From the ECS State Policy Database Teaching Quality--Preparation

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 IL Emergency Rules 08/2012 P-12 On June 21, 2012, the state board adopted a policy to allow candidates for entry into educator preparation programs and applicants for Illinois educator licenses to use a minimum composite score received on the ACT or SAT in lieu of passing the Illinois test of basic skills (i.e., Test of Academic Proficiency). In order to allow candidates and applicants currently applying for programs and licenses to choose this alternative method, the board's policy must be placed in administrative rules. (This rule will be in force until replaced by regular rulemaking or until the end of the 150-day period, whichever occurs sooner.) Clarification from Illinois Register: Providing a second option for admission into educator preparation programs has the potential to benefit a large number of candidates, especially those who have been unable to pass a particular component, or subtest (i.e., reading, language arts, mathematics and writing), of Illinois' test of basic skills. Individuals who wish to begin their programs in the fall semester, but who have not yet been fully admitted due to a low score on one or more subtests, may opt to use their scores from the ACT or SAT instead. Otherwise, these individuals would have to wait 60 days before they could re-test and would not receive scores until after the start of the school year. Pages 243-258 of 281: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue32.pdf Title: 23 IL ADC 25.720 Source: www.cyberdriveillinois.com NC Signed into law 06/2012 P-12 Directs the State Board of Education, to further make certain that teacher preparation programs remain current and reflect a rigorous course of study that is aligned to State and national standards, to ensure students preparing to teach in elementary schools through traditional or lateral entry (i) have adequate coursework in the teaching of reading and mathematics; (ii) are assessed prior to certification to determine that they possess the requisite knowledge in scientifically based reading and mathematics; (iii) continue to receive preparation in applying formative and summative assessments through technology-based assessment systems; and (iv) are prepared to integrate arts education across the curriculum. http://www.ncleg.net/Sessions/2011/Bills/Senate/PDF/S724v5.pdf Title: S.B. 724 Source: ncleg.net OH Signed into law 06/2012 P-12 By December 31, 2014, and annually thereafter, directs the chancellor of the board of regents to report for each teacher preparation program the number and percentage of program graduates who were rated at each of the performance levels in the teacher evaluation system for the previous school year. Pages 239-240 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf Title: S.B. 316 - Teacher Preparation Program Graduate Outcomes Source: www.legislature.state.oh.us CT To governor 06/2012 P-12 Postsec. Directs The State Board of Education, in consultation with the Board of Regents for Higher Education and The University of Connecticut, to study issues concerning teacher preparation in the state and report on such study and deliver a comprehensive set of recommendations by April 1, 2013. Issues that must be addressed include, student teaching requirements, candidate profile requirements, and specified duties of the institution of higher education.http://www.cga.ct.gov/2012/ACT/SA/2012SA-00003-R00SB-00384-SA.htm Title: S.B. 384 Source: cga.ct.gov CT Signed into law 06/2012 P-12 Requires additional opportunities for meetings and the exchange of information between school district officials and parents of students in, or under evaluation for, special education. Requires teacher certification preparation, in-service training, and professional development to include expanded instruction and training regarding implementing individualized education programs (IEPs). Specifies the school district eligible for special education excess cost grant money when a child is placed in a school district other than his or her district of origin. Requires any IEP for a child identified as deaf or hearing impaired to include a language and communication plan developed by the child's planning and placement team (PPT). Specifies that, if a school district provides special education services to a student whose parents have chosen to send him or her to a private school, the services must comply with the federal Individuals with Disabilities Education Act (IDEA). http://www.cga.ct.gov/2012/ACT/PA/2012PA-00173-R00HB-05353-PA.htm Title: H.B. 5353 Source: cga.ct.gov NH Adopted 06/2012 P-12 State the requirements for teacher certification and teacher preparation programs in the area of Early Childhood Education, Classical Language, Music and Theatre. They are being readopted because they are due to expire. The early childhood rules were amended for candidates to have skills, competencies and knowledge of children from birth instead of pre-kindergarten. They are being aligned with the Health and Human Services rules for this age group. The music and theatre rules were readopted with amendments to be consistent with national standards. The changes annotated in the text were reviewed by the Council for Teacher Education and approved by the Professional Standards Board. http://www.gencourt.state.nh.us/rules/register/2011/November-3-11.pdf Title: NH ADC Ed 507.18, 34, 36, 38; NH ADC Ed 612.03, 15, 20, 30 Source: http://www.gencourt.state.nh.us/rules/ LA Passed 06/2012 P-12 Urges and request the legislative fiscal office to update the report issued in March 2006 pursuant to House Resolution No. 133 of the 2005 Regular Session regarding the means and methods used to provide funding for the operation of laboratory schools around the state, including but not limited to issues concerning equity and fairness in funding methods and amounts, and to report its findings and recommendations in writing to the senate and house education committees by February 1, 2013. http://www.legis.state.la.us/billdata/streamdocument.asp?did=807015 Title: S.C.R. 137 Source: www.legis.state.la.us IA Signed into law 05/2012 P-12 This section requires the governor to appoint the executive director of the Board of Educational Examiners subject to confirmation by the Senate -- rather than hired by the Board of Educational Examiners. Also increases the length of the student teaching experience from 12 to 14 weeks. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf Title: S.F. 2284 -- Division V Source: http://coolice.legis.state.ia.us IA Signed into law 05/2012 P-12 This section requires institutions with approved practitioner programs to administer a preprofessional skills test to admission candidates. Institutions must also administer, prior to a student's completion of the program, subject assessments, designed by a nationally recognized testing service, that measure pedagogy and knowledge of at least one subject area, or a valid and reliable subject area specific, performance-based assessment for preservice teacher candidates, centered on student learning. A student may not complete the program if he/she does not score above the 25th percentile nationally. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf Title: S.F. 2284 - Division XII Source: http://coolice.legis.state.ia.us LA Adopted 05/2012 Postsec. From May 2012 Louisiana Register: Requires licensed educational institutions wishing to offer teacher education or education leadership programs to meet the same program accreditation requirements as Louisiana's institutions to continue offering that program in Louisiana. Page 84 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf Title: LAC 28:IX.305 Source: www.doa.louisiana.gov CT Signed into law 05/2012 P-12 (Sec. 35) Requires teacher preparation programs (Starting July 1, 2015) to require, as part of their curricula, that students have classroom clinical, field, or student teaching experience during four semesters of the program. (Sec. 36) Connecticut has a three-level certification system for public school teachers and administrators: initial, provisional, and professional. Starting July 1, 2016, the bill raises the qualifications for a professional certificate by requiring applicants to hold a master's degree rather than, as current law requires, to successfully complete (1) before July 1, 2016, 30 hours of graduate or undergraduate credit beyond a bachelor's degree or (2) on or after July 1, 2016, 30 hours of graduate credit. The master's degree must be in a subject appropriate to the person's certification endorsement, as determined by SBE. The bill extends the same master's degree requirement to a certified teacher who has taught in another state, U. S. possession or territory, the District of Columbia, or Puerto Rico and applies for a Connecticut professional certificate. Eliminates the requirement that a professional certificate holder complete 90 continuing education units (CEUs) in order to renew his or her professional certificate. Instead, it makes the certificate valid for five years and requires that it be continued every five years. Requires all certificate holders. including initial and provisional certificate holders, to participate in professional development activities, which replace the CEU requirements starting July 1, 2013. (Sec. 39) Revises professional development to emphasize improved practice and include 18 hours of individual and small-group coaching sessions. Specifies new design for professional development. Eliminates the following professional development requirements: for those with childhood nursery through grade three or elementary endorsements, at least 15 hours of training in teaching reading, reading readiness, and reading assessment; for those with elementary, middle, or secondary academic endorsements, at least 15 hours in how to use computers in the classroom unless they can demonstrate competency; and for those with bilingual endorsements, training in language arts, reading, or math for elementary school teachers and in the subject they teach, for middle and secondary school teachers. Requires SDE to audit district professional development programs and allows SBE to assess financial penalties against districts it finds out of compliance based on such an audit. Exempts candidates for provisional educator certificates successfully complete the Teacher Education and Mentoring (TEAM) program in his or her endorsement area who have taught under an appropriate certificate from another U. S. state, territory, or possession, the District of Columbia, or Puerto Rico for at least three of the last 10 years or in an SBE-approved nonpublic school in Connecticut for at least three years in the last 10. (Sec. 37) Establishes a new distinguished educator designation for a person who: 1) holds a professional educator certificate, 2)has taught successfully for at least five years in a public school or SBE-approved private special education facility, 3) has advanced education in addition to a master's degree from a degree or non-degree-granting institution that can include training in mentorship or coaching teachers, and 4) meets performance requirements established by SDE. