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 |
|
 LA | Adopted 12/2012 | P-12 | Requires that the value-added educator evaluation model not be used in any cases where fewer than 10 students with value-added results are assigned to an educator. Pages 73-74 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf
Title: LAC 28:CXLVII.303
Source: www.doa.louisiana.gov
| |
| MT | Adopted 10/2012 | P-12 | Modifies accreditation. One modification deletes old section on teacher evaluation and replaces with new. Requires that evaluation system for licensed staff:
(i) be conducted at least annually for nontenure staff and on a regular schedule adopted by the district for all tenure staff; (ii) be aligned with applicable district goals, standards of the Board of Public Education, and the district's mentorship and induction program; (iii) identify what skill sets are to be evaluated; (iv) include both formative and summative elements; and
(v) include an assessment of the educator's effectiveness in supporting every student in meeting rigorous learning goals through the performance of the educator's duties.
Requires the state superintendent to develop and publish model evaluation instruments that comply with this rule in collaboration with the MEA-MFT, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana, and Montana Small School Alliance. A school district
adopting and using one of the model instruments shall be construed to have complied with this rule, though use of one of the models shall not be required provided that the district's evaluation instrument and process substantially conforms to the requirements set forth in this section.
http://sos.mt.gov/arm/register/archives/MAR2012/MAR12-19.pdf
Title: ARM 10.55.601-1003
Source: http://sos.mt.gov/arm/register
| |
| LA | Adopted 09/2012 | P-12 | Makes various changes to align the evaluation of school personnel with Act 54 of the 2010 Regular Legislative Session, including: (1) Clarifying the observation/data collection process for local personnel evaluation plans; (2) Overview of what constitutes the 50% of the evaluation based upon growth in student learning for teachers and administrators, respectively, and what constitutes the 50% of the evaluation that is based on a qualitative measure of teacher and administrator performance; (3) Student learning targets in teachers teaching non-tested grades and subjects; (4) Observation tools, including minimum requirements for LEA observation tools and waiver request procedures for LEAs that do not wish to use department-developed/identified observation tools; (5) Calculation of teachers' and administrators' final composite score on annual evaluations to determine their effectiveness rating for that academic year; (6) Certification of evaluators; (7) LEA retention of copies of evaluation results and any related documentation; (8) Required components of each job description; (9) Invalidation of evaluation results for any teacher or administrator with 60 or more excused absences in an academic year (due to maternity leave, military leave, etc.); (10) Annual summary reporting to the department by LEAs of teacher and administrator evaluation results; (11) The 3 domains included in the "Louisiana Components of Effective Teaching," and the components that fall under each domain; and (12) Definitions. Page 62-66 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:CXLVII.105, 301, 305, 307, 309, 311, 319, 321, 323, 325, 701, 901, 903, and 905
Source: www.doa.louisiana.gov
| |
| AR | Adopted 08/2012 | P-12 | Establishes the requirements and implementation procedures concerning the Teacher Excellence and Support System, beginning in the 2014-2015 school year.
5.0 Provides that the evaluation framework for a summative evaluation for a classroom teacher includes the following categories: (1) Planning and preparation, (2) Classroom environment, (3) Instruction, and (4) Professional responsibilities. Outlines the process for a summative evaluation, which includes a formal classroom observation and informal classroom observation.
6.0 Requires that a teacher and evaluator develop a professional learning plan for the teacher that (1) Identifies professional learning outcomes to advance the teacher's professional skills, and (2) Clearly links professional development activities and the teacher's individual professional learning needs identified through the Teacher Excellence and Support System.
Establishes a novice teacher mentoring and induction.
7.0 Requires teachers to be placed in intensive support status if the teacher has a rating of "Unsatisfactory" in any one entire teacher evaluation category of the
evaluation framework. Requires evaluators to establish a time period for the intensive support status and notify the teacher that if his/her contract is renewed while the teacher is in intensive support status, the fulfillment of the contract term is subject to the teacher's accomplishment of the goals established and completion of the tasks assigned in the intensive support status.
If the intensive support status is related to student performance, the teacher is required to use formative assessments to gauge student progress throughout the period of intensive support status. Provides that the evaluator and teacher must develop goals and tasks that correlate to the professional learning plan and evidence-based research concerning the evaluation category that forms the basis for the intensive support status.
If a teacher does not accomplish the goals and complete the tasks established for the intensive support status during the period of intensive support status, the
evaluator must notify the superintendent of the school district where the teacher is employed and provide the superintendent with documentation of the intensive
support status. Upon review and approval of the documentation, the superintendent is required to recommend termination or nonrenewal of the teacher's contract.
8.0 Requires annual evaluations for every teacher who is a: (1) Novice teacher, (2) Probationary teacher, or (3) Teacher who successfully completed intensive support status within the current or immediately preceding school year. All other teachers must be evaluated every three years.
9.0 Requires that The Department of Education provide technical assistance to school districts for developing and implementing instruments to evaluate administrators that weight an administrator evaluation on student performance and growth to the same extent as provided for teachers under the Teacher Excellence and Support System.
14.0 Provides that the Department of Education must establish applicable growth models following the full implementation of the PARCC assessment system.
http://170.94.37.152/REGS/005.15.12-002F-13108.pdf
Title: AR ADC 005.08.4-1.0 to AR ADC005.08.4-14.0
Source: http://www.sos.arkansas.gov/rules_and_regs/
| |
| 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
| |
| NJ | Signed into law 08/2012 | P-12 | Creates the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act.
Defines "evaluation" as a process based on the individual's job description, professional standards and Statewide evaluation criteria that incorporates analysis of multiple measures of student progress and multiple data sources. Such evaluation shall include formal observations, as well as post conferences, conducted and prepared by an individual employed in the district in a supervisory role and capacity and possessing a school administrator certificate, principal certificate, or supervisor certificate.
Defines "multiple objective measures of student learning" as the results of formal and informal assessments of students. Such measures may include a combination of, but are not limited to: teacher-set goals for student learning; student performance assessments, including portfolio projects, problem-solving protocols, and internships; teacher-developed assessments; standardized assessments; and district-established assessments.
Requires a teacher, in order to achieve tenure, to complete a district mentorship program during the initial year of employment and receive a rating of effective or highly effective in two annual summative evaluations within the first three years of employment after the initial year of employment in which the teacher completes the district mentorship program.
Requires that a principal, assistant principal, and vice-principal, in order to achieve tenure, receive a rating of effective or highly effective in two annual summative evaluations within the first three years of employment with the first effective rating being received on or after the completion of the second year of employment.
Defines "effective" or "highly effective" as receiving an annual summative evaluation rating of "effective" or "highly effective" based on the performance standards for a position established through the evaluation rubric adopted by the board of education and approved by the commissioner.
Requires the State Board of Education to set standards for teacher evaluation rubrics including a provision that multiple measures of practice and student learning be used in conjunction with professional standards of practice using a comprehensive evaluation process in rating effectiveness with specific measures and implementation processes. Provides that standardized assessments be used as a measure of student progress but not be the predominant factor in the overall evaluation of a teacher.
http://www.njleg.state.nj.us/2012/Bills/AL12/26_.HTM
Title: S 1455
Source: http://www.njleg.state.nj.us/
| |
| MA | Signed into law 06/2012 | P-12 | Requires the State Board to establish and maintain a data system for the purpose of assessing the effectiveness of district evaluation systems in assuring effective teaching and administrative leadership. Requires that such information be made publicly available. Provides that information that is evaluative in nature and which may be linked to an individual educator may not be disclosed.
Protects the right of a superintendent to lay off teachers pursuant to reductions in force or reorganization resulting from declining enrollment or other budgetary reasons. Provides that a teacher with professional teacher status may not be laid off due to a reduction in force or reorganization if there is a teacher without such status or who is less qualified on staff. Provides that a professional teacher may not be displaced by a more senior teacher with such status unless the more senior teacher is currently certified and is at least as qualified for the position as the junior teacher holding the position.
Requires that collectively bargained qualifications include, as primary factors, indicators of job performance including overall ratings resulting from comprehensive evaluations. Provides that no distinction shall be made between the overall performance ratings established by the board of elementary and secondary education finding that the teacher has met or exceeded acceptable performance standards and that are defined by the board as proficient and exemplary.
Provides that the school committee and the collective bargaining representative may negotiate for seniority or length of service only as a tie-breaker in personnel actions under this paragraph among teachers whose qualifications are no different.
Directs the superintendent of a school district to appoint principals for each public school within the district at levels of compensation determined in accordance with policies established by the school committee. Lays out duties for school principals, including personnel hiring, termination, voluntary transfer, involuntary transfer, reduction in force and recall decisions.
Directs the department of elementary and secondary education to pay $3,500,000 of the cost of providing training for evaluators and school teams, consistent with the approved Race to the Top grant, and districts to pay the additional costs for school team training and the costs associated with providing training for evaluators.
Directs all districts required to adopt and implement evaluation systems for the 2013-2014 school year to provide an evaluation training program developed by the department of elementary and secondary education for all evaluators and for all teachers, principals and administrators required to be evaluated. Require all such districts to develop and submit, in coordination with each district's annual Title II-A needs assessment, a plan for funding the training required to implement the educator evaluation system, using available local, state, and federal funds. Provides that any district that has not already commenced an evaluation training program shall not require teachers to be evaluated until the district has published an evaluation training schedule for teachers, principals, and administrators who are required to be evaluated.
Requires districts implementing the new evaluation system in fiscal year 2013 or 2014 to allocate some or all of its fiscal year 2013 or 2014 chapter 70 professional development allotment to implement an evaluation training program for all teachers and administrators.
Establishes a board of elementary and secondary education educator evaluation data advisory committee to provide recommendations to the board of elementary and secondary education concerning what information shall be collected for the purpose of assessing the effectiveness of district evaluation systems in assuring effective teaching and administrative leadership in public schools and how such information shall be made available to the public. Requires the committee to file a report including recommendations to the board no later than December 31, 2012 with the clerks of the senate and house of representatives who shall forward it to the joint committee on education.
http://www.malegislature.gov/Bills/187/Senate/S02315
Title: S.B. 2315
Source: http://www.malegislature.gov/
| |
| MI | Signed into law 06/2012 | P-12 | (Sec. 95) Creates a new grant program to train principals and assistant principals in educator evaluations. Programs must meet all of the following criteria:(a) contain instructional content on methods of evaluating teachers consistently across multiple grades and subjects; (b) include training on evaluation observation that is focused on reliability and bias awareness and that instills skills needed for consistent, evidence-based observations; (c) incorporate the use of 1 videos of actual lessons for applying rubrics and consistent scoring; (d) align with recommendations of the governor's council on educator effectiveness; (e) provide ongoing support to maintain inter-rater reliability. http://www.legislature.mi.gov/documents/2011-2012/billconcurred/House/pdf/2012-HCB-5372.pdf
Title: H.B. 5372
Source: legislature.mi.gov
| |
| NY | Signed into law 06/2012 | P-12 | Directs each district and board of cooperative educational services (BOCES) to release to the public and the department of education the quality ratings and composite effectiveness scores from its teachers' and principals' annual professional performance reviews. Requries districts and BOCES, upon parent/guardian request, make available to a student's parents/guardians the final quality rating and composite effectiveness score for each teacher and principal of the building the student is assigned to for the current school year. Requires the commissioner to disclose teacher and principal evaluation data on the department website, including specific elements that must be reported by district/BOCES, by building, and both. Directs the department, each district, and BOCES to ensure that any release to the public of annual professional performance review data does not include personally identifiable information for any teacher or principal. Provides annual performance reviews of individual teachers and principals are not subject to state Freedom of Information law. http://assembly.state.ny.us/leg/?default_fld=&bn=S07792&term=&Summary=Y&Text=Y
Title: S.B. 7792
Source: assembly.state.ny.us
| |
| OH | Signed into law 06/2012 | P-12 | Provides that, notwithstanding other provisions, each local board's teacher evaluation policy applies to any person employed under a teacher license, or under a professional or permanent teacher's certificate issued under former statute, and who spends at least 50% of his/her time employed providing student instruction. Provides teacher evaluation provisions do not apply to substitute teachers. Extends from April 1 to May 1 the date by which teacher evaluations must be completed; extends to May 10 date by which teachers must receive written report of evaluation results. Requires only one annual evaluation of teachers on limited or extended limited contract. Makes the providing of peer review optional under a local board's evaluation agreement. Requires at least 3 formal observations of a teacher under consideration for non-renewal who is under limited or extended limited contract. Permits the local board to elect to require only one formal observation of a teacher who received a rating of accomplished on the teacher's most recent evaluation, provided the teacher completes a project that has been approved by the board to demonstrate the teacher's continued growth and practice at the accomplished level.
