveness and would have to be made a significant factor in employment decisions, including but not limited to, promotion, retention, tenure determination, termination, and supplemental compensation, as well as teacher and principal professional development (including coaching, induction support and differentiated professional development).
The phase-in would provide for an orderly process under which the new evaluation process will first apply to teachers in common branch subjects or English language arts (ELA) or mathematics, for whom the grades 3-8 state assessments are available for use in measuring student growth and their principals, and then be expanded out to all teachers and principals. As the requirements are phased in, evaluations of teachers and principals will be required to base 40% of the composite effectiveness score on student achievement measures. In addition, the percentage of the 40% that must be based on student growth will increase when the state implements a value-added growth model. An advisory committee would be established so that input received from practitioners in the field as standards are developed for teachers of subjects for which there are no state assessments in multiple years (and their principals). Specifically, the phase-in would be as follows:
* In 2011-12, only teachers in grades 4-8 common branch subjects and ELA and math and the principals of their schools will be subject to the new evaluation standards. These are the grades and subjects in which state assessments have been in place. Forty percent of their evaluation must be based on student achievement measures, including 20% based on student growth on the state assessments or other measures of student growth prescribed by the state, and 20% based on other rigorous and comparable measures of student achievement that are locally established consistent with standards prescribed in commissioner's regulations, with student performance in the 2010-11 school year used as the baseline. The remaining 60% of the score must be based on other locally selected measures, developed through collective bargaining, consistent with standards prescribed in commissioner's regulations.
* In 2012-13, the new evaluation standards become applicable to all classroom teachers and building principals. If the Regents have not adopted a value-added growth model for the 2012-13 school year, all teachers become subject to the requirement that applied to common branch and ELA and math teachers in grades 4-8 in 2011-12: 40% of their evaluation must be based on student achievement measures, including 20%
based on student growth on the state assessments or other measures of student growth prescribed by the state, and 20% based on other rigorous and comparable measures of student achievement that are locally established consistent with commissioner's regulations, with student performance in the 2011-2012 school year used as the baseline. The remaining 60% of the score must be based on other locally selected measures, developed through collective bargaining, consistent with the standards prescribed in commissioner's regulations.
* Commencing in the first school year for which the Regents have adopted a value-added growth model, which can be as early as 2012-13, the percentage of the evaluation that must be based on state assessment
measures of student growth increases from 20% to 25%.
In addition, the new S3012-c would:
* Require that appropriate training be provided to each individual responsible for conducting an evaluation of a teacher or building principal pursuant to the revised APPR.
* Establish in statute requirements for teacher or principal improvement plans that must be developed for any teacher or principal who receives a rating of "developing" or "ineffective," including: identification of needed areas of improvement; timeline for achieving improvement; the manner in which improvement will be assessed; and, where appropriate, differentiated activities to support improvement in those areas.
* Require a locally established appeals procedure in each school district or BOCES under which the employee may only challenge the substance of the APPR, the district's or BOCES' adherence to the standards and methodologies for such reviews, adherence to the Commissioner's regulations and locally negotiated procedures, and the issuance or implementation of a teacher or principal improvement plan.
* Require the Department to consult with an advisory committee (consisting of representatives of teachers, principals, superintendents, school boards, school district and BOCES officials, and other interested
parties) (1) prior to recommending that the Board of Regents approve use of a value-added growth model in evaluations; and (2) in developing regulations for the APPR.
* For purposes of disciplinary proceedings under S3020 and S3020-a, define a "pattern of ineffective teaching or performance" as two consecutive annual ratings of "ineffective."
* Require that all collective bargaining agreements for teachers and building principals entered into after July 1, 2010, be consistent with these new provisions. Provides that any conflicting provisions of collective bargaining agreements in effect on July 1, 2010. are not abrogated and remain in effect until there is a successor agreement. Preserves the right of local collective bargaining representatives to negotiate evaluation procedures with a school district or BOCES per the Civil Service Law.
Section 2 of the bill would amend Education Law S3020, on contractual alternatives to tenured teacher hearing procedures under S3020-a, to require that collective bargaining agreements with contractual alternatives that become effective after July 1, 2010, provide for an expedited hearing process before a single hearing officer on charges of incompetence based upon a pattern of ineffective teaching and provided that a pattern of ineffective teaching shall constitute very significant evidence of incompetence which may form the basis for just cause removal.
Section 3 of the bill would amend Education Law 53020-a(2)(c) to remove the employee's option for either a three-member panel or a single hearing officer, and require a single hearing officer where the charges of
incompetence are based solely upon a pattern of ineffective teaching.
Section 4 of the bill would amend Education Law S3020-a(3)(a) to require the commissioner to notify the employing board and the employee of the hearing officer's record in his or her last five cases commencing and completing hearings in a timely manner.
Section 5 of the bill would add a new subparagraph (1-a) to S3020-a(3)(c) to provide for an expedited hearing under S3020-a where charges of incompetence are brought based upon a pattern of ineffective teaching or performance. As with the contractual alternatives, the bill provides that a pattern of ineffective teaching or performance constitutes very significant evidence of incompetence, which may form the basis for just cause removal of a teacher or building principal. The charges in such an expedited hearing would be required to allege that the employing board developed and implemented a teacher or principal improvement plan for the employee following the first rating of "ineffective" and in the preceding evaluation if the teacher was rated "developing" in that year.