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm Title: S.B. 458 Source: cga.ct.gov OK Signed into law 05/2012 P-12 New section of law. Establishes a dyslexia teacher training pilot to train higher education faculty to teach multisensory structure reading education for students with dyslexia to teacher candidates. Other purposes are to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors and evaluate whether the early assistance programs can reduce future special education costs. An additional goal is to create a replicable model that can be followed by other higher education institutions. Requires Regents to promulgate rules. The program will operate by contract with a nonprofit education center that is certified as a multisensory structured language training institute. http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1565_ENR.RTF Title: S.B. 1565 Source: http://webserver1.lsb.state.ok.us OK Signed into law 05/2012 P-12 Creates Commission for Education, Instruction Quality and Accountability combining the Oklahoma Commission on Teacher Prep with the Office of Accountability.  Authorizes commission to approve and accredit teacher education programs. Beginning July 1, 2013, the Commission is to perform the following duties: 1. Oversee implementation of the provisions of Enrolled House Bill No. 1017 of the 1st Extraordinary Session of the 42nd Oklahoma Legislature; 2. Implementation of the provisions of the Oklahoma Teacher Preparation Act as provided for in law; 3. Make recommendations to the Governor and Legislature on methods to achieve an aligned, seamless system from preschool through postsecondary education; and 4. Set performance levels and corresponding cut scores pursuant to the Oklahoma School Testing Program Act and as provided for in Section 1210.541 of Title 70 of the Oklahoma Statutes. Beginning July 1, 2013, the Commission is to govern the operation of the Office of Educational Quality and Accountability, and beginning July 1, 2014, the Oklahoma Commission for Teacher Preparation is to be placed under the authority of the Commission for Educational Quality and Accountability. The Commission is required to assume the following duties of the Oklahoma Commission for Teacher Preparation: a. approval and accreditation of teacher education programs and b. assessment of candidates for licensure and certification. Requires the Commission to include the State Board of Education in the process; review and assess approved, accredited and new programs of teacher education, and encourage studies and research designed to improve teacher education. http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1797_ENR.RTF Title: S.B. 1797 Source: http://webserver1.lsb.state.ok.us 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 MS Signed into law 04/2012 P-12 Establishes an office within the State Department of Education to respond to and conduct hearings regarding educator and administrator licensure and ethics violations. Provides that approval of educator preparation programs is subject to a process and schedule determined by the State Board of Education. http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1100-1199/HB1144SG.pdf Title: H.B. 1144 Source: http://billstatus.ls.state.ms.us/ TN Signed into law 04/2012 P-12 Declares that teacher effect data made available to teacher preparation programs shall not be public records and shall be used only in evaluating the preparation programs. http://www.capitol.tn.gov/Bills/107/Bill/SB3024.pdf Title: S.B. 3024 Source: http://www.capitol.tn.gov/Bills/107/Bill/SB3024.pdf WV Signed into law 04/2012 P-12 Authorizes teacher-in-residence programs for certain prospective teachers in lieu of student teaching; defines teacher-in-residence programs and provides minimum requirements; provides use of certain funds for program support and student stipend; specifies formula for calculating stipend; creates teacher-in-residence permit and specifies conditions; authorizes counties with comprehensive induction programs to use consistent structure for supervision and training of student teachers. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=HB4101%20SUB%20ENR.htm&yr=2012&sesstype=RS&i=4101 Title: H.B. 4101 Source: www.legis.state.wv.us WA Signed into law 03/2012 P-12 Postsec. Creates the collaborative schools for innovation and success pilot project for colleges of education and school districts to collaborate to improve student and educator success. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/2799-S.SL.pdf Title: H.B. 2799 Source: apps.leg.wa.gov VA Signed into law 03/2012 Postsec. Allows a private institution of higher education that operates a teacher education program approved by the Board of Education to operate a college partnership laboratory school. Currently, only a public institution of higher education that operates a Board approved teacher education program may do so. Tuition may be charged for courses which the student receives college credit or for enrichment courses that are not required to achieve a Board approved high school diploma. This bill is identical to SB 475. http://leg1.state.va.us/cgi-bin/legp504.exe?121+oth+HB765FER122+PDF Title: H.B. 765 Source: http://leg1.state.va.us/ NM Adopted 02/2012 P-12 Requests that the legislature establish a work group to study the stustainability for future growth, recruitment and training of high school students to pursue future careers in education. http://www.nmlegis.gov/Sessions/12%20Regular/memorials/house/HM013.pdf Title: H.M. 42; S.M. 53 Source: http://www.nmlegis.gov NH Adopted 01/2012 P-12 Rules on obtaining a teaching credential, and on approval of professional preparation programs, for general and professional educator are being readopted with amendments. The rules are updated to align with the standards of the National Council for Accreditation of Teacher Education (NCATE), Interstate Teacher Assessment and Support Consortium (ITASC) and the National Association of State Directors of Teacher Education and Certification (NASDTEC). The changes include competencies for content, creativity, communication and culture for general education. For Professional education they include learner development, facilitation practices, professional responsibility and area of content. http://www.gencourt.state.nh.us/rules/register/2011/June-17-11.pdf Title: NH ADC Ed 505.06, 07; NH ADC Ed 609.01; NH ADC Ed 610.02 Source: http://www.gencourt.state.nh.us/rules/ CA Signed into law 09/2011 P-12 From bill summary: Existing law requires the commission on teacher credentialing to adopt and implement an accreditation framework, setting forth commission policies on the accreditation of educator preparation in California, and to modify the framework in accordance to specified provisions. Existing law requires the system for accreditation of educator preparation to replace the prior system of program approval established in 1970. Existing law also requires the commission, with the Committee on Accreditation, to select an external evaluator to conduct an evaluation of accreditation policies. This bill deletes provisions relating to replacement of the prior system of program approval, provisions relating to the modification of the framework, and provisions requiring selection of an external evaluator. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_941_bill_20110926_chaptered.pdf Title: S.B. 941 - Accreditation of Educator Preparation Source: www.leginfo.ca.gov TX Signed into law 07/2011 P-12 From bill summary: Requires a candidate for certification as a teacher of record, before a district may employ the candidate, to complete at least 15 hours of field-based experience in which the candidate is actively engaged in instructional or educational activities under supervision at a public school campus or private school accredited, recognized, or approved, as applicable, for this purpose by the Texas Education Agency. Makes this requirement applicable only to an initial certification issued on or after September 1, 2012. Requires the state board for educator certification (SBEC) to propose rules relating to field-based experience requirements. Requires the commissioner by rule to adopt procedures and standards for recognizing a private school. Bill text (pages 2-4): http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0 Bill summary: http://www.legis.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB8 Title: S.B. 8 - Teacher Candidates and Field-Based Experience Source: www.legis.state.tx.us CT Signed into law 07/2011 Postsec. Requires the Office of Workforce Competitiveness, every two years, to identify and report on the sectors or subsectors in which workforce shortages exist, the workforce skills needed in those sectors or subsectors, and which career pathways should be established. Requires the Department of Education to electronically distribute information on teacher shortage areas for at least the previous five-year period. Provides that this information must be distributed annually, by March 1, to the president of every higher education institution in Connecticut that offers teacher preparation programs. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf Title: H.B. 6485 Source: http://www.cga.ct.gov CT Signed into law 07/2011 P-12 Includes genocide education in the materials provided by the Department of Education to school districts for student curriculum and educator in-service training. Classifies American sign language as a foreign language for purposes of the prescribed education curriculum. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf Title: H.B. 6499 - Sec. 1 and 2 Source: http://www.cga.ct.gov OH Signed into law 06/2011 P-12 Postsec. By December 31, 2012 and annually thereafter, requires the chancellor of the board of regents to report aggregate academic growth data, using the value-added progress dimension, for students assigned to graduates of state-approved teacher preparation programs who teach English language arts or mathematics in any of grades 4-8 in a public school in Ohio. Directs the chancellor to aggregate the data by graduating class for each approved teacher preparation program, except that if a particular class has 10 or fewer graduates, the chancellor must report the data for a group of classes over a three-year period. Prohibits the report from identifying any individual graduate. Directs the department of education to share any data necessary for the report with the chancellor. Page 436 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf Title: H.B. 153 - Teacher Preparation Program Graduates' Performance Source: www.legislature.state.oh.us ME Signed into law 05/2011 P-12 Directs the state Board of Education and the Department of Education (DOE) to conduct a study to ensure that teachers and paraprofessionals who work with children with autism spectrum disorders are appropriately and adequately prepared. Requires the DOE to convene a work group with broad stakeholder representation. Provides that the purpose of the work group is to analyze the qualifications of teachers and paraprofessionals who work with children with autism spectrum disorders and to make recommendations that will assist the department in ensuring that the teachers and paraprofessionals are appropriately and adequately prepared. Requires the work group to submit its recommendations to the state Board of Education and the DOE by November 1, 2011 and the State Board of Education and the DOE to submit a report, including the findings and recommendations from the work group, to the legislature by December 7, 2011. Authorizes the legislature to introduce legislation to the Second Regular Session of the 125th Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE47.asp Title: H.R. 546 Source: http://www.mainelegislature.org CO Signed into law 05/2011 Postsec. Revises statutes related to teacher preparation and evaluation and expands several sections to include principals. Some areas of revision include: screening potential teaching candidates' academic preparation as well as dispositions that would be appropriate for educators; number of hours of field experience required; and higher education commission policies to monitor and improve effectiveness of preparation programs and their graduates. Spells out data that the department of education is required to collect from higher education institutions regarding educator preparation programs. Indicates new policies and procedures for the commission to evaluate and possibly discontinue educator preparation programs. http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/62D9FB44048D63E5872578640052A500?Open&file=245_enr.pdf Title: S.B. 245 Source: http://www.leg.state.co.us FL Signed into law 05/2011 P-12 Postsec. Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program. The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011 Title: H.B. 7087 Source: http://www.myfloridahouse.gov CA Signed into law 09/2010 Postsec. From bill analysis: Existing law creates the California Education Information System, consisting of the CALPADS (California Longitudinal Pupil Achievement Data System) and the CALTIDES (California Longitudinal Teacher Integrated Data Education System). Adds an expression of legislative intent that, as the California Education Information System is implemented over time, access to public information already available on various measures of the quality of teacher preparation programs be available in electronic format and be accessible to the extent practicable through downloadable pages and reports accessible to the public in a consolidated manner. Requires all teacher preparation programs, including but not limited to local educational agencies or other programs not accredited by the Western Association of Schools and Colleges, to provide information to prospective candidates on the licensure exam pass rates of its program completers for the most recent available year, if that data is available electronically through the Commission on Teacher Credentialing Web site. Provides the link may also include access to additional data from the commission and from the CALTIDES regarding the types of programs offered and data on program effectiveness. Redefines "qualifying institution" for purposes of the Cal Grant Program to mean any institution that is (1) either a California private or independent postsecondary educational institution that participates in specified federal student aid programs, a nonprofit institution that is headquartered and operating in California that meets specified criteria, or a California public postsecondary educational institution AND (2) that complies with a requirement to provide information on where to access California licensure exam pass rates for graduates of undergraduate programs leading to employment for which passage of a California licensing exam is required, if that data is electronically available through the Web site of a California licensing or regulatory agency. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2051-2100/ab_2086_bill_20100924_chaptered.pdf Title: A.B. 2086 Source: www.leginfo.ca.gov OK Signed into law 06/2010 P-12 Requires that mental illness symptoms identification and mental health issues be incorporated into teacher preparation systems. http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2004_ENR.RTF Title: H.B. 2004 Source: http://webserver1.lsb.state.ok.us VA Signed into law 04/2010 P-12 Postsec. Community College Establishes college partnership laboratory schools by any public institution of higher education that operates an approved teacher education program. Provides that the schools shall be public schools established by a contract between the governing board of the school and the Board of Education. Provides that teachers working in such schools shall be employees of the institution of higher education and licensed by the Board or eligible for licensure. Relates to at-risk pupils and funding. Intended to (1) stimulate the development of innovative programs for preschool through grade 12 students; (2) provide opportunities for innovative instruction and assessment; (3) provide teachers with a vehicle for establishing schools with alternative innovative instruction and school scheduling, management, and structure; (4) encourage the use of performance-based educational programs; (5) establish high standards for both teachers and administrators; (6) encourage greater collaboration between education providers from preschool to the postsecondary level; and (7) develop models for replication in other public schools. http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0871+pdf Title: S.B. 736/H.B. 1389 Source: http://leg1.state.va.us HI Signed into law 04/2010 P-12 Repeals §304A-1203, which established the Hawaii institute for educational partnerships to: (1) Continually review the teacher preparation system so that it might be redesigned to be responsive to the needs of the state's public school system (2) Develop innovative strategies to effectuate the changes in the teacher education program at the school level (3) Where appropriate, establish university-school partnerships as the mechanisms by which to implement the innovative strategies developed by the institute. http://www.capitol.hawaii.gov/session2010/Bills/SB2432_.HTM Title: S.B. 2432 Source: www.capitol.hawaii.gov NE Signed into law 04/2010 P-12 Postsec. Provides for the calculation of state aid for unified systems and makes changes related to the early childhood education programs to be included in the calculation of state aid, as well as district responsibilities for students participating in open enrollment. Also changes the graduate program requirements for the Enhancing Excellence in Teaching Program to include graduate studies other than teacher education programs. Among other provisions, removes a redundant reporting requirement for county assessors to certify taxable value of school districts; clarifies residency provisions for school districts; modifies qualifications for preschool programs that receive state aid funds; and harmonizes the calculation of unused budget authority with recent changes in the budget authority provisions for school districts. Defines the educational service unit coordinating council as a political subdivision, but does not grant taxing authority. Also requires the board to adopt a policy for sharing student data with the University of Nebraska Regents, the Nebraska State Colleges board of trustees and the board of governors from each community college area. http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB1071.pdf Title: L.B. 1071 Source: http://www.nebraskalegislature.gov CO Signed into law 04/2010 P-12 Creates the early childhood educator development scholarship program in the department of education. The program will provide scholarships to persons who are employed in early childhood development who are pursuing an associate of arts degree in early childhood education. http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/E5651CFE1C233C14872576A80026B1B6?open&file=1030_enr.pdf Title: H.B. 1030 Source: http://www.leg.state.co.us OK Signed into law 04/2010 P-12 Any teacher certified to teach elementary education prior to July 1, 2010, may be certified in early childhood education upon meeting the requirements provided in law and successful completion of the appropriate subject area portion of the examination by July 1, 2012 (and vice versa). Any teacher who becomes certified to teach through completion of an accredited teacher preparation program or becomes alternatively certified to teach through the Troops to Teachers program prior to July 1, 2010, may be certified in special education upon meeting the requirements provided in law and successful completion of the appropriate subject area portion of the examination by July 1, 2012. Requires teacher preparation institutions to report on how they will report to parents and the community on their programs and how they will receive feedback. Also requires such institutions implement a system for documenting and reporting the annual professional development of their teacher education faculty. http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2747_ENR.RTF Title: H.B. 2747 Source: http://webserver1.lsb.state.ok.us ID Signed into law 03/2010 Postsec. The Idaho Comprehensive Literacy Assessment has been given to each Idaho prospective kindergarten through 8th grade teacher since 2002 and places responsibility for the development of the assessment with the state board of education. This legislation will redirect the responsibility of the assessment to the individual institutions and will provide for the requirement of accountability from those institutions. Additionally the assessment will be required for teacher preparation programs for kindergarten through grade twelve. Chapter 309 http://www.legislature.idaho.gov/legislation/2010/H0637.pdf Title: H.B. 637 Source: http://www.legislature.idaho.gov CO Signed into law 01/2010 P-12 Postsec. Requires the Department of Education to prepare an annual report analyzing educator preparation program effectiveness; provides for information to be shared with educator preparation programs to improve programs and curriculum; part of the evaluation will look at the correlation between educator preparation program and student academic growth. http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/D14EB0E02CF9CED1872576A8002A2A9B?open&file=036_enr.pdf Title: S.B. 36 Source: http://www.leg.state.co.us/ RI Passed 11/2009 P-12 (Joint Resolution) Creates a special legislative study commission whose purpose it would be to study the establishment of a blueprint for a new generation of teacher education. http://www.rilin.state.ri.us/billtext09/housetext09/h5896a.pdf Title: H.B. 5896 Source: http://www.rilin.state.ri.us WA Adopted 10/2009 P-12 Amends rules relating to teacher preparation programs, higher education programs standards, criteria, infrastructure, and timelines for approval. http://apps.leg.wa.gov/wac/ Title: WAC 181-78A-010, -500, -505, -515, -520, -525, -530, -535, -540 Source: http://apps.leg.wa.gov/wac/ WA Rule Adoption 10/2009 Postsec. Amends rules regarding teacher preparation programs. Entails provisions relating to higher education programs standards, criteria, infrastructure and timelines for approval. http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-105 Title: WAC 181-78A-105 Source: http://apps.leg.wa.gov/WAC OH Signed into law 07/2009 P-12 Partly from DOE summary of H.B. 1: Directs the superintendent of public instruction, jointly with the chancellor of the board of regents, to establish metrics and courses of study for postsecondary institutions that prepare educators and other school personnel, and to provide for inspection of those institutions. Transfers responsibility for approving teacher preparation programs from the state board to the chancellor of the board of regents, and expands the requirement to include approval of preparation programs for other school personnel. Directs the chancellor and the state superintendent to jointly (1) establish metrics and educator preparation programs for the preparation of educators and other school personnel, and (2) provide for the inspection of the institutions. Requires that the metrics and educator preparation