Recent State Policies/Activities
Leadership--Quality & Evaluation/Standards
| Recent State Policies/Activities Leadership--Quality & Evaluation/Standards |
| Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org |
| State | Status/Date | Level | Summary |
|---|---|---|---|
| OH | Signed into law 07/2009 | pre-K-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 |
| OH | Signed into law 07/2009 | pre-K-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 The 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 |
| OH | Signed into law 07/2009 | pre-K-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 |
| IL | Adopted 02/2008 | pre-K-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 |
| OH | Adopted 02/2008 | pre-K-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 |
| IA | Adopted 02/2008 | pre-K-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 |
| LA | Adopted 07/2007 | pre-K-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 |
| PA | Signed into law 07/2007 | pre-K-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 |
| IA | Signed into law 04/2007 | pre-K-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 |
| NY | Signed into law 04/2007 | pre-K-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 |
| IL | Signed into law 07/2006 | pre-K-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 |
| IL | Signed into law 06/2006 | pre-K-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 |
| CO | Signed into law 05/2006 | pre-K-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 |
| GA | Signed into law 04/2006 | pre-K-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 |
| KY | Signed into law 04/2006 | pre-K-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 |
| NM | Rule Adoption 10/2005 | pre-K-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 |
| MS | Rule Adoption 08/2005 | pre-K-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 |
| MD | (S) THIRD READING PASSED WITH AMENDMENTS (44-2) 04/2005 | pre-K-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 |
| MI | Signed into law 06/2004 | pre-K-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 |
| IA | Adopted 03/2004 | pre-K-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 |
| NM | Signed into law 03/2003 | pre-K-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 |
| MD | Signed into law 05/2002 | pre-K-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 |
| IN | Signed into law 05/2001 | pre-K-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 |
| OH | Signed into law 04/2000 | pre-K-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 |
| GA | Signed into law 03/2000 | pre-K-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 |