Under the expedited hearing process:
* The hearing must be completed within 60 days after the pre-hearing conference, with limitations on adjournments. The hearing would be held before a single hearing officer.
* The hearing would have to be commenced 7 days after the pre-hearing conference.
* The hearing officer would be required to establish a schedule for the hearing at the pre-hearing conference to ensure compliance with the 60-day timeline and to ensure equitable distribution of days between the employing board and the employee.
* Hearing officers would be authorized to grant an adjournment that would extend the hearing 60 days only if it is limited to circumstances beyond the control of the requesting party and an injustice would result
if no adjournment is granted.
* The commissioner would be authorized to enforce the time limitations for such expedited hearings by removing hearing officers who demonstrate a continued failure to commence and complete expedited hearings in a timely manner from the list of hearing officers available for appointment to serve in such expedited hearings.
The bill also supplies definitions of "board of education," "school district" and "superintendent of schools" for purposes of new S211-e of the Education Law.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11171&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11171, Section 1-5
Source: assembly.state.ny.us
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| CO | Signed into law 05/2010 | P-12 | Calls for the development of a teacher evaluation system in which at least 50% of the evaluation is determined by the academic growth of the teacher's students. The evaluation system must include multiple measures of student performance in conjunction with student growth expectations. Bases at least 50% of a principal's evaluation on the academic growth of students and the effectiveness or improvement in the effectiveness of his/her teachers.The new evaluation system is to be implemented statewide in 2013-14. Expectations of student academic growth must take diverse factors into consideration, including student mobility, special education status and classrooms in which 95% of the student population meets the statutory definition of "high-risk student." Standardizes "effectiveness" by directing the newly-formed State Council for Educator Effectiveness to recommend to the state board a definition of "effectiveness" (upon which the state board must adopt rules by September 2011).
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=191_enr.pdf
Title: S.B. 191
Source: http://www.leg.state.co.us
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| AZ | Signed into law 05/2010 | P-12 | Requires the state board of education to adopt and maintain a model framework for a teacher and principal evaluation instrument that includes quantitative data on student academic progress that accounts for between 33-50% of the evaluation outcomes and best practices for professional development and evaluator training before December 15, 2011. Mandates that school districts and charter schools use an instrument that meets the data requirements established by the state board of education to annually evaluate individual teachers and principals beginning in school year 2012-13. Chapter 297
http://www.azleg.gov/legtext/49leg/2r/bills/sb1040h.pdf
Title: S.B. 1040
Source: http://www.azleg.gov
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| KY | Signed into law 04/2010 | P-12 | Relates to evaluation of superintendents of schools. Distinguishes the evaluation requirements for the local superintendent from those for other school personnel (previous legislation applied to all certified school personnel, including superintendents). Requires that the summative evaluation be discussed and adopted in an open meeting of the local board of education and reflected in the minutes. Specifies that if the local policy requires a written evaluation, it must be made available to the public upon request. Provides that all preliminary discussions relating to the superintendent's evaluation be conducted in closed session. http://www.lrc.ky.gov/record/10RS/SB178/bill.doc
Title: S.B. 178
Source: www.lrc.ky.gov
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| CO | Issued 03/2010 | P-12 | The purpose of the Council is to provide a forum for considering options and providing recommendations to ensure that every educator (teachers and principals) is: Evaluated using multiple fair, transparent, timely, rigorous, and valid methods, at least 50% of which is determined by the academic growth of their students; afforded a meaningful opportunity to improve their effectiveness; and provided the means to share effective practices with other educators statewide.
http://www.colorado.gov/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobheadername1=Content-Disposition&blobheadername2=MDT-Type&blobheadervalue1=inline%3B+filename%3D780%2F593%2FB+2010-001+%28RTTT%29+Search.pdf&blobheadervalue2=abinary%3B+charset%3DUTF-8&blobkey=id&blobtable=MungoBlobs&blobwhere=1251606172565&ssbinary=true
Title: Exec. Order B 2010-001
Source: http://www.colorado.gov
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| IL | Signed into law 01/2010 | P-12 | Amends 105 ILCS 5/2-3.25g. After effective date, bars districts, joint agreements of districts or regional superintendents from seeking a waiver or modification of a mandate requiring (i) student performance
data to be a significant factor in teacher or principal evaluations or (ii) teachers and principals to be rated using the categories of "excellent", "proficient", "needs improvement" or "unsatisfactory". Requires any previously authorized waiver or modification from such requirements to terminate.
Creates new 105 ILCS 5/24A-2.5. Defines "evaluator" to include an adminstrator or other qualified individuals. Allows Chicago district to require department chairs to evaluate teachers in their department(s), provided the district bargains with its teacher bargaining representative over the impact of such a requirement on department chairs. Defines "implementation date" : (1) for Chicago, as at least 300 schools by September 2012 and the remaining schools by September 2013; (2) for other districts receiving a Race to the Top grant or School Improvement [under ESEA/NCLB] grant, as the date specified in those grants for implementing a teacher and principal evaluation system incorporating student growth; (3) for the lowest performing 20% of districts outside Chicago (to be determined by state superintendent), September 2015; (4) for all other districts outside Chicago, September 2016.