Requires evaluations to be conducted by persons holding a department-established credential for being an evaluator, and adds an administrative specialist as person eligible to hold such a credential. Also permits evaluations to be conducted by a person employed by an entity contracted by the board who holds a license for being a superintendent, assistant superintendent, principal, vocational director, administrative specialist, or supervisor in any educational area. Adds requirements regarding annual local reporting to department on the number of teachers (1) evaluated and (2) assigned each of the available ratings, aggregated by the teacher preparation programs from which and the years in which the teachers graduated. Prohibts personally-identifiable information from being reported. Provides that statutory provisions on teacher evaluation prevail over any conflicting provisions of a collective bargaining agreement entered into on or after the effective date of the amendment.
Authorizes the state board to periodically update the standards-based state framework for the evaluation of teachers. Provides that in calculating student growth for a teacher evalution, a student cannot be included if the student has 60 or more unexcused absences for the school year. Not later than June 30, 2013, directs the state board, in consultation with state agencies that employ teachers, to develop a standards-based framework for the evaluation of teachers employed by those agencies. Requires each state agency that employs teachers to adopt a standards-based teacher evaluation policy that conforms with the framework developed under these provisions. (This particular provision must become operative at the expiration of any collective bargaining agreement covering teachers employed by the agency that is in effect upon enactment of these provisions, and must be included in any renewal or extension of such an agreement.)
Pages 212-218 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Teacher Evaluations
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2012 | P-12 | Prior provisions required all district, community school, and STEM school classroom teachers, teaching in a core subject area, whose schools' performance index scores were in the lowest 10% of all buildings statewide, to take all written examinations required for licensure to teach that subject area and grade level. New provisions: (1) remove teachers employed by local boards (i.e., non-communiity school and STEM-school teachers) from this requirement; (2) move start date for this requirement to 2015-2016 school year; and (3) replace written examinations required for subject area licensure with written examinations selected by the department as appropriate to determine content area expertise.
Effective with the 2015-16 school year, requires a district classroom teacher in a core subject area who, in two of three most recent school years has received a rating of "ineffective" to take all written examinations of content knowledge selected by the department of education to determine expertise to teach the core subject area and grade level to which the teacher is assigned. Provides that if such a district teacher passes that exam, the employer must require the teacher, at the teacher's expense, to complete professional development targeted to the deficiencies identified in the teacher's evaluations. Requires the teacher's receipt of a rating of "ineffective" on the teacher's next evaluation after completion of the professional development, or the teacher's failure to complete the professional development, to be grounds for termination.
Provides that if a teacher under any of the aforementioned circumstances passes an examination, the teacher is not required to take the exam again for three years, regardless of the teacher's evaluation ratings. Permits results of a teacher examination (regardless of whether teacher at district, community school, or STEM school), to be used in developing and revising professional development plans and deciding whether or not to continue employing the teacher. Continues existing prohibition from using exam results as sole basis for decision to terminate or not renew a teacher's contract (until teacher has not attained a passing score on three consecutive administrations of the same assessment). Pages 218-220 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Testing Low-Performing Teachers
Source: www.legislature.state.oh.us
| |
| 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
| |
| 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
| |
| IA | Signed into law 05/2012 | P-12 | This section relates to teacher reviews, professional development, and administrator evaluations. Creates three new task forces: Statewide Educator Evaluation System Task Force, Iowa Teaching Standards and Criteria Review Task Force, and Teacher Performance, Compensation and Career Development Task Force. Requires 36 additional hours of practitioner collaboration (can be repurposed from existing professional development time). Requires annual review of teachers. The first two years of review are to be conducted by a peer group of teachers and are to be formative in nature -- not for recommending participation in an intensive assistance program or for compensation, layoff, termination, etc.. Requires annual evaluation of administrators. The Statewide Educator Evaluation System Task Force is to develop a statewide teacher evaluation system and a statewide administrator evaluation system that standardize the instruments and processes used throughout the state. Lists required components: Direct observation; balanced consideration of student growth measures; integration of the Iowa teaching standards; system applicability to teachers in all content areas. Also requires that recommendations include a tiered evaluation system that differentiates ineffective, minimally effective, effective and highly effective performance by teachers and administrators.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.B. 2284 -- Division III
Source: http://coolice.legis.state.ia.us
| |
| LA | Adopted 05/2012 | P-12 | From May 2012 Louisiana Register: Act 54 of the 2010 Regular Legislative Session required that BESE develop, adopt, and promulgate all rules necessary for the implementation of teacher and administrator evaluations. Present rulemaking provides guidelines for incorporating measures of student growth into teacher and administrator evaluations to align the evaluation of school personnel with Act 54 of the 2010 Regular Legislative Session. As required by Act 54, the revisions reflect the recommendations of the superintendent's Advisory Committee on Education Evaluation (ACEE) related to use of the value-added assessment model to measure student growth; use of alternate measures to assess student growth in non-tested grades and subjects; and definitions of effectiveness for teacher and administrator performance. Provisions also address purposes of personnel evaluation, measures of growth in student learning (value-added model), measures of growth in non-tested grades and subjects, observation tools, standards of effectiveness, evaluators (including the evaluator certification process and staff development of evaluators), professional development based on all teachers' and administrators' areas of improvement, intensive assistance, due process and grievance procedures, evaluation records guidelines, extenuating circumstances under which districts may request invalidation of student achievement growth data for the value-added assessment model/evaluations, charter school exceptions, LEA reporting and monitoring of evaluation results, and appendices (including Louisiana Teacher Competencies and Performance Standards).
Pagse 70-79 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:CXLVII.Chapters 1-9
Source: www.doa.louisiana.gov
| |
| 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
| |
| MN | Vetoed 05/2012 | P-12 | Requires a school board and the exclusive representative of the teachers to negotiate a plan to base unrequested leave of absence, discharge, and demotion decisions on teachers' subject matter licensure fields, their effectiveness, and their seniority beginning no later than the 2016-2017 school year.
http://wdoc.house.leg.state.mn.us/leg/LS87/HF1870.3.pdf
Title: H.F. 1870
Source: https://www.revisor.mn.gov/
| |
| NY | Issued 04/2012 | P-12 | Establishes the New NY Education Reform Commission to provide guidance and advice to the governor on education policy, performance, and innovation. Directs the commission to study the best national and international public education models and best practices to recommend ways to increase educational productivity and student performance in the state. Directs the commission to comprehensively review and assess the state's education system to ultimately create significant savings while improving student achievement and providing students with a high-quality education. Requires that the review include, but not be limited to:
a. studying teacher recruitment and performance, including incentives to keep the best teachers, and the teacher preparation, certification and evaluation systems;
b. analyzing factors that support P-12 student achievement to ensure all students are on track to graduate from high school ready for college, careers, and active citizenship;
c. evaluating education funding, distribution of state aid, and operating costs to identify efficiencies in spending while maintaining the quality of educational programs, including special education;
d. increasing parent and family engagement, including examining the school calendar and district-level policies that increase parental involvement;
e. examining the unique issues faced by high-need urban and rural districts, including comparing best practices and identifying the different services that these districts might require to be successful;
f. analyzing the availability of technology and its best use in the classroom, including the accessibility of, and obstacles to, using technology in the classroom in light of the requirements and demands of the job market to best prepare our students; and
g. examining the overall structure of the state's education system to determine whether it meets students' needs while respecting the taxpayer.
Directs the commission to compare student achievement outcomes with education spending, focusing on districts that generate higher than average achievement per dollars spent, including high-need districts that are providing students with the opportunity to receive a sound basic education, and identifying how districts can boost student achievement without increasing spending. Directs the commission to submit preliminary recommendations by December 2012, and final recommendations by September 2013, at which time the commission will terminate its work.
http://www.governor.ny.gov/executiveorder/44
Title: E.O. No. 44
Source: www.governor.ny.gov
| |
| 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
| |
| LA | Signed into law 04/2012 | P-12 | Requires school boards to adopt policies that delegate reducation in force to local superintendents to dismiss teachers and other employees. Requires reduction in force policies to be based solely upon demand, performance, and effectiveness, as determined by the performance evaluation program. Any reduction in force must dismiss the least effective teacher first, and then proceeding by effectiveness rating. Reduction in force policies adopted by a school board for use by the superintendent in dismissing school employees who are not evaluated mustl be based upon the following criteria: performance and effectiveness as determined by school board policy; and certification or academic preparation, if applicable. No reduction in force policy adopted by a school board will include senority or tenure as the primary criterion.
http://legis.la.gov/billdata/streamdocument.asp?did=789546
Title: H.B. 974
Source: http://legis.la.gov
| |
| LA | Signed into law 04/2012 | P-12 | Eliminates teacher tenure for new employees hired after July 2012. Teachers rated highly effective for five years within a six-year period will be granted tenure, other teachers remain at-will employees. Tenured teachers rated ineffective will lose tenure. Teachers rated highly effective on evidence of growth portion of evaluation, but ineffective on observation portion, is entitled to second observation and to grievance procedures. The bill outlines all procedures for notifying teachers of their performance, tenure status and options for responding to evaluations.
http://legis.la.gov/billdata/streamdocument.asp?did=789546
Title: H.B. 974
Source: http://legis.la.gov
| |
| TN | Signed into law 04/2012 | P-12 | Directs the department of education to follow through and fulfill its publicly stated plan to provide multiple opportunities for feedback and future revision of the Tennessee Educator Acceleration Model (TEAM).
http://www.capitol.tn.gov/Bills/107/Bill/HJR0520.pdf
Title: H.J.R. 520
Source: http://www.capitol.tn.gov
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| NY | Signed into law 03/2012 | P-12 | Part A, Section 22-b: For the 2011-12 and/or 2012-13 school year, authorizes the commissioner of education to award certain districts annual professional performance reviews transition grants to eligible school districts. Part A, Sections 11-a, 11-b, 11-c, and 11-d provide for the awarding of grants and makes an appropriation.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text
Title: A.B. 9057 - Annual Professional Performance Reviews Transition Grants
Source: assembly.state.ny.us
| |
| WV | Signed into law 03/2012 | P-12 | Establishes a new system of performance evaluations of classroom teachers, principals and assistant principals; provides exclusions from the definition of professional personnel for certain evaluation purposes; providing for phased implementation and legislative oversight; requiring state board rules and submissions of draft rules to legislative oversight commission; providing minimum provisions of evaluation processes for teachers and principals and specific percentages of evaluation score to be based on standards and student performance; including plans of improvement and personnel actions for unsatisfactory performance; requiring certain employee training prior to implementation of new evaluation processes; providing intent of new comprehensive system of support; requiring the state board to publish guidelines for county boards on design and implementation of comprehensive system of support; restricting certain funding subject to adoption of comprehensive system plan by county that is verified by state board as meeting certain requirements; specifying contents of plan; and providing for transition of appropriations to support execution of plans and use of funds. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=HB4236%20SUB%20ENR.htm&yr=2012&sesstype=RS&i=4236
Title: H.B. 4236
Source: www.legis.state.wv.us
| |
| 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
| |
| TN | Signed into law 03/2012 | P-12 | Requires local boards of education to consider a transferring teacher's evaluations from a prior LEA in making tenure decisions. Allows the local board to shorten the probationary period for a teacher transferring into the LEA under certain circumstances.
http://www.capitol.tn.gov/Bills/107/Bill/HB2328.pdf
Title: H.B. 2328
Source: http://www.capitol.tn.gov
| |
| UT | Signed into law 03/2012 | P-12 | From bill summary: Requires the state board of education to establish a three-year pilot online school survey system that includes surveys for students to evaluate their teachers and school administrators; parents to evaluate their children's teachers, schools and administrators, and themselves (including attendance at parent teacher conferences, involvement in the school, and involvement in their children's homework); and teachers to evaluate their schools and school administrators. Requires the state board to contract with a provider or develop a system to provide technology for the pilot online school survey system. Requires a participating district or charter school to administer online student surveys of teachers, make available to parents online access to surveys which they may complete for their children's teachers and schools, and make available to teachers online access to a survey of their school which they may complete. Directs the state board to make rules establishing procedures for administering surveys or making available online access to surveys. Requires the state board to analyze and aggregate the survey data. Provides that survey results must be made available to school districts and school administrators for the purpose of determining how to better meet the needs of students and parents, monitoring school improvement efforts, and obtaining data that may be used as part of an educator evaluation system and to inform decisions on employment and professional development. Makes a one-time appropriation of $40,000 to the state board of education. http://le.utah.gov/~2012/bills/hbillenr/hb0149.pdf
Title: H.B. 149
Source: le.utah.gov
| |
| WY | Signed into law 03/2012 | P-12 | Requires state board, no later than July 1, 2013, to implement and administer an annual teacher performance evaluation system, based on performance measures and student longitudinal data. Provides the evaluation system will prescribe standards for highly effective and ineffective performance. Provides flexibility for districts to refine system to meet local needs.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
| |
| WA | Signed into law 03/2012 | P-12 | Provides a framework for professional development for implementation of new teacher and principal evaluation systems. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/5895-S.SL.pdf
Title: S.B. 5895
Source: apps.leg.wa.gov
| |
| 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
| |
| 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
| |
| WI | Signed into law 12/2011 | P-12 | Among other provisions, allows use of value-added analyses of scores on the results of examinations administered to pupils to evaluate teachers if the school board has developed a teacher evaluation plan that includes all specified elements. Such analyses, however, may not be used as the sole reason to discharge, suspend, or formally discipline a teacher or as the sole reason for the nonrenewal of a teacher's contract.
https://docs.legis.wisconsin.gov/2011/related/acts/105
Title: S.B. 95 - Section 5 (118.225)
Source: https://docs.legis.wisconsin.gov
| |
| 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
| |
| MN | Signed into law 07/2011 | P-12 | Allows a school board and the exclusive representative of the teachers to develop through joint agreement a teacher evaluation and peer review process, premised on the content of this section, for probationary and continuing contract teachers.