programs be aligned with the standards and qualifications for educator licenses adopted by the state board by statute and the requirements of the Ohio teacher residency program established under section 3319.223. Also requires the metrics and educator preparation programs to ensure that educators and other school personnel are adequately prepared to use the value-added progress dimension prescribed by section 3302.021. Directs the chancellor to approve postsecondary institutions that prepare teachers and other school personnel that maintain satisfactory training procedures and records of performance, as determined by the chancellor. Specifies that if the jointly established metrics require a teacher preparation program to to meet an independent accreditation organization's standards, the chancellor must allow institutions to satisfy the standards of either the National Council for Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). Provides the jointly approved metrics and educator preparation programs may require institutions, as a condition of approval, to to make changes to the curricula of its preparation programs for educators and other school personnel. Requires institutions to allocate funds from existing appropriations to make curricular changes. Directs the chancellor to notify the state board of the metrics and educator preparation programs and approved postsecondary institutions. Directs the state board to publish the metrics, educator preparation programs, and approved institutions with the standards and qualifications for each type of educator license. Transfers responsibility for reporting on the quality of teacher preparation institutions from the state board of education to the chancellor of the Ohio board of regents, in collaboration with the state board of education. DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635 Pages 1017-1018, 1020-1021, 1438-1440 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 3301.12, 3301.42, 3333.048 and 3333.048 Source: www.legislature.state.oh.us OH Signed into law 07/2009 P-12 Directs the state superintendent and the chancellor of the Ohio board of regents to jointly establish the Ohio teacher residency program by January 2011. Provides that the residency program is a four-year entry-level program for classroom teachers that includes mentoring by teachers who hold a lead professional educator license, counseling to ensure that program participants receive needed professional development, and measures of appropriate progression through the program. Requires that the program be aligned with the standards for teachers adopted by the state board of education under section 3319.61and with best practices identified by the state superintendent. Requires each person holding a resident educator license or alternative resident educator license to participate in the teacher residency program, and establishes successful completion of the program as a requirement to qualify for a professional educator license. Page 1377 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 3319.223 Source: www.legislature.state.oh.us TX Signed into law 06/2009 P-12 Postsec. Transfers 21.462, "Mathematics, Science and Technology Teacher Preparation Academies," to 61.0766. Allows a teacher with at least two years experience to participate in an academy program (prior legislation required eligible teachers to have at least five years experience). http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02262F.pdf Title: S.B. 2262 Source: www.legis.state.tx.us NV Signed into law 05/2009 P-12 Creates the Grant Fund for the Training and Education of Personnel Who Work With Pupils With Autism; requires that the boards of trustees of school districts and the governing bodies of charter schools ensure that certain personnel possess the skills and qualifications necessary to work with pupils with autism; requires the Department of Health and Human Services to ensure that certain personnel possess the skills and qualifications necessary to provide services to children with autism and their families. Chapter 342 http://leg.state.nv.us/75th2009/Bills/AB/AB359_EN.pdf Title: A.B. 359 Source: http://www.leg.state.nv.us/ IA Adopted 05/2009 P-12 Removes the requirement that teacher preparation programs be accredited by NCATE. Title: IAC 282-13.19(272) Source: Lexis-Nexis/StateNet WA Adopted 05/2009 P-12 Amends rules relating to approval standards for performance based preparation programs for teachers, administrators and education staff associates. http://apps.leg.wa.gov/wac/ Title: WAC 181-79A-211 Source: http://apps.leg.wa.gov/wac/ AL Signed into law 05/2009 Postsec. Requires each applicant for admission to a teacher preparation program at a two-year or four-year institution to complete a criminal history background check. Requires institution publications that describe teacher preparation program requirements or application processes to inform prospective students of this requirement. Title: S.B. 270 Source: www.lexis.com MN Signed into law 05/2009 P-12 Includes as part of the Board of Teaching's licensure exams an assessment of reading instruction for teacher licensure prekindergarten and elementary school candidates. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86 Title: H.F. 2 Source: https://www.revisor.leg.state.mn.us CO Signed into law 05/2009 P-12 Postsec. Renames the teacher in residence program to be the 2-year alternative teacher program, and relocates the provisions for that program in statute to the alternative teacher program. Renames the current alternative teacher program to be the one-year alternative teacher program. Requires both the one- year and 2-year alternative teacher programs to meet the Colorado performance-based standards for teachers. Requires both the one-year and 2-year programs to receive a 5-year evaluation. http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont2/efae7110a1fdde29872575400064fc4c?OpenDocument&Click=87257426007F3773.8975551e51fa01d087256dd30080e1d5/$Body/1.2 Title: S.B. 160 Source: http://www.leg.state.co.us OK Adopted 05/2009 P-12 Eliminates the on-site portfolio review and requires instead that institutions provide specific portfolio information for review during the regularly scheduled accreditation visit. Aligns program review recognition decisions with National Council for Accreditation of Teacher Education (NCATE) and for state recognition of programs which meet specified criteria. Allows Oklahoma educators who are seeking speech language pathology and school psychologist national certification and who have completed a comparable national subject area portion of the Oklahoma assessment requirement. Title: OAC 712:10-5-1, -2, -3, -4, -7-1 Source: Lexis-Nexis/StateNet OK Signed into law 04/2009 P-12 For an Alternative Placement teaching certificate: Requires that a person attain at least a 2.5 GPA; participate in a residency program; declare the intent to receive a standard certificate within three years via alternative program. Sets requiremetns for the professional education component (deletes teaching experience as a component). Increases the required amount of work experience from two to three years to enroll in alternative placement program. Prohibits the Oklahoma Commission for Teacher Preparation from accrediting, renewing the accreditation of, or otherwise approving any teacher education program of any institution of higher education that has not implemented alternative placement programs in at least four areas of specialization, including mathematics, science and a foreign language. http://webserver1.lsb.state.ok.us/2009-10HB/HB1333_int.rtf Title: H.B. 1333 Source: http://webserver1.lsb.state.ok.us OH Adopted 04/2009 P-12 Postsec. Community College Repeals and replaces rules governing the approval of teacher preparation programs at 2-year colleges, including requirements related to organization, curriculum and instruction, faculty, student services, facilities, financial support and evaluation. Also repeals and replaces rules on the approval of teacher preparation programs at 2- and 4-year institutions and evaluation of teacher preparation programs at 2-year colleges. --Requirements two-year institutions (3301-21-05): http://www.registerofohio.state.oh.us/pdfs/3301/0/21/3301-21-05_PH_FF_N_RU_20090415_0808.pdf --Approval of teacher preparation programs at 2- or 4-year institutions (3301-21-06): http://www.registerofohio.state.oh.us/pdfs/3301/0/21/3301-21-06_PH_FF_N_RU_20090415_0808.pdf --Evaluation of 2-year colleges' teacher preparation programs (3301-21-07): http://www.registerofohio.state.oh.us/pdfs/3301/0/21/3301-21-07_PH_FF_N_RU_20090415_0808.pdf Title: OAC 3301-21-05, -06, -07 Source: www.registerofohio.state.oh.us IL Adopted 04/2009 P-12 Postsec. In acknowledgment of the high cost to institutions and the current fiscal environment, NCATE (National Council for the Accreditation of Teacher Education) determined in fall 2008 that it would suspend institutional reviews for all of 2009. Rule amendment changes the state board's schedule for evaluating teacher preparation programs to match NCATE's in 2010. Pages 419-430 of 559: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue15.pdf Title: 23 IAC 25.115 Source: www.cyberdriveillinois.com WV Adopted 04/2009 P-12 Amends West Virginia's professional teaching standards to assure alignment with the state's 21st century teaching and learning initiative. The newly developed professional teaching standards are the basis for teacher preparation, assessment of teacher practice and professional development. The curriculum for West Virginia higher education teacher preparation programs that lead to certification should reflect, and be aligned to, these teaching standards. http://www.wvsos.com/csrdocs/pdfdocs/126-114.pdf Title: Title 126, Series 114 Source: http://www.wvsos.com IL Emergency Rule Adoption 12/2008 P-12 Explains that the state board rules for the review process of institutions' teacher preparation programs were written many years ago to reflect the procedures used by NCATE to the greatest possible extent. Provides that because NCATE is suspending institutional reviews for all of 2009 due to the current fiscal situation and the high cost to institutions, the state board will also postpone reviews until 2010, saving the state board from $80,000 - $100,000 beyond the cost of staff time. Specifies that this change will not affect the "focused visits" scheduled for 2009, because those visits represent follow-up action from accreditation visits that were already conducted in previous years. Explains that focused visits concentrate on any unmet standards and areas for improvement that were identified during those earlier reviews. Pages 390-392: http://www.cyberdriveillinois.com/departments/index/register/register_volume32_issue49.pdf Title: 23 IAC 25.115 Source: www.cyberdriveillinois.com KY Adopted 09/2008 P-12 Amends the standards for admission to an educator preparation. http://www.lrc.ky.gov/kar/016/005/020.htm Title: 16 KAR 5:020 Source: www.lexis.com AK Adopted 08/2008 P-12 Adds a new section setting out guidelines for maintaining initial teacher certification for students enrolled in a teacher preparation program. ALASKA 3678 Title: 4 AAC 12.305 Source: http://touchngo.com/lglcntr/akstats/AAC/Title04.htm HI GOVERNOR'S veto overridden by SENATE. *****To HOUSE for concurrence. 