Amends 105 ILCS 5/24A-3. Requires evaluators to participate in inservice training on evaluating certified personnel before performing any evaluation, and at least once during each certificate renewal cycle. Requires any evaluator performing an evaluation after September 1, 2012 to first complete a state board-approved prequalification program. Requires that the program include rigorous training and an independent observer's determination that the evaluator's ratings properly align to state board-established requirements.
Amends 105 ILCS 5/24A-4. Directs every district, by its applicable implementation date, in good faith cooperation with its teachers or teachers' exclusive bargaining representatives, to incorporate student growth data/indicators as a significant factor in teacher performance ratings and its evaluation plan for all teachers. Specifies criteria that each district's evaluation plan must meet, including among others the criteria other than student growth that will be used in evaluating the teacher, and the weight that each will have. Describes a joint committee, composed equally of district- and teacher- (or collective bargaining unit-) selected representation, that each district must use to incorporate the use of student growth data in rating teacher performance into the evaluation plan. Provides that if a joint committee does not reach agreement on the plan within 180 days of the committee's first meeting, the district must implement the model evaluation plan set forth in Section 24A-7; provides that if Chicago's joint committee does not reach agreement on the plan within 90 days of the committee's first meeting, the district will not be required to implement any aspect of the model evaluation plan and may implement its last best proposal.
Amends 24A-5. By September 2012, requires each district to establish a teacher evaluation plan that ensures evaluations at least once every school year for each teacher not in contractual continued service, and at least every two school years for each teacher in contractual continued service [i.e., untenured and tenured teachers]. Requires that any teacher in contractual continued service who receives a "needs improvement" or "unsatisfactory" performance rating be evaluated at least once in the school year following the receipt of such rating. Specifies that nothing bars a principal from evaluating any teachers within a school during
his or her first year as principal of such school. Identifies performance ratings (terms) that must be applied to teachers in contractual continued service before and after September 2012. Within 30 days of completion of an evaluation rating a teacher in contractual continued service as "needs improvement", requires the evaluator, in consultation with the teacher, to develop a professional development plan, directed
to the areas that need improvement and any supports that the district will provide to address the areas needing improvement. Requires that a teacher in contractual continued service who receives an "unsatisfactory" evaluation rating participate in a remediation plan, including 90 days of in-classroom remediation, unless an applicable collective bargaining agreement provides for a shorter duration. Requires the evaluator to conduct a mid-point and final evaluation during and at the end of the remediation period. Specifies that nothing in statute prohibits the dismissal or non-renewal of teachers not in contractual continued service
for any reason not prohibited by applicable employment, labor and civil rights laws.
Amends 24A-7. Directs the state board to adopt rules:
(1) Relating to the methods for measuring student growth (including, but not limited to, limitations on the age of useable data; the amount of data needed to reliably and validly measure growth for the purpose of teacher and principal evaluations; and whether and at what time annual state assessments may be used as one of multiple measures of student growth)
(2) Defining the term "significant factor" for purposes of including consideration of student growth in performance ratings
(3) Controlling for such factors as student characteristics (including students receiving special education and English Language Learner services), student attendance, and student mobility to best measure the impact that a teacher, principal, school and district have on students' academic achievement
(4) Establishing minimum requirements for district teacher and principal evaluation instruments and procedures
(5) Establishing a model evaluation plan for use by districts, in which student growth must comprise 50% of the performance rating.
Specifies that the rules may not preclude the Chicago district from using an annual state assessment as the sole measure of student growth for purposes of teacher or principal evaluations. Requires that the rules be developed through collaboration with a Performance Evaluation Advisory Council, whose members must be selected by the state superintendent and include representatives of teacher unions and school district
management, persons with expertise in performance evaluation processes and systems, as well as other stakeholders. Requires that the council meet at least quarterly until June 30, 2017.
Creates new 105 ILCS 5/24A-7.1. Prohibits disclosure of public school teacher, principal and superintendent performance evaluations.
Amends 105 ILCS 5/24A-15. Provides that, effective September 2012, each district's principal evaluation plan must rate the principal's performance as "excellent", "proficient", "needs improvement" or "unsatisfactory", and must ensure every principal is evaluated at least once every school year. Repeals provision requiring that principal evaluations align with the Illinois Professional Standards for
School Leaders or research-based district standards; replaces with provision that principal evaluations align with research-based standards established by administrative rule. Effective September 2012, requires principal evaluations to provide for the use of data and indicators on student growth as a significant factor in rating performance.
Adds new 105 ILCS 5/24A-20. Directs the state board, with the Performance Evaluation Advisory Council, to develop and implement the following data collection and evaluation assessment and support systems:
(1) A system to annually collect and publish data by district and school on teacher and administrator performance evaluation outcomes
(2) Both a teacher and principal model evaluation template that allow customization by districts that does not conflict with statutory requirements
(3) An evaluator pre-qualification program based on the model teacher evaluation template
(4) An evaluator training program based on the model teacher evaluation template
(5) A superintendent training program based on the model principal evaluation template
(6) One or more instruments to provide feedback to principals on the school's instructional environment
(7) A state board-provided or -approved technical assistance system that supports districts in the development and implementation of teacher and principal evaluation systems
(8) Web-based systems and tools supporting implementation of the model templates and the evaluator pre-qualification and training programs
(9) A process for measuring and reporting correlations between local principal and teacher evaluations and (A) student growth in tested grades and subjects and (B) teacher retention rates
(10) A process for assessing whether district evaluation systems developed pursuant to this Act and that consider student growth as a significant factor in teacher and principal performance ratings are valid and reliable, contribute to the development of staff, and improve student achievement outcomes. By September 2014, requires that a research-based study be issued (a) assessing such systems for validity and reliability, contribution to the development of staff, and improvement of student performance and (b) recommending, based on the results of this study, any changes that need to be incorporated into teacher and principal evaluation systems that consider student growth as a significant factor in the rating performance.