Establishes an annual teacher evaluation process that: provides probationary teacher evaluations; establishes a three-year professional review cycle and includes at least one summative evaluation performed by a trained evaluator; is based on professional teaching standards; is coordinated with staff development activities; allows time for peer coaching and teacher evaluation; allows mentoring and induction programs; allows teachers to develop and present a portfolio; requires agreed upon teacher value-added assessment models and state and local measures of student growth, the data from which provide the basis for 35 percent of teacher evaluation results; uses longitudinal data on student engagement and connection and other student outcome measures; requires qualified and trained evaluators to perform summative assessments; gives support to improve the performance of teachers not meeting professional teaching standards; and establishes discipline for a poorly performing teacher who fails to improve.
Directs the department, in consultation with teachers and administrators and other education stakeholders to create and publish a teacher evaluation process that complies with the requirements of this section and applies to all teachers without an annual teacher evaluation agreement.
Makes this section effective for the 2014-2015 school year and later. (Article 2, Secs 14&19)
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/
| |
| OR | To governor 07/2011 | P-12 | Directs the State Board of Education, in consultation with the Teachers Standards and Practices Commission, to adopt statewide core teaching standards to improve student academic growth and learning by assisting school districts in determining the effectiveness of teachers and administrators and improving professional develoment and classroom and administrative practices.
http://www.leg.state.or.us/11reg/measures/sb0200.dir/sb0290.en.html
Title: S.B. 290
Source: http://www.leg.state.or.us
| |
| CT | Signed into law 07/2011 | P-12 | Secondary School Reform Act - Delays by two years the implementation of the secondary school reform requirements enacted in 2010 that: (1) Increase the minimum number of credits required to graduate from high school; (2) Require school districts to offer students support and alternative ways to meet the new graduation requirements; and (3) Require the State Department of Education (SDE) to develop end-of-course exams in various subjects. Eliminates a requirement that the state provide grants to help districts implement the new graduation requirements and instead requires SDE to offer technical assistance to districts wishing to start implementing them. Revises and delays by one year the start of biennial status reports on the implementation of the new graduation requirements. Establishes a task force to address implementation issues arising from enhanced high school graduation requirements.
Teacher Evaluations/Tenure - Moves up the deadline for the State Board of Education (SBE), in consultation with the Performance Evaluation Advisory Council (PEAC), to adopt guidelines for teacher evaluations to July 1, 2012 from July 1, 2013. Requires, for tenure purposes, that teachers whose employing boards enter cooperative arrangements to provide educational services retain their credited service with those boards if their employment is transferred to a committee administering the cooperative arrangement.
Student Success Plan - Requires districts to establish a student success plan for each student starting in grade 6.
School Governance Councils - Exempts boards of education with low-achieving schools that have only a single grade or that already have substantially similar school governance councils from the existing requirement to establish school councils according to the existing law. Reorganizes and clarifies the sequence and contents of required SDE reports on the implementation and effectiveness of school governance councils. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00135-R00HB-06498-PA.pdf
Title: H.B. 6498
Source: http://www.cga.ct.gov
| |
| IN | Signed into law 07/2011 | P-12 | Establishes an annual staff performance evaluation that categorizes teachers as highly effective, effective, improvement necessary, or ineffective. Allows school corporations to meet requirements for evaluation plans by using any of the following models: A plan using master teachers or contracting with an outside vendor for master teachers; the System for Teacher and Student Achievement (TAP); or the Peer Assistance and Review Teacher Evaluation System (PAR). Specifies components that plans must include, such as annual evaluations for all certificated employees; objective measures of student achievement and growth to significantly inform the evaluation; rigorous measures of effectiveness, including observations and other performance indicators, and an annual designation of highly effective, effective, improvement necessary or ineffective; an explanation of the recommendations for improvement and the time in which improvement is expected; and a provision that a teacher who negatively affects student achievement and growth cannot receive a rating of highly effective or effective. Specifies that a teacher rated ineffective or improvement necessary may not receive a raise or increment for the following year. Provides that a student may not be instructed two years in a row by two different teachers who have been rated as ineffective in the year preceding the student's placement in that class if avoidable. Changes the process concerning how teacher contracts are canceled (affects tenure). For any teachers hired after 7/2012, teachers with a rating of ineffective are considered probationary. Probationary status for teachers hired after 7/2012 is for one year, plus a new contract. Teachers hired after 7/2012 may be dismissed for incompetence, and incompetence is defined as an "ineffective" rating on 2 consecutive evaluations or 2 consecutive "improvement necessary" ratings or "ineffective" or "improvement necessary" ratings in 3 out of 5 years. Requires notice of cancellation of a teacher's contract not earlier than May 1 and not later than July 1. Eliminates the Advisory Board of the Division of Professional Standards of the Indiana Department of Education (IDOE). Repeals references to the advisory board and the existing staff performance evaluation provisions, and makes corresponding changes to related sections. Requires the IDOE to revoke the license of a licensed school employee if the employee is convicted in another state or under federal statutes of an offense that is comparable to the felonies for which the employee's license would be revoked if committed in Indiana.
http://www.in.gov/legislative/bills/2011/PDF/FISCAL/SB0001.007.pdf
Full text: http://www.in.gov/legislative/bills/2011/SE/SE0001.1.html
Title: S.B. 1--Teachers
Source: http://www.in.gov/legislative/
| |
| OH | Signed into law 06/2011 | P-12 | By December 31, 2011, directs the state board to develop a standards-based framework for teacher evaluation, which must incorporate numerous specified elements, including that student academic growth must account for 50% of each evaluation. Also requires that the framework provide for professional development to accelerate and continue teacher growth and provide support to poorly-performing teachers, and provide for the allocation of financial resources to support professional development. Also directs the state board to identify the standards and criteria that distinguish between four levels of performance for teachers and principals, and to develop a list of student assessments that measure mastery of the course content for grades/subjects for which the state assessment system and value-added progress dimension do not apply. Directs the department to serve as a clearinghouse of promising evaluation procedures and evaluation models that districts may use in developing evaluation policies, and provide technical assistance to districts in creating evaluation policies.
Requires that by July 2013, each district, in consultation with teachers, adopt a standards-based teacher evaluation policy that conforms with the framework for teacher evaluations required by statute. Requires each teacher to be evaluated at least once each school year (previously, teachers were evaluated only if the board was considering not re-hiring the teacher the following school year). Requires any limited contract or extended limited contract teacher to be evaluated at least twice in any school year in which the board may wish not to re-employ the teacher. Permits an evaluation once every two school years of a teacher who received a rating of "accomplished" on the teacher's most recent evaluation. Requires local policies to include procedures for using evaluation results for retention, promotion and dismissal decisions.
Pages 374-378 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Teacher Evaluations
Source: www.legislature.state.oh.us
| |
| NC | Signed into law 06/2011 | P-12 | Modifies the law governing teacher career status. Creates a definition of "inadequate performance" for teachers: failure to perform at a proficient level on any standard of the Department of Public Instruction's teacher evaluation instrument or otherwise performing in a manner that is below standard. Modifies the procedure for dismissal or demotion of career employee. Requires an annual evaluation of licensed employees assigned to all schools identified as low-performing. Requires local boards to use performance standards and criteria adopted by State Board of Education (SBE) and allows local boards to adopt additional evaluation criteria and standards. Mandates probationary teacher observations in schools not identified as low-performing at least 3 times annually by a principal and at least one time annually by a teacher. Provides that if a teacher receives a performance rating that is below proficient or otherwise below standard a principal may place the teacher on a mandatory improvement plan equivalent to those in low-performing schools. Establishes that after reassessment of the teacher on the areas of deficiency identified in the mandatory improvement plan, if the teacher is not proficient in any of the performance standards identified or has not demonstrated sufficient improvement towards those standards, the superintendent may recommend demotion or dismissal. Establishes immunity for negligence for acts or omissions taken with regards to teacher evaluation/observations and institution of mandatory improvement plans. Replaces the word "certificate" with "license" throughout the law governing the system of employment for public school teachers. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S466v5.html
Title: S.B. 466
Source: http://www.ncga.state.nc.us
| |
| 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
| |
| 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
| |
| IL | Signed into law 06/2011 | P-12 | Applies to all districts: Permits a school district and its teachers' exclusive bargaining representative to agree to an earlier implementation date of the new teacher evaluation system than required by statute, provided the start date is no earlier than September 1, 2013 (however, all schools in Chicago should have implemented the new teacher evaluation system anyway). Clarifies that under the new evaluation system, all teachers (not just those in contractual continued service) must be rated as "excellent", "proficient", "needs improvement" or unsatisfactory". Provides that after the implementation of the new evaluation system, if a teacher in contractual continued service successfully completes a remediation plan following an "unsatisfactory" rating and receives a subsequent "unsatisfactory" rating in any of the teacher's annual or biannual overall performance evaluations during the 36-month period following completion of the teacher's remediation plan, the district may forego remediation and seek dismissal. Pages 69-77 of 111: http://www.ilga.gov/legislation/publicacts/97/PDF/097-0008.pdf
Title: S.B. 7 - Teacher Evaluation
Source: www.ilga.gov
| |
| 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
| |
| 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
| |
| ME | Signed into law 05/2011 | P-12 | Requires three years of experience in a school administrative unit before a teacher may receive a continuing contract offer. Requires the superintendent to evaluate probationary teachers during, but not limited to, their second year of employment. Provides that the method of evaluation must be determined by the school board and implemented by the superintendent. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC172.asp
Title: H.P. 720
Source: http://www.mainelegislature.org
| |
| KS | Signed into law 05/2011 | P-12 | Amends K.S.A. 2010 Supp. 72-5445. Allows school districts to offer employment contracts to teachers for one or up to two additional years (that is, a fourth or fourth and a fifth year contract) at the end of the teacher's probationary period, thus extending until the sixth year of employment the ability of the teacher to attain due process rights. (Current law states that a new teacher in a school district, area vocational-technical school or community college cannot attain due process rights in less than three years and there is no provision in current law to extend that time.) Any teacher offered a contract under the provisions of the bill would be evaluated and a plan of assistance would be written to assist the teacher meet areas needing improvement as noted in the evaluation. Before signing or rejecting the contract, a teacher would have not less than 48 hours from the time the contract is offered to review and consider the contract and plan of assistance. Additionally, the bill would require school districts to annually file a report with the State Board of Education and the House and Senate education committees, with information regarding numbers of teachers offered due process rights. The provisions related to the additional two years of probationary employment and the reporting requirements would expire on July 1, 2016.
http://kslegislature.org/li/b2011_12/year1/measures/documents/hb2191_enrolled.pdf
Title: H.B. 2191
Source: http://kslegislature.org
| |
| GA | Signed into law 05/2011 | P-12 | Directs the Professional Standards Commission to revise its certification renewal rules to require, effective July 2015, demonstration of the impact of professional learning on educator performance and student learning for purposes of certification renewal. Directs the Professional Standards Commission, as part of the revision process, to establish a task force to determine the level of evidence necessary for educators to demonstrate the impact of professional learning and how such evidence will be collected and submitted for purposes of certificate renewal.
Directs the department of education and the Professional Standards Commission to cooperatively develop an online course on educator ethics. Provides one area of emphasis in the course must be best practices for administering state-mandated assessments.
Clarifies the authority and responsibility of local units of administration to subject all prospective personnel to criminal background checks, and the authority of local units of administration to forward the results of criminal record checks to the Professional Standards Commission regarding potential violations of the code of ethics for educators. Clarifies that the Professional Standards Commission also has the authority to order criminal record checks through the Georgia Crime Information Center and the Federal Bureau of Investigation and has the authority to receive the results of such criminal record checks.
http://www.legis.ga.gov/Legislation/20112012/116755.pdf
Title: H.B. 285
Source: www.legis.ga.gov
| |
| 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
| |
| 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
| |
| 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
| |
| AR | Signed into law 03/2011 | P-12 | Establishes the Teacher Excellence and Support System. Institutes a system of teacher evaluation of the following categories: (A) Planning and preparation;
(B) Classroom environment; (C) Instruction; and (D) Professional responsibilities. An evaluation rubric using nationally accepted descriptors that consists of the following four performance levels: (A) Distinguished; (B) Proficient; (C) Basic; and (D) Unsatisfactory.