07/2008 P-12 Relates to teacher shortages. Appropriates up to $100,000 for fiscal year 2008-2009 for public school teachers and candidates to take preparatory courses, tutorials, or programs for the PRAXIS examinations to become highly qualified under the No Child Left Behind Act. Appropriates up to $200,000 for fiscal year 2008-2009 to establish four professional development schools for teachers in Hawaii public schools. Directs the department of education to allocate funds to professional development schools through competitive grants subject to the availability of resources. Requires grant applications to include a description of how the professional development school will meet the professional development school standards of the National Council for the Accreditation of Teacher Education and specified department criteria. Provides that grants may be awarded for up to five years at a time and may be renewable. Requires professional development schools to report annually to the department. Bill text: http://www.capitol.hawaii.gov/session2008/Bills/SB3252_CD1_.htm Governor's veto message: http://hawaii.gov/gov/leg/2008-session/veto-messages/SB3252%20SOBJ.pdf Title: S.B. 3252 Source: www.capitol.hawaii.gov OK Signed into law 06/2008 P-12 Relates to schools; requests the Regional University System of Oklahoma to establish a comprehensive autism training program at the University of Central Oklahoma to provide statewide leadership in training of post graduate and post baccalaureate behavior therapists to deliver research based intervention services to children with autistic spectrum disorders; provides for training for resident teachers of students in early childhood programs to provide minimum awareness of characteristics of such children. http://www.sos.state.ok.us/documents/Legislation/51st/2008/2R/SB/2037.pdf Title: S.B. 2071 Source: http://www.sos.state.ok.us AK Signed into law 05/2008 P-12 Relates to a report to the Legislature on teacher preparation, retention, and recruitment by the Board of Regents of the University of Alaska. Chapter 71 http://www.legis.state.ak.us/PDF/25/Bills/SB0241Z.PDF Title: S.B. 241 Source: http://www.legis.state.ak.us GA Signed into law 05/2008 P-12 Creates the Joint Study Committee on Teacher Training and Certification. Provides that in the event the committee makes a report of its findings and recommendations for proposed legislation, such report must be made by December 31, 2008. http://www.legis.state.ga.us/legis/2007_08/pdf/hr1103.pdf Title: H.R. 1103 Source: Lexis-Nexis/StateNet LA Adopted 04/2008 P-12 Amends rules to revise Nonpublic Bulletin 741 - Louisiana Handbook for Nonpublic School Administrators. Allows teachers with master's degrees and 10 or more years of experience teaching at the college level or in a K-12 school to forego the required 12 college hours of Knowledge of the Learner and the Learning Environment classes. Provides the teachers must meet all other requirements. Removes the stipulation that only secondary teachers can teach in areas other than their major field for less than half the school day. Requires the teachers to have earned at least 12 semester hours in the content area. These revisions were requested by Nonpublic School Commission to facilitate obtaining experienced and qualified teachers. Page 609: http://doa.louisiana.gov/osr/reg/0804/0804.doc Title: LAC 28:LXXIX.303 Source: doa.louisiana.gov SD Adopted 04/2008 Postsec. Amends rules to assure that current practices for training instructional staff at the post-secondary technical institutes are up-to-date by changing from "vocational" to "career and technical," and to change the number of credits required in the first two years of teaching. Amends rules regarding credentials. Amends National Board for Professional Teaching Standards Certification rules to add individuals deemed as school services specialists as well as administrators to be compensated for receiving National Board Certification. http://legis.state.sd.us/rules/RulesList.aspx Title: 24:10:45:01, :02, :06 thru :10, inclusive, :16, :17 Source: http://legis.state.sd.u UT Adopted 04/2008 P-12 Deletes provision that a teacher working under a letter of authorization who is not an alternative routes to licensing (ARL) candidate, cannot be designated highly qualified. Provides for a new K-6 license. Specifies that the "middle" license area of concentration is still valid, but not issued after 1988. Replaces Applied Technology license area of concentration with Career and Technical Education. Adds Speech-Language Pathologist and Speech-Language Technician license areas of concentration. Deletes provision providing that LEA and educator preparation institution resources may be used may be used to assist those educators experiencing significant problems as educator Level 1 license holders. Also deletes provision that the institution in closest proximity to the employing school district is the first choice for such district involvement and that the school district is encouraged to make a cooperative arrangement with the institution from which the educator graduated. Rewords so as to require LEAs and educator preparation institutions to cooperate in preparing candidates for the educator Level 1 license. Provides that a license applicant who has received or completed license preparation activities or coursework inconsistent with rule 277-504 may present compelling information and documentation for review and approval by the Utah State Office of Education (USOE) to satisfy the licensing requirements. Specifies that a Letter of Authorization is valid for one year and may be renewed for a total of three years. Deletes section regarding School Counselor levels of licensure. Adds "Returning Educator Relicensure" section to provide a process for a previously licensed educator with an expired license to renew an expired license. Provides that returning educators who previously held a Level 2 or Level 3 license must be issued a Level 1 license during the first year of employment and that, upon completion of the requirements listed in R277-502-6A, the employing LEA may recommend reinstatement of licensure at a Level 2 or 3. Provides that the returning educator's license is valid for five years. Requires returning educators who taught for fewer than three consecutive years in a public or accredited private school to complete the Early Years Enhancement requirements before moving from Level 1 to Level 2 licensure. Also adds to professional educator license reciprocity provisions to authorize an applicant with fewer than three years of previous educator experience in a public or accredited private school to be issued a Level 2 license following satisfaction of the requirements of R277-522, Entry Years Enhancements (EYE) for Quality Teaching - Level 1 Utah Teachers. Provides the circumstances under which an individual may change or add data in the Computer-Aided Credentials of Teachers in Utah Schools (CACTUS) system. Provides that interns and student teachers are included in CACTUS. Provides that training must be provided to designated individuals prior to granting access to CACTUS. Provides that CACTUS information belongs solely to the USOE, and that the he USOE shall make the final determination of information included in or deleted from CACTUS. Provides that CACTUS data under the Government Records Access and Management Act are public information and must be released by the USOE. Title: R277-502 Source: www.lexis.com WA Signed into law 04/2008 P-12 Existing student learning plans (required for 8-12th grade students) must also include information on the student's results on the Washington assessment of student learning (WASL), if the student's score on the Washington language proficiency test II (for students in bilingual transitional programs), credit deficiencies, attendance rates for the previous two years, the progress made toward meeting state and local graduation requirements, remediation strategies and alternative education options available to students, alternative assessment options available to students, district programs, high school courses and career and technical education (CTE) options available to meet graduation requirements and available programs offered through skill centers or community and technical colleges. The bill creates the extended learning opportunities program for eligible 11 and 12th grade students not on track to meet graduation requirements as well as 8th grade students not on track to meet the standard on the WASL. Under the program, districts must make available to 12th grade students who have failed to meet graduation requirements the option of continuing enrollment in the district, and may fund through basic education program funding. Instructional services provided under the program may be offered during the regular school day, evenings, on weekends or any other time deemed appropriate. Subject to funding, the office of the superintendent of public instruction (OSPI) is directed to explore online curriculum support in languages other than English currently available. By December 2008, OSPI must report to the legislature recommendations for online support in other languages that would assist the state's English learners. Grant recipients of the Lorraine Wojahn dyslexia pilot reading program are directed to report to OSPI on the lessons learned regarding effective assessment and intervention programs, best practices for professional development and strategies to build capacity and sustainability. By December 2008, the superintendent must aggregate and report the recommendations to the legislature. The bill directs the professional educator standards board to convene a working group to develop recommendations for increasing teacher knowledge, skills and competencies to address the needs of English language learners (ELL). The group must identify gaps and weaknesses in current knowledge and skills standards for teacher preparation and competencies. The group must submit its report by December 2008 to the governor and the legislature. In addition to funds allocated to districts through the learning assistance program based on family income factors, enhanced funds are to be made available to districts where more than 20% of students are eligible for and enrolled in the transitional bilingual instruction program. Enhanced funding is determined using the formula set forth in statute. Title: S.B. 6673 Source: http://www.leg.wa.gov/legislature LA Adopted 03/2008 P-12 Community College Amends rules relating to the Students Teaching and Reaching (STAR) content standards curriculum framework. The STAR curriculum is designed to provide a career focus by offering an overview of the teaching profession. STAR students are provided with means and guidance for self-assessment, learning about others, and diversity within Louisiana classrooms. Students will gain a foundational knowledge of the history of education, both national and statewide. In addition, students will be provided meaningful field experiences, with an emphasis in critical shortage areas, designed to paint a realistic picture of the teaching profession. http://doa.louisiana.gov/osr/lac/28v125/28v125.doc Title: LAC 28:CXXV.1501, 1701, 1901-1915 (Bulletin 121) Source: http://doa.louisiana.gov/osr/lac/ 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 MI Enacted 11/2007 P-12 Postsec. Provides for an increase in teacher certification fees; provides for the review and approval of teacher preparation institutions and their subject specialty programs. http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0144.pdf Title: H.B. 4591 Source: Michigan Legislature IL Signed into law 08/2007 P-12 Postsec. Community College Subject to appropriation, requires the state board of education to develop a secondary-level agricultural science teacher training continuum and to provide incentive funding grants to the agriculture science teacher education programs at Illinois State University, Southern Illinois University, the University of Illinois, and Western Illinois University. Provides that public community colleges that provide an articulated agriculture science teacher education course of study are also eligible for funding. Provides that program funds may be used for the following purposes: (1) Teacher education candidate recruitment and retention incentives. (2) Having master teachers and practitioners assist with the preparation, coordination, and supervision of student teachers. (3) Establishing and delivering professional development experiences for new teachers during their first 5 years of teaching. (4) Professional development for university agriculture education teacher education staff. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1922lv.pdf Title: H.B. 1922 Source: www.ilga.gov/legislation IL Signed into law 08/2007 P-12 Postsec. Amends the Educational Partnership Act. Provides that public institutions of higher education that have approved teacher education programs may engage pre-service teacher candidates in the tutorial services for elementary and secondary students in need of such services, as provided in the act. Allows qualified students to receive compensation for such tutorial services while also receiving academic or clinical experience credit or both. Adds an immediate effective date. http://www.ilga.gov/legislation/95/HB/PDF/09500HB0223lv.pdf Title: H.B. 223 Source: www.ilga.gov/legislation AL Adopted 08/2007 P-12 Repeals and replaces rules to require background clearance for admission to the internship and to clarify field experience requirements for graduate programs. Adds an option for teachers of American Sign Language. Prepares individuals for certification in Sport Management. Changes the program review cycle from five to seven years. Makes editorial changes to ensure consistency and clarity in wording. http://www.alabamaadministrativecode.state.al.us/docs/ed/MsofWord3ED3.pdf Title: AAC 290-3-3 Source: Lexis-Nexis/StateNet IN Signed into law 05/2007 P-12 Postsec. Authorizes the board of trustees of Ball State University, Indiana State University, Indiana University or Purdue University to establish a university-administered school in any county in Indiana in which the institution is situated. Allows a district board to enter into a contract with the board of trustees of one of the authorized institutions to educate students in a university-administered school. Authorizes the board of trustees of Ball State University, Indiana State University, Indiana University or Purdue University to establish at the institution's main campus laboratory schools for:         (1) developing, testing, and evaluating new methods of instruction and materials;         (2) comparing new methods with conventional methods in use; and         (3) training teachers in new methods of instruction and materials, as is found acceptable. Directs an institution operating a laboratory school to prepare an annual report containing:         (1) a comparison of the results obtained by the new methods of instruction with the conventional methods of instruction; and         (2) the new methods of instruction recommended for general use in public schools. Authorizes Ball State University to establish the Indiana Academy for Science, Mathematics, and Humanities as a laboratory school. Provides the academy must serve as both a public, residential high school and a program for public school educators. Authorizes Indiana University to establish the Indiana School for the Arts as a laboratory school. Provides the school must serve as both a public, residential high school and a program for public and nonpublic school educators. Directs both the academy for science, mathematics and humanities and the school for the arts to: (1) establish an advisory committee that represents the education and business communities in Indiana (in the case of the academy) and the education and the arts communities in Indiana (in the case of the school for the arts); (2) determine the standards for admissions and the curricula and courses of study to be offered; (3) develop curriculum material for distribution and use throughout the public school system; (4) develop programs to encourage interaction with public school educators (and nonpublic school educators, in the case of the school for the arts); (5) make curriculum material available to students in public schools throughout Indiana by the use of telecommunications technology; and (6) establish cooperative arrangements with private and public entities in order to effectively operate the program. Authorizes the board of trustees of Vincennes University to establish a grammar school to teach foreign languages. Title: S.B. 526 (omnibus) - Article 24.5 Source: http://www.in.gov/legislative/bills/2007/SE/SE0526.1.html WA Signed into law 04/2007 P-12 Enacts provisions addressing a state leadership academy, teacher preparation and certification programs, teacher professional development programs, and a teacher recruitment program are enacted. Establishes a public-private partnership to develop, pilot, and implement the Washington State Leadership Academy to enhance leadership skills of school and district administrators. The partnership will include the Office of the Superintendent of Public Instruction (OSPI), the associations of school principals, the Professional Educator Standards Board (PESB), institutions of higher education, nonprofit foundations, the Educational Service Districts (ESDs), the state school business officers' association, and other entities identified by the partners. The partners must designate an independent organization to act as a fiscal agent and establish a board of directors. The board of directors of the academy must make recommendations for changes in superintendent and principal preparation programs, the administrator licensure system, and continuing education requirements. Initial development of the courses and activities must be supported by private funds. The board of directors must report to OSPI semiannually on financial contributions and annually on services, participants, and plans for future development. Within specified timelines, the PESB must complete the following tasks: adopt new math knowledge and skill standards for all individuals seeking an initial teaching certificate; adopt new teacher certification requirements addressing mathematics content for elementary or middle school teachers and high school mathematics teachers; set performance standards and develop a uniform, externally administered professional-level teacher certification assessment; and review and revise teacher preparation program requirements to focus on diversity in cultural knowledge and respect. The Recruiting Diverse Washington Teachers Program is established to recruit and provide training and support for diverse high school students to enter the teaching profession, including targeted recruitment; academic and community support services for students to help them overcome possible barriers, such as tutoring, advising, and mentoring; and camps and workshops on college campuses. The program will be administered by the PESB. http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/5955-S2.SL.pdf Title: S.B. 5955 Source: http://www.leg.wa.gov 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 AL Adopted 03/2007 Postsec. Repeals and replaces the present standards for the professionalstudies component of Class B teacher education programs with the Alabama QualityTeaching Standards developed by the Governor's Commission on Quality Teaching. ALABAMA 7840 (Rule Adoption 3/08/07) http//www.alabamaadministrativecode.state.al.us/docs/ed/index.html Title: AAC 290-3-3-.04 Source: www.alabamaadministrativecode.state.al.us SD Signed into law 03/2007 P-12 Adds support activities related to school accreditation and teacher training and retention to the list of purposes for use of the State Institute Fund by the Department of Education. http://legis.state.sd.us/sessions/2007/bills/SB68enr.pdf Title: S.B. 68 Source: http://legis.state.sd.us CO Signed into law 03/2007 Postsec. Changes statues to require the review of teacher preparation programs not more frequently than once every five years. Previous language required review at least every five years. http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/E1BDE5AD5E5AA3FC87257251007B7A81?Open&file=019_enr.pdf Title: S.B. 19 Source: Colorado Legislature OH Adopted 03/2007 P-12 Amends rules regarding teacher education programs. Incorporates references to new standards for what teachers should know and be able to do andestablishes student teaching requirements. Rescinds rules regarding performance-based licensure. Approval of teacher education institutions is to be based on evidence of coursework and experiences designed to include the following [revisions]: (1) Ohio standards for the teaching profession adopted by the state board of education (available on the educator standards board's website at http://esb.ode.state.oh.us/communications/standards.aspx). (3) Academic content standards (available on the Ohio department of education's website at http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicRelationID=305) and curriculum models adopted by the state board of education . . . (available on the Ohio department of education's website at http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx? page= 2&TopicRelationID=308); (4) Minimum standards for elementary and secondary schools prescribed by the state board of education . . . (5) The value-added progress dimension implemented by the Ohio department of education for elementary and secondary schools (available on the Ohio department of education's website at http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=1&Content=17029) and methods of interpreting such data; and (6) A minimum of twelve weeks of full-time student teaching and a minimum of one-hundred clock hours of field experiences prior to student teaching. http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-03_PH_FF_A_RU_20070313_1446.pdf Title: OAC 3301-24-02, -03 Source: http://www.registerofohio.state.oh.us OH Adopted 01/2007 P-12 Amends requirements for the standards teacher preparation institutions must follow. http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-03_PH_RV_A_RU_20070103_1509.pdf Title: 3301-24-03 Source: http://www.registerofohio.state.oh.us WA Adopted 01/2007 Postsec. Provides more specific processes and procedures to assess higher education professional educator preparation programs for state approval and review relating to endorsement program approval for residency certificate teacher preparation programs. http://www1.leg.wa.gov/documents/wsr/2006/24/06-24-083.htm Title: WAC 181-82A-206 Source: http://www.leg.wa.gov/codereviser/washington%20state%20register/ UT Adopted 12/2006 P-12 Postsec. Provides eligibility and award distribution requirements for the Public Education Job Enhancement Program (PEJEP), which offers funding to cover the tuition costs for a teaching endorsement, master's degree or graduate education to selected public school teachers in mathematics, physics, chemistry, physical science, learning technology, or information