Specifies that these data collection and support systems must be developed by September 30, 2011 if Illinois receives a Race to the Top grant, and by September 30, 2012 if the state does not receive a Race to the Top grant. Adds that aforementioned items (3) and (4) (evaluator pre-qualification program and evaluator training program, both based on the model teacher evaluation template) must be developed by September 30, 2011, regardless of whether the state is awarded a Race to the Top grant. Also directs the state board (by September 2011 if the state does receive and by September 2012 if the state does not receive a Race to the Top grant) to execute or contract for the execution of the assessment in aforementioned item (10) above to determine whether local evaluation systems developed pursuant to this Act have been valid and reliable, contributed to the development of staff, and improved student performance.
Requires districts to submit data and information to the state board on teacher and principal performance evaluations and evaluation plans. Requires that such data include: (i) data on the performance rating given to all teachers in contractual continued service, (ii) data on district recommendations to renew or not renew teachers not in contractual continued service, and (iii) data on the performance rating given to all principals. Provides that if the state board does not timely fulfill any of the requirements set forth in Sections 24A-7 and 24A-20, and adequate and sustainable federal, state or other funds are not provided to the state board and districts to meet their responsibilities, the applicable implementation date must be postponed by the number of calendar days equal to those needed by the state board to fulfill such requirements and for the
adequate and sustainable funds to be provided to the state board and districts.
Amends 105 ILCS 5/34-8, regarding duties of the state superintendent. By September 2012, directs the superintendent or his/her designee to develop a written principal evaluation plan that addresses elements identified in 105 ILCS 5/24A-15.
Amends 105 ILCS 5/34-85c. Amends provisions that authorize districts and collective bargaining agents to establish alternative procedures for teacher evaluation, remediation and removal for cause after remediation. Provides that by September 2012, (i) any alternative procedures must include provisions whereby student performance data is a significant factor in teacher evaluation and (ii) teachers are rated as "excellent", "proficient", "needs improvement" or "unsatisfactory". http://www.ilga.gov/legislation/publicacts/96/PDF/096-0861.pdf
Title: S.B. 315
Source: www.ilga.gov
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Requires local boards of education to work with teachers and administrators to develop a system to evaluate student academic growth using local assessment and statewide tests. Requires all teachers and administrators to be reviewed annually and given timely feedback. Requires districts use data to: evaluate the effectiveness of teachers and administrators, determine eligibility for promotion or retention, and grant tenure and use during dismissal to help determine the effectiveness of teachers.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0205.htm
Title: S.B. 981 - Sec. 1249
Source: . http://www.legislature.mi.gov
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| TN | Signed into law 01/2010 | P-12 | Creates a Teacher Evaluation Advisory Committee (TEAC) composed of 15 members, including the Commissioner of Education, the Executive Director of the State Board of Education, the Chairs of the Education Committees of the Senate and House of Representatives, and 11 other members appointed by the Governor. Requires the TEAC to develop and recommend to the Board guidelines and criteria for annual evaluation of all teachers and principals, including a grievance procedure. Effective no later than July 1, 2011, requires the Board to adopt policies to implement the recommended guidelines and criteria. Annual evaluation of principals shall be based in part on student achievement data. Student achievement data will make up 50% of the evaluation criteria, with 35% on student growth; 15% on other measures of achievement. Authorizes LEAs to develop their own proposed salary schedules, subject to approval by the Commissioner. No salary schedule may reduce the salary of any teacher employed at the time the salary schedule is adopted. Grants any tenured teacher the right to a hearing before an impartial hearing officer selected by the local board of education prior to termination.
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A
Source: http://www.capitol.tn.gov
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| OH | Signed into law 07/2009 | P-12 | Amends the membership of the educator standards board (ESB). Specifies that board membership must reflect the diversity of the state in terms of gender, race, ethnic background and geographic distribution. Among other changes, adds to the board an individual employed as a district treasurer or business manager, and a parent of a student currently enrolled in a school run by a school district. Requires that standards board-developed standards for what teachers and principals should know and be able to do must be aligned with the operating standards adopted under division (D)(3) of section 3301.07. Requires that the standards for teachers reflect the standards under section 3301.079 (including standards on collaborative learning environments and interdisciplinary, project-based, real-world learning and differentiated instruction) and the Ohio leadership framework. Requires such standards to ensure that teachers have sufficient knowledge to enable them to provide learning opportunities for all children to succeed. Requires recommended teacher standards to be submitted to the state board by September 2010.