Requires the teacher being evaluated and the evaluator to develop a professional learning plan for the teacher that: (A) Identifies professional learning outcomes to advance the teacher's professional skills; and (B) Clearly links professional development activities and the teacher's individual professional learning needs identified through the Teacher Excellence and Support System.
Teachers deemed to be unsatisfactory will be placed on intensive support status and the teacher and evaluator will develop a plan with clear timelines and goals. Provides for termination of teachers in certain circumstances. Requires probationary, novice and intensive support status teachers be evaluated on an annual basis. All other teachers must be evaluated on an every three year basis. Implementation will begin in 2014-15.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2178.pdf
Title: H.B. 2178
Source: http://www.arkleg.state.ar.us
| |
| UT | Signed into law 03/2011 | P-12 | Prohibits districts from using a last-hired-first-fired layoff policy when terminating school district employees. Permits a district to consider the results of an employee's performance evaluation and a school's personnel needs when terminating an employee. During the 2011 interim, directs the education interim committee, in consultation with the state board of education, to study how teacher performance may be evaluated for purposes of awarding or eliminating teacher career employee status. http://le.utah.gov/~2011/bills/sbillenr/sb0073.pdf
Title: S.B. 73
Source: le.utah.gov
| |
| UT | Signed into law 03/2011 | P-12 | Provides components that may be included in a career ladder. Provides that annual evaluations for all teachers may be a component of a career ladder. Requires that provisional and probationary educators be evaluated at least twice each school year, and that career educators be evaluated annually. Reduces the time in which an educator may request review of a summative evaluation. Removes requirements for districts to provide educators with reasonable assistance for improving performance.
Provides that continuation in teaching from year to year is contingent upon satisfactory teaching performance, which must be measured using the educator evaluation program. Requires local evaluation procedures to include regular informal classroom observations, and an orientation for educators on the educator evaluation program. Prohibits an educator and superintendent from agreeing to another method of evaluation. Directs the education interim committee, during the 2011 interim, in consultation with the state board of education, to study how teacher performance may be evaluated in (1) student learning gains; (2) instructional quality or performance as measured by classroom observation or other instruments; and (3) parent, student or community satisfaction. http://le.utah.gov/~2011/bills/sbillenr/sb0256.pdf
Title: S.B. 256
Source:
| |
| 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
| |
| FL | Signed into law 03/2011 | P-12 | Repeals existing provisions requiring that workforce reductions be made pursuant to collective bargaining agreements, where such exist. Provides that if workforce reduction is needed, local boards must retain employees based on educational program needs and performance evaluations of employees in the affected program areas. Provides that within the program areas requiring reduction, the employee with the lowest performance evaluations must be the first to be released. Prohibits a local board board from prioritizing retention of employees based on seniority. http://laws.flrules.org/files/Ch_2011-001.pdf
Title: S.B. 736 - Workforce Reductions
Source: laws.flrules.org
| |
| WY | Signed into law 03/2011 | P-12 | Requires the State Board of Education to develop an annual teacher performance evaluation system which is:
(1) Based in part on student academic growth measures
(2) Based in part on longitudinal data systems linking student achievement with teachers of record
(3) Clearly prescribing standards for exceptional, satisfactory and unsatisfactory performance
System shall allow for a reasonable opportunity for mentoring and professional development activities for teachers designed to
improve instruction and student achievement.
http://legisweb.state.wy.us/2011/Engross/SF0146.pdf
Title: S.F. 146--Teacher Quality--Evaluation
Source: http://legisweb.state.wy.us
| |
| AL | Adopted 12/2010 | P-12 | Rewrites Chapter 290-3-2. To align the format so that all relevant information on each topic is placed together which will make the document more user-friendly. To include practices and procedures that are currently being implemented based on memoranda or requirements made effective by other sections within the department of education. To include substantive requirements in the alternative approaches to ensure that applicants selected by LEAs have demonstrated content knowledge before working with students. To provide consistency in requirements and dates across various certification approaches. To incorporate safeguards within various certification approaches to ensure that the most qualified teachers/instructional support personnel are in the schools of Alabama. To delete all references to the term 'satisfactory' as related to an individual's performance due to the subjectivity. To clarify the certification revocation process and the authority of the state superintendent regarding sanctions against a certificate or license holder. To streamline the certification process. http://www.alabamaadministrativecode.state.al.us/docs/ed/290-3-2.pdf
Title: ADC 290-3-2-.01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35
Source: www.alabamaadministrativecode.state.al.us
| |
| MI | Signed into law 12/2010 | P-12 | Provides an exception to the statutory requirement that a school board adopt and implement a performance evaluation system, if a collective bargaining agreement that prevented compliance with that requirement were in effect on January 4, 2010, until that agreement expired. Requires school districts, intermediate school districts, or public school academies to continue to conduct the evaluations for school principals that are currently required by the state department of education through the 2010-2011 school year. At the end of the 2010-2011 school year, a school district, intermediate school district, or public school academy must report the most recently completed or determined "effectiveness label" from that evaluation for each principal who is in place for 2010-2011, in a form and manner prescribed by the state department of education. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0336.htm
Title: S.B. 1509
Source: http://www.legislature.mi.gov
| |
| NJ | Issued 09/2010 | P-12 | Creates a New Jersey Educator Effectiveness Task Force for School and District-level education professionals. Charges the task force with developing recommendations on how best to measure the effectiveness of teachers and school leaders, based on defined parameters. Requires that the effectiveness recommendations include:
(1) Identified measures of student achievement — representing at least 50% of the teacher or school leader evaluation — which should be used for evaluating educator performance
(2) Demonstrated practices of effective teachers and leaders, which should comprise the remaining basis for such evaluations
(3) How these measures of effective practices should be weighted.
Directs the task force to provide the governor with its initial recommended effectiveness evaluation framework by March 2011. Provides the task force will expire upon the governor's receipt of a report containing its final recommendations. http://www.state.nj.us/governor/news/news/552010/pdf/EO-42.pdf
Title: E.O. 42
Source: www.state.nj.us
| |
| LA | Signed into law 08/2010 | P-12 | The bill links the evaluations of teachers and school administrators to student growth. The legislation requires student growth to count for 50% of teacher evaluations. The remainder of the evaluation will be based on principal observations, peer reviews and other indicators, as was previously required. The law also calls for teachers to undergo formal evaluations annually. The legislation does not affect teacher compensation, and districts will decide how teachers are rewarded and retained. The value-added model is set to become part of teacher evaluations statewide in 2012-13 school year.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=711248
Title: H.B. 1033
Source: http://www.legis.state.la.us
| |
| OK | Signed into law 08/2010 | P-12 | Requires local boards to establish a policy for evaluation which by no later than the 2013-14 school year, must be revised and based upon the Oklahoma Teacher and Leader Effectiveness Evaluation System (TLE) developed by the state board. A principal, assistant principal, or other trained certified individual must be assigned by the district board to conduct evaluations and each must go through training matched to the TLE.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2033_ENR.RTF
Title: S.B. 2033
Source: http://webserver1.lsb.state.ok.us
| |
| FL | Issued 06/2010 | P-12 | Establishes Florida's Task Force on Excellent Teaching. Directs the task force to:
(1) Review performance appraisal systems and teacher certification systems
(2) Identify initiatives and strategies that honor Florida's quality teachers for dedicating their careers to teaching
(3) Examine the positive impact teachers have on the state's ability to compete in a global economy
(4) Identify methods for establishing differential and performance-based merit pay for classroom teachers
(5) Develop workable measures of student learning gains, including special education students
(6) Formulate strategies for identifying and dealing with low-performing teachers
(7) Identifying successful strategies and initiatives for improving the recruitment, development and retention of quality teachers through:
--Reviewing teacher preparation programs
--Identifying linkages between teacher merit and student learning
--Identifying effective peer-delivered professional development and support and the essential components of new teacher support programs
--Identifying, disseminating and replicating effective teaching practices, including strategies for teachers to collaborate
--Identifying technologies proven to support teacher productivity, efficiency and effectiveness
--Identifying effective working conditions to retain beginning teachers
--Examining compensation, benefits and incentive issues
--Examining options to define, recognize and reward effective teachers
By December 2010, directs the task force to provide recommendations to the governor, president of the senate, speaker of the house and state board of education that address the goals and objectives of the task force, including recommendations regarding changes to statute and administrative rule. Provides the task force must continue in existence until its objectives are achieved but no later than June 2011, unless extended by a subsequent executive order. http://flgov.com/pdfs/orders/10-126-teaching.pdf
Title: E.O. 10-126
Source: flgov.com
| |
| 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
| |
| 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
| |
| 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
| |
| NY | Emergency Rule Adoption 05/2010 | P-12 | From the administrative register:
As part of its reform agenda for strengthening teaching, the board of regents has made four major changes to the current requirements for the annual professional performance reviews of teachers. First, the proposed amendment requires school districts and BOCES to include student growth as a mandatory criteria to be used in the evaluation of teachers. The proposed amendment defines student growth as a positive change in student achievement between at least two points in time as determined by the district or BOCES, taking into consideration the unique abilities or disabilities of each student, including English language learners.
Secondly, the proposed amendment requires districts and BOCES to implement the following uniform qualitative rating categories/criteria in the evaluation of its teachers: Highly Effective, Effective, Developing and Ineffective. The proposed amendment defines each of these quality rating categories/criteria.
The proposed amendment also requires that districts and BOCES provide timely and constructive feedback to the teacher. The proposed amendment requires districts and BOCES to include in their professional performance review plan a description of how it will provide timely and constructive feedback to its teachers on all criteria evaluated, including data on student growth for each of their students, the class and the school as a whole and feedback and training on how the teacher can use such data to improve instruction as part of the teacher's APPR. Where the Commissioner finds that a collective bargaining agreement was executed by a district or BOCES pursuant to Article 14 of the Civil Service Law prior to the effective date of this regulation and whose terms are inconsistent with the new provisions of this regulation, the Commissioner will grant a variance from that portion of the regulation for the duration of the existing collective bargaining agreement.
Lastly, the proposed amendment eliminates the reporting requirements which previously required school districts and BOCES to annually report information related to the district's efforts to address the performance of teachers whose performance is rated as unsatisfactory.
An emergency action is necessary for the preservation of the general welfare in order to timely implement the provisions of the proposed amendment to provide districts and BOCES with timely notice of the new requirements before the 2011-12 school year. Districts and BOCES will be required to update their professional performance review plans and may be required to negotiate with their unions on certain provisions before the start of the 2011-12 school year. Pages 1-4 of 30: http://www.dos.state.ny.us/info/register/2010/may17/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.2(o)
Source: www.dos.state.ny.us
| |
| 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
| |
| MN | Signed into law 05/2010 | P-12 | Requires the Board of Teaching and the Department of Education to enter into a data sharing agreement to share educational data at the E-12 level for the limited purpose of program approval and improvement for teacher education programs.
https://www.revisor.mn.gov/bin/bldbill.php?bill=H2899.5.html&session=ls86
Title: H.B. 2899
Source: https://www.revisor.mn.gov/
| |
| CT | Signed into law 05/2010 | P-12 | Directs the state department of education to, on or before July 1, 2013, expand the state-wide public school information system as follows:
(1) Track and report data relating to student, teacher and school and district performance growth and make such information available to local and regional boards of education for use in evaluating educational performance and growth of teachers and students enrolled in public schools in the state; (2) Collect data relating to student enrollment in and graduation from institutions of higher education for any student who had been assigned a unique student identifier, provided such data is available; (3) Develop means for access to and data sharing with the data systems of public institutions of higher education in the state. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 3
Source: http://www.cga.ct.gov
| |
| CT | Signed into law 05/2010 | P-12 | Directs the state board of education to adopt, on or before July 1, 2013, in consultation with the Performance Evaluation Advisory Council, guidelines for a model teacher evaluation program; requires such guidelines to provide guidance on the use of multiple indicators of student academic growth in teacher evaluations and include, but not be limited to: (1) Methods for assessing student academic growth; (2) a consideration of control factors tracked by the state-wide public school information system; and (3) minimum requirements for teacher evaluation instruments and procedures. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 4
Source: http://www.cga.ct.gov
| |
| CT | Signed into law 05/2010 | P-12 | Establishes the Performance Evaluation Advisory Council within the state department of education; details the council's membership and provides that the council is responsible for (1) assisting board of education in the development and implementation of the teacher evaluation guidelines and (2) data collection and evaluation support system (see Sec. 5 of the bill). http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 5
Source: http://www.cga.ct.gov
| |
| RI | Adopted 04/2010 | P-12 | Establishes rules regarding the implementation of educator evaluation system standards.