technology, and special education teachers; provides time lines for the submission and approval of applications; provides procedures for the distribution of awards and scholarships; provides procedures for monitoring PEJEP award participant compliance with the law and this rule. http://www.rules.utah.gov/publicat/code/r690/r690-100.htm; http://le.utah.gov/~code/TITLE53A/htm/53A02034.htm Title: R690-100 Source: http://www.rules.utah.gov/main/ WA Adopted 12/2006 Postsec. Provides more specific processes and procedures to assess higher education professional educator preparation programs for state approval and review relating to existing approved programs. http://www1.leg.wa.gov/documents/wsr/2006/24/06-24-082.htm. Title: WAC 181-78A-100, -105, -110 Source: http://www.leg.wa.gov/codereviser/washington%20state%20register/ OH Signed into law 12/2006 P-12 This section requires the state board of education, in collaboration with the Ohio board of regents, to issue an annual report on the quality of institutions approved for the preparation of teachers. The state board is to prepare the report in collaboration with the board of regents and the teacher quality partnership and must use data collected by the partnership and other educational agencies as the basis for the information contained in the report. The report must include at least the following information: (A) Identification of best practices in the preparation of teachers drawn from research conducted by the teacher quality partnership and other regional and national educational research efforts; (B) A plan for implementing best practices in approved teacher preparation institutions; (C) The number of graduates of approved teacher preparation institutions who graduated with a subject area specialty and teach grades seven through twelve. The number shall be disaggregated according to the subject areas of mathematics, science, foreign language, special education and related services, and any other subject area determined by the state board. (D) A plan to be implemented by the teacher preparation programs approved by the state board under section 3319.23 of the Revised Code for increasing the number of classroom teachers in science, mathematics, and foreign language toward meeting the identified needs for teachers in those subject areas throughout the state but especially in hard-to-staff schools. The state board is required to submit the report to the governor, the speaker and minority leader of the house of representatives, the president and minority leader of the senate, the chairpersons and ranking minority members of the standing committees of the house of representatives and the senate that consider education legislation, and the chancellor of the board of regents. Sec. 3319.234 requires that the teacher quality partnership, a consortium of teacher preparation programs that have been approved by the state board of education, study the relationship of teacher performance on educator licensure assessments, as adopted by the state board under section 3319.22 of the Revised Code, to teacher effectiveness in the classroom. Not later than September 1, 2008, the partnership is to begin submitting annual data reports along with any other data on teacher effectiveness the partnership determines appropriate to the governor, the president and minority leader of the senate, the speaker and minority leader of the house of representatives, the chairpersons and ranking minority members of the standing committees of the senate and the house of representatives that consider education legislation, the superintendent of public instruction, the state board of education, the Ohio board of regents, and the partnership for continued learning. http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311 Title: S.B. 311 -- Sec. 3319.233 Source: http://www.legislature.state.oh.us/ LA Adopted 10/2006 P-12 The first update in many years. Identifies all certification guidelines for Louisiana school employees and administrators. Pages 1-52 of 133: http://www.doa.louisiana.gov/osr/reg/0610/0610RUL.pdf Title: LAC 28:CXXXI.Chapters 1-10 (Bulletin 746) Source: www.doa.louisiana.gov/ SD Adopted 10/2006 P-12 Amends rules to establish the process for the accreditation and program approval of teacher preparation programs and closely align the rules tothe requirements of the National Council for Accreditation of Teacher Education (NCATE). Creates the structural guidelines for the South Dakota Virtual HighSchool, which will provide expanded opportunities for students needing creditrecovery, students who are home schooled and will support school districts thatare unable to find qualified staff to fill courses required for high schoolgraduation. SOUTH DAKOTA 4219 Title: Article 24:16, 24:43:12:09 to :11 inclusive, Article 24:53 Source: Lexis-Nexis/StateNet WV Rule Adoption 07/2006 P-12 Amends rules regarding West Virginia Board of Education approval of educational personnel preparation programs. http://www.wvsos.com/csrdocs/pdfdocs/126-114.pdf Title: Title 126, Series 114 Source: https://www.wvsos.com/csr/search.asp HI Signed into law 07/2006 P-12 Appropriates funds for teacher training and support to address educational needs, especially the teacher shortage in the state. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3195_cd1_.htm Title: S.B. 3195 Source: Lexis-Nexis/StateNet FL Signed into law 05/2006 P-12 Postsec. There is created in the Department of Education the Just Read, Florida! office. The office will: (1) Train highly effective reading coaches. (2) Create multiple designations of effective reading instruction; (3) Train K-12 teachers and school principals on effective content-area-specific reading strategies. For secondary teachers, emphasis shall be on technical text; (4) Provide parents with information and strategies for assisting their children in reading in the content area. (5) Provide technical assistance to school districts in the development and implementation of research-based reading instruction and annually review and approve such plans. (6) Review, evaluate, and provide technical assistance to school districts' implementation of the reading plan. (7) Work with the Florida Center for Reading Research to provide information on research-based reading programs and effective reading in the content area strategies. (8) Periodically review the Sunshine State Standards for reading at all grade levels. (9) Periodically review teacher certification examinations, including alternative certification exams, to ascertain whether the examinations measure the skills needed for research-based reading instruction and instructional strategies. (10) Work with teacher preparation programs approved to integrate research-based reading strategies into programs. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 8) Source: Florida Legislature 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 LA Adopted 05/2006 P-12 Establishes Content Standards Curriculum Framework for Students Teaching and Reaching (STAR) to serve as the one teacher preparation course to be used by all secondary teachers in Louisiana. Pages 4-8 of 75: http://www.doa.louisiana.gov/osr/reg/0605/0605rul.pdf Title: LAC 28:CXXV.101, 301-317 Source: www.doa.louisiana.gov TN Signed into law 04/2006 P-12 Postsec. Requires reading instruction as a mandatory element of teacher education curriculum and requires certification of teacher competence in reading instruction. http://www.legislature.state.tn.us/bills/currentga/BILL/HB2973.pdf Title: H.B. 2973 Source: Tennessee Legislature WV Signed into law 03/2006 P-12 Requires that a teacher from another state be awarded a teaching certificate for a comparable grade level and subject area valid in the public schools of this state, if he or she: (A) Holds a valid teaching certificate or a certificate of eligibility issued by another state; (B) Has graduated from an educator preparation program at a regionally accredited institution of higher education; (C) Possesses the minimum of a bachelor's degree; and (D) Meets all of the requirements of the state for full certification except employment. Addresses student teaching. Requires any nonpublic cooperating school to document that the student teacher's field-based and clinical experiences include participation and instruction with multicultural, at-risk and exceptional children at each programmatic level for which the student teacher seeks certification. Beginning the fall, 2006-2007 academic term, in lieu of the student teaching experience in a public school setting required by this section, an institution of higher education may provide an alternate student teaching experience in a nonpublic school setting if the institution of higher education meets specified conditions. http://www.legis.state.wv.us/Bill_Text_HTML/2006_SESSIONS/RS/BILLS/HB4626%20ENR.htm Title: H.B. 4626 Source: http://www.legis.state.wv.us VA Signed into law 03/2006 P-12 Prohibits the state board from conditioning full approval of teacher education programs provided by an institution of higher education on the number of students in individual licensure programs, such as, but not limited to, prekindergarten-three, Spanish, music education, high school physics, or other disciplines or documented efforts to increase enrollment in such programs. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0382 Title: S.B. 687 Source: http://leg1.state.va.us MS Signed into law 03/2006 P-12 Postsec. Community College Enacts the Education Reform Act of 2006. Section 14 directs the department of education and the board of trustees of state institutions of higher learning to prepare jointly an annual report for the legislature and governor to be submitted before December 1 of each year beginning in 2006. The report shall be a compilation of existing data that may be used to create a rating system that measures the performance of the teacher education programs in the state. http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm Title: S.B. 2602 Source: http://billstatus.ls.state.ms.us/ OH Signed into law 01/2006 P-12 Requires the State Board's standards for teacher preparation programs to require that the curricula of those programs be aligned with the State Board's minimum standards for primary and secondary schools, as well as the state academic content standards and the value-added progress dimension (R.C. 3319.23(B)(1)). Gives teacher preparation programs until July 1, 2006, to make the necessary changes in their curricula (except for alignment with the value-added progress dimension) (R.C. 3319.23(B)(1)).Extends from March 27, 2006, to September 27, 2006, the deadline by which the Department of Education and the Educator Standards Board must submit to the General Assembly a proposal for a career ladder program for teachers (Sections 3 and 4). Earmarks $247,000 from existing appropriations in each of fiscal years 2006 and 2007 for the Department of Education to contract with the Center for Learning Excellence at The Ohio State University to provide technical support and evaluations of the alternative education grant program (Sections 5, 6, and 7). http://www.lsc.state.oh.us/confsyn126/h0107-126.pdf Title: H.B. 107 Source: http://www.lsc.state.oh.us IL Adopted 01/2006 P-12 Postsec. Establishes rules to implement the Grow Our Own Teacher Education Act. Allows consortia of at least one postsecondary institution, at least one school district or group of schools and at least one community organization to apply for a grant provided the application