Requires the ESB to develop standards for school district superintendents that reflect what superintendents are expected to know and be able to do at all stages of their careers. Requires that the standards reflect knowledge of systems theory and effective management principles and be aligned with the buckeye association of school administrators standards and the operating standards developed under division (D)(3) of section 3301.07. Similarly requires the ESB to develop standards for school district treasurers and business managers that reflect what these professionals should know and be able to do at all stages of their careers. Requires that these standards reflect knowledge of systems theory and effective management principles and be aligned with the association of school business officials international standards and the operating standards developed under division (D)(3) of section 3301.07 of the Revised Code. Requires standards to ensure that principals, superintendents, school treasurers and school business managers have sufficient knowledge to provide principled, collaborative, foresighted and data-based leadership that will provide learning opportunities for all children to succeed.
Additionally directs the ESB to investigate and make recommendations for the creation, expansion and implementation of building and district leadership academies. Provides that the state superintendent, the chancellor of the Ohio board of regents, or the education standards board itself may request that the educator standards board update, review or reconsider any standards it has developed.
Requires that standards for educator professional development developed by the ESB include standards for the inclusion of local professional development committees established under section 3319.22 of the Revised Code in the planning and design of professional development. Requires the ESB to develop criteria to allow a candidate for a lead professional educator license who is not national board-certified must meet to be considered a lead teacher under Section 3319.22(B)(4)(d). Requires the ESB to develop model teacher and principal evaluation instruments and processes, and for such models to incorporate the ESB-developed standards for teachers. Directs the ESB to develop a method of measuring the academic improvement of individual students over a one-year period and to make recommendations for incorporating the measurement as one of multiple evaluation criteria into (1) Eligibility for a professional educator license, senior professional educator license, lead professional educator license, or principal license; (2) The Ohio teacher residency program; (3) The aforementioned ESB-developed model teacher and principal evaluation instruments and processes.
Pages 1393-1400 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.60, 3319.61
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partly from DOE summary of H.B. 1: Directs the superintendent of public instruction, jointly with the chancellor of the board of regents, to establish metrics and courses of study for postsecondary institutions that prepare educators and other school personnel, and to provide for inspection of those institutions. Transfers responsibility for approving teacher preparation programs from the state board to the chancellor of the board of regents, and expands the requirement to include approval of preparation programs for other school personnel. Directs the chancellor and the state superintendent to jointly (1) establish metrics and educator preparation programs for the preparation of educators and other school personnel, and (2) provide for the inspection of the institutions. Requires that the metrics and educator preparation programs be aligned with the standards and qualifications for educator licenses adopted by the state board by statute and the requirements of the Ohio teacher residency program established under section 3319.223. Also requires the metrics and educator preparation programs to ensure that educators and other school personnel are adequately prepared to use the value-added progress dimension prescribed by section 3302.021.
Directs the chancellor to approve postsecondary institutions that prepare teachers and other school personnel that maintain satisfactory training procedures and records of performance, as determined by the chancellor. Specifies that if the jointly established metrics require a teacher preparation program to to meet an independent accreditation organization's standards, the chancellor must allow institutions to satisfy the standards of either the National Council for Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). Provides the jointly approved metrics and educator preparation programs may require institutions, as a condition of approval, to to make changes to the curricula of its preparation programs for educators and other school personnel. Requires institutions to allocate funds from existing appropriations to make curricular changes. Directs the chancellor to notify the state board of the metrics and educator preparation programs and approved postsecondary institutions. Directs the state board to publish the metrics, educator preparation programs, and approved institutions with the standards and qualifications for each type of educator license.
Transfers responsibility for reporting on the quality of teacher preparation institutions from the state board of education to the chancellor of the Ohio board of regents, in collaboration with the state board of education.
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1017-1018, 1020-1021, 1438-1440 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.12, 3301.42, 3333.048 and 3333.048
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | 3319.611: Establishes the subcommittee on standards for superintendents of the education standards board (ESB). Establishes subcommittee membership. Provides that the subcommittee must assist the ESB in developing the standards for superintendents and with any additional matters the ESB directs the subcommittee to examine.
3319.612: Establishes the subcommittee on standards for school treasurers and business managers of the ESB. Provides that the subcommittee must assist the educator standards board in developing the standards for school treasurers and business managers and with any additional matters the ESB directs the subcommittee to examine.
3319.63: Requires a local boards employing an individual chosen to participate on either of these ESB subcommittees to grant the individual paid professional leave for the purpose of attending meetings and conducting official subcommittee business.
Pages 1400-1401 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.611, 3319.612, and 3319.63
Source: www.legislature.state.oh.us
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| IL | Adopted 02/2008 | P-12 | Establishes the requirements for the new "master principal" designation, the last new initiative that was created by the "SAELP legislation' in 2006. Page 289-310 of 329: http://www.cyberdriveillinois.com/departments/index/register/register_volume32_issue10.pdf
Title: 23 IAC 25.10 thru .770 (non seq.)