Title: Board of Regents Rules
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 04/2010 | P-12 | Extends the probationary period of employment (nontenure) for certificated employees from 2 years to 3 years, requires that nontenured certificated employees be evaluated annually, and requires that student growth data be used in teacher and principal performance evaluations. If a nontenured certificated employee is not on track to qualify for tenure at any formal evaluation point, a mentor must promptly be assigned and additional professional development provided. For tenured teachers who move to another district, that employee is to be granted tenure if his/her contract is renewed after one year as long as the final evaluation from the preceding employer is satisfactory or better and there has been no break in service between the two systems of longer than one year. Local districts may extend the probationary period for such an employee for a second year if the employee does not meet performance evaluation criteria but demonstrates a strong potential for improvement. The new tenure policy only applies to an employee with a date of employment that begins on July 1, 2010, or later. Adds "student growth" to the teacher evaluation measures. Requires the state board to adopt regulations that establish general standards for performance evaluations for teachers and principals that include observations, clear standards, rigor, and claims and evidence of observed instruction. These regulations are required to include model performance evaluation criteria. The state board is required to solicit input from local districts. Requires county boards to establish performance evaluation criteria that includes data on student growth as a significant component of the evaluation and as one of multiple measures -- that are mutually agreed on by the local system and the exclusive employee representative. Evaluations may not be based solely on an existing or newly created examination or assessment, although such an assessment may be used as one of the multiple measures. No single criterion may account for more than 35% of the total performance evaluation criteria. If agreement on the model performance evaluation criteria is not reached between the local system and the exclusive employee representative, this takes effect in the local system 6 months following the final adoption of the state board regulations. http://mlis.state.md.us/2010rs/bills/hb/hb1263e.pdf
Title: H.B. 1263 - Tenure and Evaluation Sections
Source: http://mlis.state.md.us
| |
| ME | Signed into law 04/2010 | P-12 | Eliminates the prohibition on the use of student assessment data in the establishment of models for evaluation of the professional performance of teachers; extends the models for evaluation developed by the Department of Education to principals; requires that the models include multiple measures. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC646.asp
Title: S.B. 704
Source: http://www.mainelegislature.org
| |
| TN | Signed into law 03/2010 | P-12 | Requires that evaluations be part of a teacher's permanent record, and as such to be available for review upon request by the teacher. Chapter 731
http://www.capitol.tn.gov/Bills/106/Bill/HB2810.pdf
Title: H.B. 2810
Source: http://www.capitol.tn.gov
| |
| NM | Signed into law 03/2010 | P-12 | Adds the use of certain professional development to the standards of annual performance evaluation for teachers; relates to accountability, peer intervention and mentoring.The state education department will adopt criteria and minimum highly objective uniform statewide standards for the annual performance evaluation of licensed school employees. The professional development plan for teachers will include documentation on how a teachers incorporate the results of required professional development in the classroom. At the beginning of each school year, teachers and principals shall devise professional development plans for the coming year, and performance evaluations shall be based in part on how well the professional development plan was carried out.
http://nmlegis.gov/Sessions/10%20Regular/final/SB0111.pdf
Title: S.B. 111
Source: http://nmlegis.gov/
| |
| NM | Signed into law 03/2010 | P-12 | District must provide for the mentorship and evaluation of level one teachers. At the end of each year and at the end of the license period, the teacher shall be evaluated for competency. If the teacher fails to demonstrate satisfactory progress and competence annually, the teacher may be terminated. If the teacher has not demonstrated satisfactory progress and competence by the end of the five-year period, the teacher shall not be granted a level two license.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0071.pdf
Title: H.B. 71
Source: http://nmlegis.gov/
| |
| SD | Signed into law 03/2010 | P-12 | Establishes standards for teaching; requires an annual teacher evaluation; provides for the development of a model evaluation instrument.
http://legis.state.sd.us/sessions/2010/Bills/SB24ENR.pdf
Title: S.B. 24
Source: http://legis.state.sd.us
| |
| 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
| |
| NV | Signed into law 02/2010 | P-12 | Eliminates the prohibition on the use of pupil achievement data for the evaluation and discipline of teachers, paraprofessionals and other employees; provides that such information must be considered, but must not be the sole criterion; removes the prohibition and makes the state eligible to apply for a competitive grant from the Race to the Top Fund. Chapter 5
http://www.leg.state.nv.us/26th2010Special/Bills/SB/SB2_EN.pdf
Title: S.B. 2B
Source: http://www.leg.state.nv.us
| |
| TN | Signed into law 01/2010 | P-12 | Enacts the Tennessee First to the Top Act of 2010. From fiscal note: Authorizes the Commissioner of Education to move any public
school or local education agency (LEA) into or out of a newly created "Achievement School District" (ASD) if the school is in the fifth year of improvement status or at any time a Title I school meets the U.S. Department of Education's definition of "persistently lowest achieving schools." Authorizes the Commissioner to contract with an individual, government entity, or nonprofit entity to manage the day-to-day operations of the ASD. The Administrator of the ASD may apply to the Commissioner for a waiver of any state board rule that hinders the ability of the school or LEA to meet adequate yearly progress (AYP) benchmarks. Authorizes the administrator of the ASD to determine whether any teacher previously assigned to a school in the ASD will have the option of continuing to teach at that school. Any teacher not retained in the ASD will remain an employee of the LEA, subject to provisions in current law for dismissal. Eliminates current law restriction on use of specific teacher's effect on the educational progress of students in formal personnel evaluations. Schools or LEAs will remain in the ASD until achieving AYP for three consecutive years, at which time they will transition back to their pre-ASD status.
http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A
Source: http://www.capitol.tn.gov
| |
| 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
| |
| CA | Signed into law 01/2010 | P-12 | Adds Section 10601.6 to the education code. Permits districts to use data in the California Education Information System and/or any other data system to evaluate teachers and administrators and to make employment decisions, but only if these decisions comply with Chapter 10.7 (commencing with Section 3540) of Division 4 of Title 1 of the Government Code. Pages 5-6 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 2
Source: www.leginfo.ca.gov
| |
| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Requires the Center for Educational Performance and Information (located in the Office of the State Budget Director within the Department of Management and Budget) to create and implement a teacher identifier system with the ability to match an individual teacher and individual students that the teacher has taught. The system must do all of the following: (1) make accessible annual state assessment records of individual pupils; (2) enable individual pupil academic achievement data, including growth in academic achievement, to be correlated to each teacher who has taught the pupil; and (3) enable local board members, teachers and school administrators to have access to the data.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0203.htm
Title: S.B. 926 - Sec. 94a(1)(i)
Source: http://www.legislature.mi.gov
| |
| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Requires local school boards, working with teachers and school administrators, to implement a rigorous, transparent, and fair performance evaluation system that evaluates job performance at least annually; establishes clear approaches to measuring student growth and provides teachers and school administrators with relevant data on student growth; and evaluates job performance taking into account multiple rating categories with student growth as a significant factor. 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
| |
| 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
| |
| 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
| |
| WI | Signed into law 11/2009 | P-12 | Current law directs school districts to administer certain standardized examinations to pupils enrolled in the 4th, 8th, and 10th grades. Current law prohibits the school board from using the results of the examinations to evaluate teacher performance, to discharge, suspend, or formally discipline a teacher; or as the reason for the nonrenewal of a teacher's contract. 2009 Wisconsin Act 60 allows the results of the state required standardized examinations and the standardized examinations required under the federal No Child Left Behind Act to be used for the evaluation of teacher performance if certain conditions are met. In order to use the results, the school board must develop a teacher evaluation plan that includes a description of the evaluation process, multiple criteria in addition to examination results, the rationale for using examination results for evaluating teachers, and an explanation of how the school board intends to use the evaluations to improve pupil academic achievement. Act 60 also requires a school district to bargain collectively over the development of or any changes to the teacher evaluation plan.
http://www.legis.state.wi.us/2009/data/SB-372.pdf
Title: S.B. 372
Source: Legislative Council Act Memo
| |
| IL | Signed into law 07/2009 | P-12
Postsec. | Creates the P-20 Longitudinal Education Data System Act. Requires the state board of education, the community college board, and the board of higher education to jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning and K-12 student unit records with institution of higher learning student unit records. Identifies the types of data each entity is responsible for collecting and maintaining.
Requires the entities, by June 30, 2013, to improve and expand the longitudinal data system to enable all three entities to:
(1) Reduce the data collection burden on school districts and postsecondary institutions
(2) Provide authorized officials of early learning programs, schools and districts, and institutions of higher learning with access to their own student-level data and summary reports to inform decisionmaking
(3) Link data to instructional management tools that support instruction and assist collaboration among teachers and postsecondary instructors
(4) Enhance existing high school-to-postsecondary reporting systems to inform school
and district officials, education policymakers, and members of the public about public school students' performance in postsecondary education
(5) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management and other support functions
(6) Improve student access to educational opportunities by linking data to college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and transfer of student records to K-12 and postsecondary officials
(7) Establish a public Internet web interface that provides non-confidential data reports and permits members of the public to more easily access information on school performance
(8) Provide the general assembly with research to help legislators evaluate the effectiveness of specific programs and analyze educational performance within their legislative districts
(9) Allow the three entities to meet federal and state reporting requirements
(10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation
(11) In accordance with a data sharing agreement entered into between the three entities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and postsecondary enrollment and success
(12) In accordance with data sharing agreements entered into between the three entities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems
(13) In accordance with data sharing agreements entered into between the three entities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations and employment outcomes.
Directs the state board, in collaboration with the other two entities and subject to the availability of funding, to establish by June 30, 2013 a data warehouse that integrates data from multiple student unit record systems and supports all of the uses and functions set forth in the Act. Specifies that the data warehouse must include:
(1) A unique student identifier not derived from a student's social security number
(2) Student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs
(3) The ability to match individual students' K-12 test records from year to year to measure academic growth
(4) Information on untested K-12 students, and the reasons they were not tested
(5) A teacher and administrator identifier system with the ability to match students to early learning and K-12 teachers and administrators. Provides that a district may not use such data for teacher pay or benefits decisions unless the district and the exclusive bargaining representative of the district's teachers, if any, have agreed to this use. Also bars districts from using such data for evaluation decisions unless, in good faith cooperation with the district's teachers or, where applicable, the exclusive bargaining representative of the district's teachers, the district has developed an evaluation plan that specifically describes the district's rationale for using this information for evaluations, how this information will be used as part of the evaluation process, and how this information will relate to evaluation standards. Provides that nothing limits a charter school's use of any local or state data in connection with teacher pay, benefits or evaluations.
(6) Student-level transcript information, including information on middle and high school courses completed and grades earned. Requires the state board to establish a statewide course classification system, and for all districts and charter schools to map its course descriptions to the statewide course classification system for purposes of state reporting.
(7) Student-level college readiness test scores
(8) Student-level graduation and dropout data
(9) The ability to match P-12 student unit records with institution of higher learning student unit record systems
(10) A state data audit system assessing data quality, validity and reliability.
Identifies additional purposes for which the three entities may use data provided to and maintained by the longitudinal data system. Requires the entities, in the development of the data system, to convene stakeholders and create opportunities for input in the areas of data ownership and use, research priorities, data management, confidentiality, data access and reporting. Requires representatives of the entities to report to and advise the Illinois P-20 Council on the implementation, operation, and expansion of the longitudinal data system. Requires the state board to collect data from charter schools with more than one campus in a manner that can be disaggregated by campus site. Requires the state board to establish procedures through which state-recognized, nonpublic schools may elect to disclose data to the state board for inclusion in the longitudinal data system. Provides that beginning on July 1, 2012, the board of higher education is authorized to collect and maintain data from any nonpublic institution of higher learning enrolling students receiving Monetary Award Program grants, and disclose this data to the longitudinal data system. Authorizes the board of higher education to contract with one or more voluntary consortiums of nonpublic institutions of higher learning established for the purpose of data sharing, research and analysis. Requires the entities to establish data submission procedures and requirements. Establishes provisions related to data sharing. Authorizes any state agency, board, authority or commission to enter into a data sharing arrangement with one or more of the three entities to share data to support the research and evaluation activities authorized by this Act. Also authorizes the entities to enter into data sharing arrangements with other governmental entities, institutions of higher learning, and research organizations that support the research and evaluation activities authorized by this Act. Establishes criteria that data sharing agreements must meet.