Source: www.cyberdriveillinois.com
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| OH | Adopted 02/2008 | P-12 | Rescinded old rules and adopted new rules regarding requirements for performance- based licensure for administrators. A beginning principal must be able to demonstrate success in each of the five areas described in this rule: 1) continuous improvement; 2) instruction; 3) School operations, resources, and learning environment; collaboration; parents and community engagement.
http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-09_PH_FF_N_RU_20080212_1409.pdf
Title: OAC 3301-24-09
Source: http://www.registerofohio.state.oh.us
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| IA | Adopted 02/2008 | P-12 | Implements changes made to the Student Achievement and Teacher Quality program and the Beginning Administration Mentoring and Induction program. Adds standards and criteria by which AEA staff who meet the definition of teacher should be evaluated. Adds a new division of rules with specific standards applicable to administrators and administrator quality programs, including mentoring and induction for administrators, standards and criteria by which to evaluate administrators, and professional development of administrators. With respect to a beginning administrator, "comprehensive evaluation" means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with Iowa Code section 284A.3 for purposes of determining a beginning administrator's level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Acts, chapter 108, section 2.An administrator mentor must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,4673/
Title: IAC 281-12.7(256,284,284A), 12.7(1), 12.7(2), 72.9(1), 281-Chapter83, 281-83.1(284,284A), 281- 83.2(284,248A), 281-83.3(284), 83.3(1) through,83.3(4), 281-83.4(284),
Source: http://www.iowa.gov
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| LA | Adopted 07/2007 | P-12 | Creates the Educational Leader Standards guide to identify the knowledge, skills, performances and dispositions of effective educational leaders. Pages 1-5 of http://www.doa.louisiana.gov/osr/reg/0707/0707RUL.pdf
Title: LAC 28:CXXXVII.Chapters 1-5
Source: Lexis-Nexis/StateNet
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| PA | Signed into law 07/2007 | P-12 | Section 3 is amended to require that any superintendent candidate has completed a program that included the Pennsylvania leadership standards or an equivalent program. Also requires the completion of an induction program of not more than 36 hours in any one year or a totle of 108 hours over the course of the program. Another section is amended to require continuing professional education for school or system leaders. Requires the state department to design and offer continuing professional education at no cost and to approve other provides to offer induction and professional education programs (and to annually publish a list of approved providers.) Establishes the Pennsylvania School Leadership Standards. havhttp://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2007&sessInd=0&billBody=H&billTyp=B&billNbr=0842&pn=2347
Title: H.B. 842, Sections on Leadership
Source: http://www.legis.state.pa.us
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| IA | Signed into law 04/2007 | P-12 | Directs the director of the department of education to develop Iowa standards for school administrators, including knowledge and skill criteria, and develop, based on these standards, mentoring and induction, evaluation processes, and professional development plans. Provides the criteria must further define the characteristics of quality administrators as established by the standards for school administrators. Directs the state board of education to adopt by rule the Iowa standards for school administrators.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 2 and 3)
Source: coolice.legis.state.ia.us
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| NY | Signed into law 04/2007 | P-12 | Provides that by July 1, 2008, a student progress report must be prepared for all students. States that the progress report must provide parents with information on their child's performance on state assessments over multiple years of testing, and must also explain the process by which parents may inquire further about their child's progress. Requires all districts and charter schools to prepare and disseminate the student progress report to parents in a timely manner.
Directs the commissioner to develop methods to support educators in the use of performance data to assist in student learning, which must be periodically improved based on feedback from educators. Also directs the commissioner to develop informational materials to help parents and teachers understand the regents learning standards and the results of state assessments.
Directs the commissioner to develop a school leadership report card and a separate school progress report card to assist boards of education, the state and the public in assessing the performance of school leaders, including superintendents and principals, and the schools they lead. Provides the report cards must include an assessment of the school's progress in achieving standards of excellence, including parent involvement, curriculum, teacher quality, and accountability measures. Directs the commissioner to promulgate regulations requiring trustees or boards of education to attach copies of such report cards to the statement of estimated expenditures, and to otherwise make the report cards publicly available in the same manner as a district report card.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 2
Source: assembly.state.ny.us
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| IL | Signed into law 07/2006 | P-12 | Requires the state board to establish a new principal mentoring program to allow experienced principals to serve as mentors to new principals during their first year as a principal. Requires the principal, in collaboration with the mentor, to identify areas for improvement of the new principal's professional growth, including, but not limited to, each of the following:
(1) Analyzing data and applying it to practice.
(2) Aligning professional development and instructional programs.
(3) Building a professional learning community.
(4) Observing classroom practices and providing feedback.
(5) Facilitating effective meetings.
(6) Developing distributive leadership practices.
(7) Facilitating organizational change.
Requires the state board to establish an alternative route to administrative certification for National Board certified teachers.
Requires the state board, in consultation with the state teacher certification board, to establish a teacher leader endorsement. Provides that the endorsement is a career path endorsement available to: (i) teachers who are certified through the National Board for Professional Teaching Standards and complete a specially designed strand of teacher leadership courses; (ii) teachers who have completed a master's degree program in teacher leadership; and (iii) proven teacher leaders with a master's degree who complete a specially designed strand of teacher leadership courses.
Directs the state board to certify statewide organizations representing principals, institutions of higher education, and regional offices of education and one school
district or organization representing principals in Chicago to establish a master principal designation program if these entities meet state board-established criteria. Directs these entities to work with a statewide design team of institutions of higher education, regional offices of education, statewide organizations, and other appropriate entities, to conceptualize the master principal designation program. Requires A master
principal designation program aligned with the Illinois
Professional Leadership Standards shall include at least the
following components:
(1) Expansion of the principal's knowledge base and leadership.
(2) Application of strategies and collection of evidence of student learning and school processes.
(3) Demonstration of the ability and skills necessary to lead sustained academic improvement in a school or district.
Provides that an individual serving as a principal for at least 3 years is eligible for participation in a master principal designation program.
Directs the state board to create a task force to review the Illinois Administrators' Academy and recommend revisions to the program. Establishes that the goal of the task force is to revise the Illinois Administrators' Academy so that it offers professional development opportunities tailored to the individual and collective needs of principals and other administrators. Directs the task force also to examine the content and duration of teacher evaluation courses and to make recommendations for improvement. Requires the task force to file a report of its findings with the general assembly, the governor and the state board by July 1, 2007.
Beginning with the 2006-2007, requires districts, except for Chicago, to establish a principal evaluation plan. The plan must ensure that each principal is evaluated according to requirements set forth in statute.
Beginning on July 1, 2007, requires the Chicago school district to develop a principal mentoring program. Directs the district to submit a copy of its principal mentoring program to the state board for its review and public comment. http://www.ilga.gov/legislation/94/SB/PDF/09400SB0860lv.pdf
Title: S.B. 860
Source: www.ilga.gov
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| IL | Signed into law 06/2006 | P-12 | Requires school board members other than of the Chicago Board of Education to take an oath of office. Sets forth the contents of that oath. Specifies that the local board must direct the superintendent in his or her administration of the school district, including considering the superintendent's recommendations on the budget; building plans; the locations of sites; the selection, retention, and dismissal of employees; and the selection of textbooks, instructional material, and courses of study. Directs local boards to evaluate the superintendent in his or her administration of school board policies and his or her stewardship of the assets of the district.
http://www.ilga.gov/legislation/94/HB/PDF/09400HB4310lv.pdf
Title: H.B. 4310
Source: www.ilga.gov
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| CO | Signed into law 05/2006 | P-12 | Concerns principals in public schools; requires the state board of education to direct the department of education annually to survey school district superintendents who employ new principals; requires school districts to provide observations and written evaluations of principals with the same frequency as they are provided to teachers; creates the principal development scholarship program to provide stipends for professional development activities for principals on a need basis.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/DA26A572932CE8B3872570C7007129B2?Open&file=1001_enr.pdf
Title: H.B. 1001
Source: Colorado Legislature
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| GA | Signed into law 04/2006 | P-12 | Authorizes the state board to establish a grant program for High Performance Principals to attract successful principals to schools in need of improvement (that have not made adequate yearly progress for 2 or more consecutive years in the same subject). Mandates that the sole criteria for designating and selecting individuals as High Performance Principals must be data-based evidence of the effectiveness of a proposed High Performance Principal in improving a low performing school or in taking an average or excellent performing school to higher achievement within the last five years. Authorizes the state board to establish and maintain a nonexclusive pool of preapproved eligible candidates for High Performance Principals for consideration by local school systems.
Provides that an individual selected as a High Performance Principal is eligible for a one-year salary supplement, in an amount as determined by the state board and subject to legislative appropriations. Limits an individual grant to a maximum of $15,000 a year; provides that the amount shall be awarded pursuant to state board rule based on the relative recruitment need of that Needs Improvement School. Allows the local school system to apply for up to two additional school years for renewal of the High Performance Principal designation for an individual, subject to appropriation. Requires an individual selected as a High Performance Principal to enter into a contract with the local board which must include terms and conditions relating to the designation of High Performance Principal, as required by the state board.
Requires an individual to reimburse the local board for any moneys paid to him or her relating to the High Performance Principal designation if he or she does not comply with the terms of the contract relating to the High Performance Principal designation.
Requires a local board to report on the effectiveness of an individual designated as a High Performance Principal and his or her impact on the improvement of the school in the school year in which he or she was designated a High Performance Principal. Mandates that the state board use the data in the reports as the primary factor in evaluating applications for renewal of a High Performance Principal designation. http://www.legis.state.ga.us/legis/2005_06/pdf/sb468.pdf
Title: S.B. 468
Source: www.legis.state.ga.us
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| KY | Signed into law 04/2006 | P-12 | Directs the executive director of the Education Professional Standards Board with the cooperation of the commissioner of education and the president of the Council on Postsecondary Education to establish an interagency task force to collaborate with public and private postsecondary education institutions to redesign preparation programs and the professional development of educational leaders. Requires redesigned programs for developing educational leaders to have:
(a) Recruitment and selection policies that ensure that persons with high leadership potential and talent are being prepared to lead Kentucky schools;
(b) Strong emphasis on developing the essential competencies necessary for improving the safe and efficient management of schools and increasing student achievement;
(c) A standards and research base with coherent goals, learning activities, and assessment around a shared set of values, beliefs, and knowledge about effective administrative practices;
(d) Provisions for field-based internships that incorporate problem-based learning and utilize cohort groups and mentors whenever possible and appropriate;
(e) Strong clinical training options throughout the programs that include extensive collaborations between postsecondary education institutions and school districts;
(f) Induction components for newly hired principals and other education leaders, which provide both collegial support and individual mentoring with documented evidence of the new principals' or other education leaders' abilities to focus on high levels of student learning, growth, and achievement;
(g) Provisions for high-quality professional development that strengthen current school leaders' capacity to work with faculty in changing school and classroom practices to increase student learning, growth, and achievement; and
(h) Support for working conditions that enable leaders to implement strong instructional leadership that improves opportunities for teaching and learning for all students.