Subject to the availability of funding, requires the three entities to contract with an independent outside evaluator for oversight of the development and operation of the longitudinal data system. Requires the evaluator to submit an annual report to the three entities, the Illinois P-20 Council, and specified legislative leaders. Specifies areas that must be included in the annual evaluation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1828lv.pdf
Title: S.B. 1828
Source: www.ilga.gov/legislation
| |
| OH | Signed into law 07/2009 | P-12 | By December 31, 2010, directs the department of education, in consultation with the educator standards board, to develop a model peer assistance and review program, and to develop recommendations to expand the use of peer assistance and review programs throughout the state. Requires the department, in developing the model program, to review existing peer assistance and review programs in the state and consult with districts about the operation of those programs. Requires the model program to include:
(1) Releasing experienced classroom teachers from instructional duties for up to 3 years to focus full-time on mentoring and evaluating new and underperforming veteran teachers through classroom observations and follow-up meetings
(2) Professional development for new and underperforming teachers targeted at areas of instructional weakness
(3) A committee comprised of representatives of teachers and the employer to review teacher evaluations and make recommendations regarding teachers' continued employment.
Requires recommendations to include:
(1) Identification of barriers to expansion of peer assistance and review programs, including financial constraints, labor-management relationships, and barriers unique to small districts
(2) Legislative changes that would eliminate barriers to expansion of programs
(3) Incentives to increase participation in the programs.
Requires the department to provide copies of its model program and recommendations to the governor and specified legislative leaders. Also requires the department to make the model program and recommendations available to districts and to post them to the department Web site.
Pages 2840-2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.70.50
Source: www.legislature.state.oh.us
| |
| NC | Signed into law 07/2009 | P-12 | Modifies the hearing process applicable to probationary teachers by providing the teacher a right to notice and hearing prior to the
board's vote on whether to grant the teacher career status; requires the superintendent to provide written notice to a probationary teacher no
later than May 15 of the superintendent's intent to recommend nonrenewal and the teacher's right, within 10 days of receipt of the superintendent's recommendation, to (i) request and receive written notice of the reasons for the superintendent's recommendation for nonrenewal and the information that the superintendent may share with the board to support the recommendation for nonrenewal; and (ii) request a hearing for those teachers eligible for a hearing under state statute.
Also provides a career teacher right to notice and hearing prior to the board's vote on employment. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S962v5.pdf
Title: S.B. 962
Source: http://www.ncga.state.nc.us
| |
| UT | Signed into law 03/2009 | P-12 | Requires a local school board to develop an educator evaluation program and provide for (1) the evalution of provisional and probationary educators at least twice each school year; (2) the ongoing evaluation of all career educators; and (3) an orientation on the educator evaluation program. Specifies that a local board's educator evaluation program must include the following components:
(1) A reliable and valid evaluation program consistent with generally accepted professional standards for personnel evaluation systems
(2) Systematic evaluation procedures for both provisional and career educators
(3) The use of multiple lines of evidence, such as self-evaluation, student and parent input, peer observation, supervisor observations, evidence of professional growth, student achievement data, and other indicators of instructional improvement
(4) A reasonable number of observation periods for an evaluation to insure adequate reliability
(5) Administration of an educator's evaluation by either the principal or his/her designee, the educator's immediate supervisor, or another person specified in the evaluation program.
Identifies timelines and procedures for individuals responsible for administering an educator's summative evaluation. Provides that an educator who is not satisfied with a summative evaluation may request a review of the evaluation within 30 days after receiving the written evaluation. Provides that if a review is requested, the district superintendent or the superintendent's designee must appoint a person not employed by the district who has expertise in teacher or personnel evaluation to review and make recommendations to the superintendent regarding the teacher's summative evaluation.
Requires individuals mentoring provisional educators to have received training or receive future training in mentoring educators. Adds provision that an educator who is assigned as a mentor may receive compensation for those services in addition to the educator's regular salary.
Repeals:
--Section 53A-10-104, Frequency of evaluations
--Section 53A-10-109, Final evaluation
--Section 53A-10-110, Review of evaluation -- Time limit on request
--Section 53A-10-111, Additional compensation for services
http://le.utah.gov/~2009/bills/hbillenr/hb0264.pdf
Title: H.B. 264
Source: le.utah.gov
| |
| 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
| |
| LA | Adopted 12/2007 | P-12 | Amends sections of Bulletin 996 - Standards for Approval of Teacher Education Programs. Clarifies the process of moving from second-stage approval to national accreditation or state approval by new or reinstated public and private teacher preparation units. Pages 2607-2608: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922095
Title: LAC 28:XLV.205 and 207
Source: doa.louisiana.gov/osr/reg
| |
| IL | Signed into law 08/2007 | P-12 | pp 29-30: Authorizes the Chicago school board and the exclusive representative of the district's teachers to establish alternative procedures for teacher evaluation, remediation and removal for cause after remediation, including an alternative system for peer evaluation and recommendations. Provides that teachers assigned to schools identified in that agreement must undergo an alternative performance evaluation plan and remediation procedures and alternative removal for cause standards and procedures. Provides the the hearing officer must be governed by the alternative performance evaluation plan, remediation procedures, and removal standards and procedures set forth in the agreement in making findings of fact and a recommendation.
Directs the board and the exclusive representative of the district's teachers to submit a certified copy of this agreement to the state board of education.
http://www.ilga.gov/legislation/95/SB/PDF/09500SB1474lv.pdf
Title: S.B. 1474
Source: http://www.ilga.gov/
| |
| NV | Signed into law 06/2007 | P-12 | Relates to probationary teacher evaluation. Requires an administrator who is responsible for evaluating a teacher to personally observe that teacher in the classroom for not less than 60
minutes during each evaluation period. If a deficiency is discovered during the evaluation process, a reasonable effort must be made to assist the teacher to correct the deficiency. Requires an admonition to include a description of the deficiencies of the teacher and the actions that are necessary to correct those deficiencies.
http://www.leg.state.nv.us/74th/Bills/AB/AB460_EN.pdf
Title: A.B. 460
Source: http://www.leg.state.nv.us/
| |
| NV | Signed into law 06/2007 | P-12 | Requires an administrator who is responsible for evaluating a teacher to personally observe that teacher in the classroom for not less than a cumulative total of 60 minutes during each evaluation period. Requires that, if an administrator admonishes a teacher, an admonition must include a description of the deficiencies of the teacher and the actions that are necessary to correct those deficiencies.
http://www.leg.state.nv.us/74th/Bills/SB/SB328_EN.pdf
Title: S.B. 328
Source: http://www.leg.state.nv.us
| |
| IA | Signed into law 04/2007 | P-12 | Strikes Section 284.4, subsection 1, paragraph c, which made a district eligible for student achievement and teaching quality monies if the district's submitted written statement included willingness to provide the equivalent of an additional contract day to provide supplemental time for teacher career development aligned with student learning and teacher development needs. (The student achievement and teacher quality program includes mentoring and induction programs, career paths, professional development and evaluation of teachers against the Iowa teaching standards.)
Replaces with requirement that written statement include district's willingness to create a teacher quality committee, with an equal representation of teachers and administrators. Provides for method of appointment of teacher and administrator members. Requires each teacher quality committee to:
(1) Monitor the implementation of the requirements of the student achievement and teacher quality program.
(2) Monitor the evaluation requirements of the program to ensure fairness and consistency throughout the district, and develop model evidence for the Iowa teaching standards and criteria.
(3) Determine the use and distribution of the professional development funds distributed to the district.
(4) Monitor the professional development in each school to ensure that district, school, and individual professional development plans are being met.
(5) Ensure a negotiated agreement determines the compensation owed teachers on the committee for work responsibilities required beyond the normal work day.
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 17)
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 04/2007 | P-12 | Strikes Section 284.7, subsection 4, which provided that if a performance review for a teacher is conducted in the 5th year of the teacher's status of the career level, and indicates the teacher's practice no longer meets standards, a performance review must be conducted in the following school year; provided the teacher would be ineligible for any pay increase other than a cost-of-living increase if the performance review establishes the teacher's practice does not meet standards for that level.
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 28)
Source: coolice.legis.state.ia.us
| |
| NY | Signed into law 04/2007 | P-12 | Directs the commissioner to evaluate the effectiveness of all teacher preparation programs in the state, and the timelines and costs of developing or modifying data systems to collect the necessary data. Provides the study must consider measuring the effectiveness of such programs, based on the academic performance of their students and graduates and through other measures. Directs the commissioner to consult with the chancellors of the State University of New York and the City University of New York, and other representatives of higher education. Directs the commissioner, upon completion of such study, to make recommendations to the board of regents on implementation of such methodologies.
Directs the board of regents to explore the development of a prekindergarten through postsecondary (P-16) data system that tracks student performance from prekindergarten through public colleges in the state, and links students to teachers. Directs the commissioner to consult with other relevant state department and agencies about the feasability of linking the system to other data collection systems containing information relevant to the education of children, including social services information; and to identify barriers to the exchange of data between the P-16 system and social services and other systems under their control and collaborate to facilitate the free exchange of data. Provides such data system must be maintained consistent with applicable confidentiality requirements. Directs the commissioner to report to the board of regents on activities conducted regarding the development of said data system.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 4
Source: assembly.state.ny.us
| |
| NY | Signed into law 04/2007 | P-12 | Directs the regents to promulgate rules establishing minimum standards and procedures for tenure determinations for teachers in all districts boards of cooperative educational services made on or after July 1, 2008. Provides such rules must require a superintendent of schools, prior to recommending tenure, to evaluate all relevant factors, including the candidate's effectiveness over the probationary period, or over three years in the case of a regular substitute with a one-year probationary period, in contributing to his/her students' academic performance.
Provides the process for evaluation of a candidate for tenure be conducted in the manner prescribed in the regents' rules and include a combination of:
(1) Evaluation of the extent to which the teacher successfully used analysis of available student performance data and other relevant information when providing instruction
(2) Peer review by other teachers, as far as practicable
(3) An assessment of the teacher's performance by the principal or other building administrator in charge of the school or program.
Requires the trustees and board of education of every district and every board of cooperative educational services, and the New York City chancellor, consistent with existing contractual provisions, to make any changes in local policies and procedures necessary to ensure that tenure determinations made on or after July 1, 2008, are made in compliance with these provisions.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 9
Source: assembly.state.ny.us
| |
| NM | Signed into law 04/2007 | P-12
Postsec.
Community College | Directs the state board to design a uniform statewide teacher education accountability reporting system to measure and track teacher education candidates from pre-entry to post-graduation in order to benchmark the productivity and accountability of New Mexico's teacher work force. Identifies other entities the department must cooperate with in designing system and requires that an annual report be prepared.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0211.pdf
Title: S.B. 211
Source: http://legis.state.nm.us
| |
| CO | Signed into law 03/2007 | P-12 | Creates the Effective Teachers Commission to study development of a teacher identifer system. A primary purpose of the identifier system would be to document and track teacher qualifications across and within districts to address the "teacher quality gap."
http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/A2C0BE7DED4EE84487257251007D582B?Open&file=140_enr.pdf
Title: S.B. 140
Source: Colorado Legislature
| |
| WV | Rule Adoption 08/2006 | P-12 | Amends rules regarding performance evaluations of school personnel by requiring teachers with at least 5 years experience and no unsatisfactory evaluations for at least a period of 3 years to be evaluated only when the principal determines it to be necessary or or when a teacher exercises the option of being evaluated at more frequent intervals; also, incorporates the No Child Left Behind High Objective Uniform State Standard of Evaluation (HOUSSE) as an optional method of documenting subject matter competency in a core academic subject(s) for a teacher in order to meet the definition of highly qualified teacher. http://www.wvsos.com/csrdocs/pdfdocs/126-142.pdf
Title: Title 126, Series 142
Source: http://www.wvsos.com/csr/rules.asp?Agency=Education
| |
| IA | Signed into law 06/2006 | P-12 | Adds "evaluation of teachers against the Iowa teaching standards" as fifth element of the student achievement and teacher quality program. Clarifies that all districts must adopt a teacher evaluation plan that meets certain guidelines. Clarifies that every school district and area education agency must develop an initial beginning teacher mentoring and induction plan and must offer teachers a career development program incorporated into the district's comprehensive school improvement plan.
Clarifies that teachers in all districts must develop an individual teacher career development plan and a teacher career path, and that all districts must review a teacher's performance at least once every three years. Allows the definition of "beginning teacher" to include a holder of an intern teacher license.
Extends to July 1, 2007 deadline to develop and implement an evaluator training certification renewal program for administrators and other practitioners.
Governor line-item vetoed provision that an individual employed by an area education agency shall only be considered a teacher for purposes of the student achievement and teacher quality program if the individual directly delivers instruction to school or district students for at least 50% of the individual's contracted time.