Requires the interagency task force to provide a progress report to the Interim Joint Committee on Education by October 1, 2007, and as requested thereafter.
http://www.lrc.ky.gov/RECORD/06RS/HJ14/bill.doc
Title: H.J.R. 14
Source: www.lrc.ky.gov
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| NM | Rule Adoption 10/2005 | P-12 | Governs performance evaluation requirements for administrators. Identifies specific evaluation/supervision competencies and indicators for administrators. NEW MEXICO REG 4427 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0003.htm
Title: NMAC 6.69.3, 6.69.3.1, 6.69.3.2, 6.69.3.6
Source: StateNet
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| MS | Rule Adoption 08/2005 | P-12 | Amends rules concerning the Validated Personnel Appraisal Instrument for superintendents, central office staff, and principals. Increases the standard (cut score) as part of the evaluation process for priority schools as recommended by the Standard Setting Committee. MISSISSIPPI REG 10139 (SN)
Title: Uncodified
Source: StateNet
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| MD | (S) THIRD READING PASSED WITH AMENDMENTS (44-2) 04/2005 | P-12 | Establishing the statewide Principal Fellowship and Leadership Development Program in the State Department of Education; requiring the Department to develop criteria for the selection of fellows and receiving schools; authorizing the State Superintendent of Schools, subject to the approval of the State Board of Education, to require specified school systems to participate in the Program; prohibiting a principal in a local school system from participating in the Program in an eligible school within the same system; etc
http://mlis.state.md.us/2005rs/billfile/hb0995.htm
Title: H.B. 995
Source: StateNet
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| MI | Signed into law 06/2004 | P-12 | Clarifies requirement for school administrator continuing education as occurring each 5-year period following initial employment.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2004-PA-0148.pdf
Title: S.B. 1073
Source: StateNet
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| IA | Adopted 03/2004 | P-12 | Clarifies rules to combine the superintendent endorsement with the AEA administrator endorsement and modifies requirements to include national standards for school leaders.
Title: 282 IAC 14.142
Source: StateNet
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| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-19. Requires state board to adopt criteria an minimum highly objective uniform statewide standards of evaluation for the annual performance evaluation of licensed school employees. Classroom observation must be part of this standard. Sets out processes. Section 22-10A-20 sets class load maximums..
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| MD | Signed into law 05/2002 | P-12 | Increases maximum of aggregate principal amount of bonds outstanding that Baltimore district may hold from $25 million to $75 million. Require Baltimore board and CEO to ensure increased community involvement and outreach in support of the city's public schools. Deletes 1997 section requiring adoption and implementation of transition plan. Replaces with requirement that by June 1, 2002, Baltimore district CEO submit 5-year comprehensive master plan to board for review and approval by August 30, 2002 and subsequent review and approval by state board and superintendent. Requires CEO or designee to consult with specified others, including teachers, students and parents during the development of the master plan. Requires master plan to be updated and submitted for state board and superintendent review and approval on annual basis. Establishes areas which master plan must address. Requires department and Baltimore school system to jointly develop a principal development initiative pairing distinguished principals from outside the system and action support teams with principals in training in Baltimore. Addresses minimum appropriations to Baltimore Public School System. Requires consultant to evaluate the Baltimore City-State Partnership and the reform initiatives of the Baltimore City Public School System by December 1, 2006, and the board of commissioners and the state board to report to the general assembly on a review of the evaluation by January 15, 2007. Requires chief officers of Baltimore Public Schools to meet on at least a quarterly basis with the Special Master assigned to the case, after 6 of which meetings the CEO and the state superintendent may adjust the communication schedule. Requires state and Baltimore agencies to communicate on at least a quarterly basis on facilities planning in the Baltimore Public Schools, including on capital improvement program issues. Requires transfer of certain real property assets from Baltimore City Public School System to Baltimore City Board of Commissioners. Through June 30, 2009, permits Board of Public Works to approve state funding for capital improvements to Baltimore public school buildings deeded to Baltimore board or mayor and city council of Baltimore. Requires city to continue cooperation with school system to eliminate environmental hazards in the school system. Permits funds appropriated for the Baltimore City-State Partnership to be used to support the principal development initiative. http://mlis.state.md.us/2002rs/bills/hb/hb0853e.rtf
Title: H.B. 853
Source: mlis.state.md.us
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| IN | Signed into law 05/2001 | P-12 | Provides that a school principal's performance evaluation may not be based wholly on Indiana Statewide Testing for Educational Progress (ISTEP) scores of students in the principal's school, but the scores may be used as one factor in the evaluation; authorizes a school corporation or other entity to which the Federal Family Educational Rights and Privacy Act (FERPA) applies to release of education records to a juvenile justice agency.
Title: S.B. 204
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 04/2000 | P-12 | Makes certain changes concerning the termination, suspension, and evaluation of certain administrative personnel of school districts and educational service centers.
Title: S.B. 77
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | Principals and assistant principals must be evaluated by a trained evaluator and may be evaluated by the teachers in the school , if required by the local school superintendent. All certificated personnel must be evaluated by a trained evaluator.
Title: H.B. 1187
Source: Georgia Department of Education
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