Bill: http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Veto message: http://www.governor.state.ia.us/legislation/2006/veto/060601_HF2792_Item.html
Title: H.B. 2792 - Section 5 - 23
Source: coolice.legis.state.ia.us
| |
| SC | Adopted 05/2006 | P-12 | Amends rules to create the need for restructuring the state system for training, certifying and evaluating teachers. Addresses the add-on certification, paraprofessionals, the definition of highly qualified teachers, and the suspension and revocation of educator certificates. SOUTH CAROLINA 2635
http://www.myscschools.com/divisions/ga/regs/article_03/62.doc
Title: R 43-62
Source: Lexis-Nexis/StateNet
| |
| IL | Adopted 04/2006 | P-12 | Establishes rules regarding the system for accrediting educational units in institutions that prepare educators and approving their respective preparation programs, so as to identify places in these processes where duplication of effort or reporting could be eliminated.
Section 25.127 revises content of program reports.
Section 25.142 is added to state explicitly the minimum assessment requirements for individual programs.
Expands potential program accreditors to include specialized accrediting organizations (SAOs) such as CACREP (the Council on Accreditation of Counseling and Related Educational Programs) and ASHA (the American Speech-Language-Hearing Association), which provide national accreditation to programs in both NCATE and non-NCATE institutions.
Section 25.100 and Appendix E permit out-of-state applicants to receive endorsements in specific fields within the sciences and social sciences.
(pages 497-565 of 705: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue18.pdf)
Title: 23 IAC 25.100, 115, 125, 127, 142, 145, 147, 155, 160, 165, 225, 444,490, 710, 720, Appendix E
Source: www.cyberdriveillinois.com
| |
| WV | Signed into law 04/2006 | P-12 | Removes the requirement to evaluate certain classroom teachers at least every three years. Teachers affected are those classroom teachers with five or more years of experience who have not received an unsatisfactory rating. An evaluation is to be conducted or professional growth and development plan required only when the principal determines it to be necessary for a particular classroom teacher, or when a classroom teacher exercises the option of being evaluated at more frequent intervals.
http://www.legis.state.wv.us/Bill_Text_HTML/2006_SESSIONS/RS/BILLS/hb4406%20ENR.htm
Title: H.B. 4406
Source: http://www.legis.state.wv.us
| |
| VA | Signed into law 03/2006 | P-12 | Establishes a biennial review of the compensation of teachers and other occupations requiring similar education and training and requires such a review to consider the Commonwealth's compensation for teachers relative to member states in the Southern Regional Education Board. Requires the evaluation of each teacher with continuing contract status at least once every three years; provides that the evaluations must be maintained in the employee's personnel file.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0373
Title: S.B. 324
Source: http://leg1.state.va.us
| |
| LA | Adopted 11/2005 | P-12 | Provides for the exclusion from the Teacher Assistance and Assessment Program for those teachers from other states who provide National Board of Professional Teaching Standards or appropriate evaluation results from their immediate previous teaching assignment. AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf (page 6 of 198)
Title: LAC 28:XXXVII.507
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr
| |
| DE | Adopted 09/2005 | P-12 | Clarifies rules regarding the criteria for a satisfactory rating under Student Improvement. DELAWARE REG 1774 (SN)
Title: 14 DAC 106
Source: StateNet
| |
| NM | Adopted 05/2005 | P-12 | Establishes rules regarding alternative licensure, competency testing for licensure, continuing licensure for licensed educators, educator licensure application fee, licensure in middle level education grades 5-9, licensure in special education k-12, competencies for entry-level technology studies/education teachers, competencies for entry-level agriculture education teachers, performance evaluation requirements for teachers. NEW MEXICO REG 4254 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.060.0003.htm
Title: NMAC 6.60.3, .5, .6, .7, 6.61.3, .6, 6.64.16, .17, 6.69.4
Source: StateNet
| |
| MS | Rule Adoption 12/2004 | P-12 | Revises the Process and Performance Review Guide, as reccomended by the Commission on Teacher and Administrator Education, Certification, and Licensure and Development. MISSISSIPPI REG 9361 (SN)
Title: Uncodified
Source: StateNet
| |
| DE | Rule Adoption 12/2004 | P-12 | Amends the State Board of Education Procedures Manual by including licensing of substitute teachers and National Board teachers and removing Delaware Performance Appraisal References from the Approval of Rules and Regulations. Adds and removes certain references to reflect legislative changes.
Title: 8 DEC, 911 Procedures Manual, Appendixes A and B
Source: StateNet
| |
| DE | Rule Adoption 09/2004 | P-12 | Amends regulations by replacing the Teacher Appraisal Process Delaware Performance Appraisal System, the Specialist Appraisal System, and the Administrator Appraisal System (DPAS II). Effective for only districts participating in the pilot of this process. DELAWARE REG 1542 (SN)
http://www.state.de.us/research/AdminCode/title14/100/106%20Teacher%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage and http://www.state.de.us/research/AdminCode/title14/100/107%20Specialist%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage and http://www.state.de.us/research/AdminCode/title14/100/108%20Administrator%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage
Title: 14 DAC Sections 106, 107, and 108
Source: Delaware State Web site
| |
| CA | Vetoed 08/2004 | P-12 | Permits, with respect to courses of study taught in any of grades 6 to 12, inclusive a teacher to solicit pupil evaluations of his or her courses. Prohibits certain actions from being taken against a teacher or pupil as a result of a pupil evaluation. http://www.leginfo.ca.gov/pub/bill/asm/ab_2351-2400/ab_2370_bill_20040812_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2370_veto.pdf
Title: A.B. 2370
Source: California Legislative Web site
| |
| DE | Signed into law 07/2004 | P-12 | Relates to student grades and teacher evaluations; provides that no one except the teacher who assigns a grade to a student may change the grade; for example, a school administrator may not raise or lower a student's grade; provides that the method which a teacher uses to assign grades may not be part of the evaluation of the teacher. http://www.legis.state.de.us/LIS/LIS142.NSF/vwLegislation/HB+126/$file/0011420056.doc/?openelement
Title: H.B. 126
Source: Delaware Legislative Web site
| |
| DE | Rule Adoption 06/2004 | P-12 | Amends regulation by adding requirements for reauthorization, replication, and re-qualification of clusters and sets forth procedures for payment of salary increments to educators. http://www.state.de.us/research/AdminCode/title14/1500/1501%20Knowledge,%20Skills,%20and%20Responsibility%20Based%20Salary%20Supplements%20for%20Educators.shtml#TopOfPage
Title: 14 DAC 1501
Source: Delaware State Web site
| |
| CT | Signed into law 05/2004 | P-12 | Concerning teachers' evaluations; makes the failure to follow the procedures of evaluation programs subject to the grievance procedure in collective bargaining agreements. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00137-R00SB-00533-PA.htm
Title: S.B. 533
Source: Connecticut Legislative Web site
| |
| TX | Rule Adoption 04/2004 | P-12 | TEC, Chapter 21, was amended by HB 1440, 78th Texas Legislature, 2003, to modify §21.203(a) and §21.352(c). The modification to the law provides school districts with the option that a teacher may be appraised less frequently if the teacher agrees in writing and the teacher's most recent evaluation rated the teacher as at least proficient, or the equivalent, and did not identify any area of deficiency.
The adopted amendment to 19 TAC §153.1003 establishes the option of less frequent appraisals for eligible teachers. Highlights of the amendment include the following. Language is added in new subsection (l) to establish the provision for a teacher to be appraised less frequently, to describe specific criteria that may be included in local district policy related to this appraisal option, and to address teacher performance that would result in placing the teacher back on the traditional annual appraisal cycle. Language is also added to permit districts to annually review the written agreements with teachers that are appraised under this option.
Title: 19 TAC 153.1003
Source: TEA.STATE.TX.US
| |
| WV | Signed into law 03/2004 | P-12 | Amends Chapter 18A-2-12 to provide that, for school personnel with five or more years of experience, who have not received an unsatisfactory rating, evaluations must be conducted no more than once every three years, unless the principal determines more frequent evaluation is necessary. A classroom teacher, however, may exercise the option of being evaluated more frequently.
Title: H.B. 4001
Source: WV Legislative Web Site
| |
| CA | Signed into law 09/2003 | P-12 | Authorizes the evaluation and assessment at least every 5 years of personnel with permanent status who have been employed at least 10 years with the school district, are highly qualified, and whose previous evaluation rated the employee as meeting or exceeding standards, if the evaluator and certified employee being evaluated agree to this term, with certain exceptions. Makes a conforming change. http://www.leginfo.ca.gov/pub/bill/asm/ab_0951-1000/ab_954_bill_20030929_chaptered.html
Title: A.B. 954
Source: California Legislative Web site
| |
| TX | Signed into law 06/2003 | P-12 | Current law requires all teachers to undergo an appraisal every year. However, this provision fails to permit an administrator to reduce the frequency of appraisals for a teacher with a performance of at least proficient or the equivalent, and who has no identified areas of performance deficiency. C.S.H.B. 1440 amends the Education Code to provide for a permissive exemption of certain teachers from the annual appraisal requirement. (Bill Analysis, Senate Research) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01440&VERSION=5&TYPE=B
Rules were also amended: http://www.tea.state.tx.us/rules/tacupdates/may2004/ch150aa.pdf
Title: H.B. 1440
Source: http://www.capitol.state.tx.us
| |
| IA | Signed into law 05/2003 | P-12 | Moves from July 1, 2004 to July 1, 2005 the date by which a local board must provide evaluations that include at least the state teaching standards and the criteria for the department-developed state teaching standards, in conducting peformance reviews of teachers who are not beginning teachers. See Section 38: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Requires approved teacher preparation programs to include in the student teaching experience opportunities for the student teacher to become knowledgeable about the state teaching standards, including a mock evaluation conducted by the cooperating teacher. Bars the teacher preparation program from using the mock evaluation as an assessment tool.
See Section 17: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Adds that, subsequent to a teacher's evaluation, the individual teacher's evaluator, not just the teacher's supervisor, must review, modify, or accept modifications to a teacher's individual development plan.
See Section 42: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Changes from July 1, 2004 to July 1, 2005 date by which all districts must be ready to offer an intensive assistance program for any teacher deemed not to be meeting state teaching standards. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| IA | Signed into law 05/2003 | P-12 | Clarifies that, in addition to auditing comprehensive evaluations, regional review panels established by department may randomly audit teacher performance reviews conducted by teacher evaluators across the state, and may likewise randomly audit how evaluators are evaluating teachers based on the Iowa teaching standards. See Section 48: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| AZ | Signed by Governor 04/2003 | P-12 | Provides that the governing board of a school district shall develop a definition of inadequacy of classroom performance relating to the board's intention not to reemploy teachers. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=SB1330
Title: S.B. 1330
Source: State legislative web site
| |
| DE | Signed into law 04/2003 | P-12 | Relates to the professional standards board, its composition and governance, and educator evaluations. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: H.B. 88
Source: Delaware Legislative Web site
| |
| KS | Signed into law 04/2003 | P-12 | Requires every local board to approve a written staff evaluation policy. This policy must include evaluation procedures for all employees, require all evaluations to be made in writing and to be kept in the employee's personnel file for at least three years after the evaluation is completed, require every employee in the first two successive years of employment to be evaluated by the 60th day of the semester, and at least once each semester during those first two consecutive years. During the third and fourth year of employment, every employee is to be evaluated at least once every academic year by February 15. After the fourth year of employment, every employee must be evaluated a minimum of once every three years by February 15 of the school year in which the employee is evaluated. Requires the state board, upon a request from any board, to aid in developing or modifying personnel evaluation policies.
http://www.kslegislature.org/bills/2004/82.pdf
Title: S.B. 82
Source: www.kslegislature.org
| |
| 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
| |
| IA | Adopted 03/2003 | P-12 | Amends rules regarding the Teacher Quality Program. Includes preschool teachers in "beginning teacher" definition for purposes of beginning teacher mentoring and induction program adopted in statute. Specifies that beginning teachers are the teachers who must undergo "comprehensive evaluation," and specifies that this evaluation is conducted to determine a beginning teacher's level of competency as measured against the Iowa teaching standards. Specifies that the "evaluator" is, per Iowa statute, an administrator or other practitioner who successfully completes an evaluator training program. Defines "intensive assistance" as the provision of organizational support and technical assistance to teachers, other than beginning teachers to ameliorate identified instruction and classroom concerns, for a period of not more than one calendar year. Replaces requirement that "mentor" have at least two of four years on nonprobationary status with requirement that mentor have four years of employment as teacher with nonprobationary status. Defines "performance review" as summative evaluation of a teacher who is not a beginning teacher, to determine whether the teacher's abilities are equal to district expectations and state teaching standards, adn to determine whether the teacher's practice is level with district expectations for career advancement as set out in statute. Specifies that "teacher" is defined as a person filling a nonadministrative position and may be a preschool teacher. Changes language to render district offering of beginning teacher mentoring and induction program mandatory rather than optional, and beginning July 1, 2002 rather than 2001 and 2003. Specifies that the evaluation of the beginning teacher must be conducted before the end of the beginning teacher's second year of teaching. Specifies that beginning teacher who completes the program must have met the Iowa teaching standards and must be recommended by the district for a standard teaching license.
Specifies that if any beginning teacher taking part in a mentoring and induction program leaves the participating district or area educational agency before completing the program, the participating district or area educational agency later hiring the beginning teacher must credit the beginning teacher with the time earned in a program before the hiring. If money is appropriated, a district or area education agency may receive state aid for up to two years for each beginning teacher the district or area education agency employs who was formerly working in an accredited nonpublic school or in another state as a first-year teacher. Requires the district or area education agency hiring the teacher to establish the conditions and requirements of a teacher in a mentoring and induction program.
Specifies that, in addition to any district, an area education agency is also eligible to offer a teacher a third year in the program, notify the board of educational examiners of the teacher's third year of particiaption in the program, participate in state program evaluations, develop a sequential two-year beginning teacher mentoring and induction plan, have the board adopt a beginning teacher mentoring and induction program plan, may choose to use or revise the model plan provided by the area education agency or develop a local plan and abide by specifications for required program components as set out in regulation. Specifies that successful completion of a teacher mentoring and induction program means the teacher's meeting the state teaching standards, and that a third year of eligibility may offered a participating teacher at the employing district's expense. Specifies that a teacher granted a third year of program eligibility must, in conjuction with the teacher's evaluator, work out a plan to meet the Iowa teaching standards and district career expectations, which plan will be implemented by the teacher and supported by the district's mentoring and induction program.
Adds new rule that the local board must provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria as listed in state board rules. For performance reviews of teachers other than beginning teachers, the board must provide evaluations that include at a minimum the Iowa teaching standards and criteria found in state board rules. Allows a local board and its certified bargaining representative to negotiate further teaching standards and criteria to apply in a performance review. Allows the board of a district where no certified bargaining unit exists to determine supplemental standards and criteria.
Adds new rule requiring the department to approve eligible providers and their programs to carry out evaluator training. Establishes requirements for trainers and programs. Adds new rule establishing application requirements for providers of evaluator approval training and department process for the approval of evaluator approval training program applications. Establishes new rule requiring districts to develop and implement a teacher evaluation plan by July 1, 2004. Plan must include: 1) use of the Iowa teaching standards and criteria; 2) provisions for the comprehensive evaluation of beginning teachers that comprises a review of the teacher's progress on the Iowa teaching standards and the use of the department-created comprehensive evaluation instrument; 3) performance reviews of teachers other than beginning teachers once every three years; evaluations must include at least a classroom observation of the teacher, a review of the teacher's progress on the state teaching standards established in rule and additional standards and criteria if adopted, a review of the implementation of the teacher's individual career development plan and supporting documentation from other evaluators, teachers, parents and students; 4) provisions for individual career development plans for teachers other than beginning teachers; 5) provisions for an intensive assistance program as provided in statute that aims at the remediation defined in rule or any other standards or criteria adopted in a collective bargaining agreement. Allows a local board and its certified bargaining representative to open evaluation and grievance processes for beginning teachers and for teachers other than beginning teachers to negotiation. When a supervisor or evaluator at any time deems a teacher's performance to be below district expectations or other standards or criteria approved in the collective bargaining agreement, the evaluator is required to advise the district to place the teacher in an intensive assistance program. States that the intensive assistance program and its implementation are not subject to negotiation or grievance procedures established in statute.
Requires each school or district to support the development and implementation of the individual teacher career development plan for teachers who are not beginning teachers. Establishes that the purpose of the individual plan is to offer individual and collective professional development. Establishes that the aims of an individual teacher career development plan must at a minimum be founded on the relevant Iowa teaching standards supporting the school's and district's student achievement goals as developed in the comprehensive school improvement plan, as well as the teacher's needs. Requires that, to the extent practicable, the learning opportunities offered to meet the goals of the individual teacher plan incorporate individual study and collaborative study of district-approved content. Requires the individual plan to be designed jointly by the teacher and the teacher's evaluator. Requires that a yearly meeting take place between the teacher and the teacher's evaluator to go over the goals and adjust the plan.
Title: 281 IAC 83.2 thru 83.6
Source: Iowa State Board of Education Rule Adoption
| |
| UT | Signed into law 03/2003 | P-12 | Amends Section 53A-10-103 to add parents to the membership of district joint committees. The overall committee membership is to be comprised by an equal number of teachers, parents and administrators appointed by the board. Boards are required to develop an evaluation program in consultation with its educators through these committees. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
| |
| FL | Signed into law 08/2002 | P-12 | Removes provision mandating that school boards fully fund a 5% reserve for all instructional and administrative staff. See bill section 697, page 1298, line 28, ff. Also bars local board member from hiring or appointing a relative to work under his or her direct supervision. See bill section 698, page 1303, line 6 ff. According to state legislative summary, "[Clarifies] that teaching experience applies to in-state and out-of-state public school teaching experience. If employees with unsatisfactory evaluations request transfer, requires superintendent to annually report to department on employees transferred, where transferred and what remediation" was undertaken. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
| |
| IA | Signed into law 05/2002 | P-12 | Requires state board to establish standards for district and area education agency career development programs and for individual teacher career development plans. Requires state director to develop a transition plan for implementation of the career development standards established in statute relating to licensure renewal. Moves national board certification registration deadline for purposes of payment of one-half of national board certification fee from June 30, 2002 to June 30, 2005. Teachers must likewise register for national board certification by June 30, 2005 and be certified in three years to obtain 2,500 annual award. Eliminates age limitations of employees eligible for early retirement incentives, leaving these to local board discretion. Includes licensed preschool teachers in definition of "beginning teachers," "classroom teachers," and "teachers." Eliminates requirement that beginning teacher's mentor be classroom teacher. Creates new defintions for "intensive assistance" and "performance reviews" for non-beginning teachers. Revises section requiring boards to provide for evaluations of beginning teachers and performance reviews for non-beginning teachers. Requires state board to adopt state director-developed model criteria for teacher evaluation, advancement and career development. Encourages districts to evaluate their current career development alignment with their student achievement goals and research-based instructional strategies, and implement district career development plans. Reduces from 5 to 3 years the frequency with which teacher performance reviews must be conducted, and requires that these be based in part on individual career development plans. Makes additional changes to beginning teacher evaluation system and teacher career development programs. Establishes timeline for development of administrator preparation program. Establishes minimum teacher salary requirements. Requires department to undertake study of feasibility of change to student achievement and teacher quality program. Creates statewide career path pilot program: http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02549/Current.html
Title: H.B. 2549
Source: www.legis.state.ia.us
| |
| KY | Signed into law 04/2002 | P-12 | Permits the Education Professional Standards Board to issue a conditional one-year certificate to a teacher who has completed teacher preparation program but has not successfully completed the required assessments if the employing school district and teacher preparation institution agree to provide technical assistance and mentoring support to the new teacher. Teacher must successfully complete required assessments before entering the internship program. Bill also revises duties and powers of Education Professional Standards Board as well as powers of the executive director of such. http://www.lrc.state.ky.us/RECORD/02RS/SB192/bill.doc
Title: S.B. 192
Source: www.lrc.state.ky.us
| |
| KY | Signed into law 04/2002 | P-12 | Makes it explicit that the Office of Education Accountability has a responsibility to periodically review personnel policies and practices relating to recruitment, selection, evaluation, termination, and promotion of personnel.
Title: S.B. 166
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2002 | P-12 | Permits retired teachers and administrators to be appointed to serve on teacher tribunals. Establishes that tribunal members are to be selected from a pool of trained applicants. Permits the Department of Education to use funds appropriated for professional development for tribunal member training. http://www.lrc.state.ky.us/RECORD/02RS/SB211/bill.doc
Title: S.B. 211
Source: www.lrc.state.ky.us
| |
| IN | Signed into law 05/2001 | P-12 | Section formerly required each school to develop staff performance evaluation plan that would examine each employee's performance. New language requires each school's staff performance evaluation plan to evaluate "the school's and the school's educators' performance." Former language said evaluation of employees' performance should be based on separate teacher and administrator performance indicators such as the development of parental involvement, student performance on assessments and the teacher's attendance rates for teachers; and student attendance and graduation rates, teacher/student ratio and classroom expenditures per student for administrators. New language deletes these requirements, replacing them with evaluation of performance based on the school's students' performance improvement level including student performance on assessment programs, graduation rates, student SAT scores, and local board-developed standards consistent with state academic standards and student performance improvement levels. Eliminates requirement that local board staff performance evaluation plan provide that teachers be evaluated twice each school year. Specifies that existing sections of code requiring every public school teacher to be employed on a statewide, unamended, uniform teacher's contract apply only to certified district employees. Specifies that a teacher's students' performance improvement levels on state assessment may be used as a factor, but not the only factor, to evaluate a teacher's performance.
Title: S.B. 165
Source: www.state.in.us/legislative
| |
| NM | Vetoed 04/2001 | P-12 | Section 46 outlines a system of accountability for teachers and school personnel. It requires the adoption of statewide teacher performance standards and annual evaluation.
Title: S.B. 308
Source: New Mexico Legislative Web Site
| |
| UT | Signed into law 03/2001 | P-12 | Modifies provisions related to State System of Public and Higher Education to address issues of teacher quality in recognition of relationship to student success; provides for comprehensive policy on teacher quality to include components on recruitment, preservice, licensure, induction, professional development, and evaluation; requires annual report to Legislature on state of teacher quality in state, to include reliable data on state's supply of and demand for teachers.
Title: S.B. 16
Source: Lexis-Nexis/StateNet
| |
| SC | Signed into law 08/2000 | P-12 | Adds 3 days for the next 2 school years and 2 more days for all school years thereafter; provides that the State Board of Education shall review and make necessary revisions to criteria for requesting out-of-field teacher permits; provides that the Board shall consider establishing for principals a recertification requirement; provides that the Board and the Department of Education shall review and refine certain professional performance dimensions in the state's teacher evaluation program.
Title: S.B. 1111
Source: Lexis-Nexis/StateNet
| |
| DE | Signed into law 05/2000 | P-12 | Allows 1 local school district the ability to pilot a professional development and/or evaluation plan.
Title: S.B. 343
Source: Lexis-Nexis/StateNet
| |
| DE | Signed into law 05/2000 | P-12 | Creates the Professional Development and Educator Accountability Act. Beginning in 2002, at least 20% of educator's performance evaluation will be tied to student improvement -- teachers and administrators who fail to measure up can be dismissed. Establishes more rigorous system of professional development, teaching standards, licensure and certification requirements; expands the salary system to include compensations for skills and knowledge. Encourages focused, career-long professional development and compensates teachers for additional responsibilities or becoming National Board certified. Ends social promotion - beginning in 2002, students reading below the standard in 3rd, 5th and 8th grades will be required to attend summer school and meet standard to move to next grade. Same provisions apply to 8th graders for math. Students not meeting standards will receive mandatory individual improvement plans (some state funds available for extra time instruction). Future students must demonstrate they meet 10th grade standards in language arts and math to receive academic diploma.
Title: S.B. 260
Source: Lexis-Nexis/StateNet
| |
| CT | Signed into law 04/2000 | P-12 | Strengthens the relationship between teacher evaluations and the provisions for teacher dismissal for incompetence.
Title: H.B. 5275
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 04/2000 | P-12 | Relates to the evaluation of school personnel; provides relative to the powers and duties of the state Board of Elementary and Secondary Education; provides relative to the monitoring of evaluation programs by the state Department of Education; relates to the implementation of such programs.
Title: S.B. 23A
Source: Lexis-Nexis/StateNet
| |
| GA | Signed into law 03/2000 | P-12 | Teacher evaluations must include evaluation of student achievement and communication skills with parents, students, teachers, administrators and others. The State Board of Education will set standards and specifications for teacher evaluations. All certificated personnel must be evaluated by a trained evaluator. If student assessments have not been administered and scored at the time of evaluation, the evaluation shall be performed on the basis of information available at the time. As results of student assessments subsequently become available. An addendum to the initial report shall be completed and become part of the teacher's cumulative evaluative record, and these cumulative student assessment results may be used in a teacher's subsequent annual evaluations.
Teachers will not advance a step on the salary schedule if they receive an unsatisfactory evaluation. A person who has received two unsatisfactory annual performance evaluations in a five-year period shall not be entitled to a renewable certificate.
Title: H.B. 1187
Source: Georgia Department of Education
| |
| VA | Signed into law 03/2000 | P-12 | Permits the Office of the Attorney General, on behalf of the Board of Education to bring a cause of action for injunctive relief or civil penalty, or both, against any person who knowingly and willfully commits specified acts regarding secure mandatory tests administered to students required by the specified code or by the Board of Education; provides for civil penalties of specified amounts; suspends or revokes license of persons who knowingly commit specific acts.
Title: S.B. 548
Source: Lexis-Nexis/StateNet
| |
|