proves at least a subset of teachers typically prepared by the institution seeks employment in communities where hard-to-staff schools are located, and that the institution is not applying for funding for an existing consortium currently serving a group of candidates under a model substantially similar to that described in the Act. Establishes other requirements for potential applicants. Establishes procedures for grant RFPs. Establishes criteria for the review of proposals, including that: --programs seek to attract diverse teacher candidates reflecting the diversity of students in hard-to-staff schools; --the plan of work for the program include specific strategies for overcoming known barriers faced by the targeted schools in retaining qualified teachers as well as barriers faced by the individuals who make up the cohort to be enrolled in the program; --faculty and relevant staff of the institution are knowledgeable regarding the needs of hard-to-staff schools and the specific issues that candidates from non-traditional backgrounds encounter when attempting to complete preparation for teaching careers; --the community organization that is a member of the consortium has conducted projects or initiatives with a specific focus on involving parents and others in school improvement, either in the targeted schools or schools with similar characteristics, and has the capacity to recruit candidates for and support them as they progress through the program. Requires the State Superintendent of Education to approve proposals for funding and make final determinations regarding the amounts to be provided based on specified criteria. Establishes requirements and procedures for continuation of implementation funding. During Fiscal Year 2006, requires the State Superintendent of Education to invite proposals from existing entities already engaged in teacher preparation initiatives whose principal features are congruent with those established the Act. Allows one or more entities whose proposals demonstrate that an eligible consortium exists and that a cohort of eligible candidates is being prepared for service in hard-to-staff positions or schools to receive implementation funding in accordance with an approved proposal and budget, depending upon the preparation status of the candidates, the amounts requested, and the availability of funding. Establishes procedures for awarding planning grants. Provides loans of up to $25,000 to candidates in Grow Your Own programs to complete their teacher training. States that any candidate who completes 5 years of service in a hard-to-staff school or hard-to-staff teaching position will be fully forgiven. However, if an individual has not assumed employment in a hard-to-staff school or position within two years after receiving a teaching certificate, the individual shall be required to begin the repayment (without interest) of amounts loaned through the program. http://www.isbe.net/rules/archive/pdfs/60ARK.pdf Title: 23 IAC 60.10 thru 100 Source: Lexis/Nexis, /www.isbe.net/rules OH to governor 12/2005 P-12 Requires the state board to adopt standards that require the curricula of teacher preparation programs to be aligned with the state academic content standards, the state board's minimum standards for schools, and the value-added progress dimension developed by the Department of Education and to extend the deadline for the Department and the Educator Standards Board to propose a career ladder program for teachers. http://www.legislature.state.oh.us/bills.cfm?ID=126_HB_107_PS Title: H.B. 107 Source: http://www.legislature.state.oh.us CA Vetoed 09/2005 P-12 Defines the competencies and personal skills identified in the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report. Establishes legislative intent to investigate how and to what degree SCANS competencies can be incorporated into teacher preparation programs to ensure that pupils are well-rounded and prepared to enter the workforce by the time they complete high school. Requires the Commission on Teacher Credentialing to conduct a study about how any or all components of skills identified by the SCANS report can be integrated into existing teacher training programs to better prepare pupils for the workforce. Requires the commission to report the results of this study to the legislature on or before January 1, 2007. http://www.leginfo.ca.gov/pub/bill/asm/ab_0651-0700/ab_693_bill_20050901_enrolled.pdf Title: A.B. 693 Source: www.leginfo.ca.gov NC Signed into law 08/2005 P-12 An undergraduate student seeking a degree in teacher education must attain passing scores on a preprofessional skills test prior to admission to an approved teacher education program in a North Carolina college or university. The State Board of Education shall permit students to fulfill this requirement by achieving the prescribed minimum scores set by the State Board of Education for the Praxis I tests or by achieving the appropriate required score, as determined by the State Board of Education, on the verbal and mathematics portions of the SAT. The minimum combined verbal and mathematics score set by the State Board of Education shall be between 900 and 1,200. http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H1310v4.html Title: H.B. 1310 Source: StateNet NC Signed into law 08/2005 P-12 AN ACT to permit teacher assistants who are enrolled in teacher education programs to continue to work while they complete their student teaching. http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H1414v5.html Title: H.B. 1414 Source: StateNet IL Signed into law 07/2005 P-12 Prior to completing an approved teacher preparation program, a preservice education candidate must satisfactorily pass the test of subject matter knowledge in the discipline in which he or she will be certified to teach. The teacher preparation program may require passage of the test of subject matter knowledge at any time during the program, including prior to student teaching. http://www.ilga.gov/legislation/BillStatus.asp?DocNum=384&GAID=8&DocTypeID=HB&LegId=14632&SessionID=50&GA=94 Title: H.B. 384 Source: http://www.ilga.gov/legislation/ HI Signed into law 06/2005 P-12 Postsec. Section 1: Establishes need for improvement in teacher recruitment, compensation, support and peer mentoring. Section 2: Creates a new section establishing the Hawaii teacher cadet program fund, originally a department initiative, as a separate fund of the Hawaii Alliance for Future Teachers, a nonprofit organization. Authorizes the alliance to expend funds to establish partnerships with organizations or private vendors to encourage high school students with teaching potential to consider teaching as a career. Establishes and sets responsibilities for the Hawaii teacher cadet program advisory board. Section 3: Requires the University of Hawaii to review its admission policies for the college of education. Section 4: Requires the University of Hawaii to review its college of education's admission standards and consider allowing incoming freshman to declare education as their major and enable them to graduate within four years. Section 5: Requires the University of Hawaii to increase the full time equivalent teacher education faculty positions by 5 additional full-time equivalent positions each year until fiscal year 2014-2015, to allow the number of participants who complete the program to increase by one hundred per cent over the year 2004 total. Section 6: Establishes need to eliminate specified barriers to interest in and entry of the teaching profession. Section 7-8: Mandates that the department establish policies, procedures, technology, and accountability measures to ensure that newly hired employees receive timely and accurate wages. Establishes an alternate option if the department is unable to pay the total wages due a newly hired employee. Requires the department to establish rules by December 31, 2005 to implement these changes. Section 9: Requires the department to provide each newly hired teacher with the new teacher orientation handbook to serve as a reference guide and provide the new employees with information on: (1) Professional development and incentive programs; (2) License requirements; and (3) Other useful information to assist new teachers with their familiarity of the department's organization and educational system. Section 10: Requires the department to establish a standardized statewide teacher induction program for every newly hired teacher. Requires the program to ensure that the new teacher to mentor ratio does not exceed 15:1 and that all mentors are specially skilled and trained to work effectively with newly hired teachers as determined by the department. Section 11: Establishes legislative intent to improve student achievement by adopting policies that promote teacher quality. Section 12: Requires the state board to adopt policies to: (1) Develop a plan for licensing more individuals with practical experience for teaching in vocational/technical programs; (2) Develop a plan to accept teachers from any state as long as they have completed state-approved teacher education programs and pass relevant Hawaii teacher examinations or their equivalent; (3) Clarify the requirements, on a state-by-state basis, for out-of-state licensed teachers to obtain a license in Hawaii; (4) Develop a plan to facilitate licensing for those who intend to teach in Hawaii immersion programs, the island of Niihau, or any other extraordinory situation as defined by the superindent or the superintendent's designee; and (5) Pursue full teacher license reciprocity with the mid-Atlantic states, California, Colorado, Illinois, Michigan, New York, Oregon, and Washington. Section 13: Requires the Hawaii Teacher Standards Board to submit to the legislature a report of its progress and recommendations regarding its licensing standards and development of its policies before the 2006 regular session. Section 14: Requires the Hawaii Teacher Standards Board to review alternative licensing requirements to replace the PRAXIS examination requirement. Requires the review of alternative requirements to include to the consideration of requiring a minimum amount of years of teaching experience to replace the PRAXIS examination requirement. Section 15: Authorizes the conversion of Hawaii teacher standards board's nine temporary positions to nine permanent full-time equivalent positions. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb844_cd1_.htm Title: H.B. 844 Source: www.capitol.hawaii.gov NV Signed into law 06/2005 P-12 Revises provisions governing the statewide system of accountability for public schools; redesignating the four regional training programs for the professional development of teachers and administrators based upon the geographic regions served by those programs. Expands on technical assistance partnerships and says that they may require the school for which the partnership was established to submit plans, strategies, tasks and measures that, in the determination of the partnership, will assist the school in improving the achievement and proficiency of pupils enrolled in the school. Title: H.B. 109 Source: StateNet MN EFFECTIVE DATE RETROACTIVE FROM SEPTEMBER 10, 2001 05/2005 P-12 A bill for an act relating to education; providing for consecutive teaching experience for a teacher whose probationary employment is interrupted by military service. http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S0244.2&session=ls84 Title: S.F. 244 Source: StateNet OK Emergency Rule Adoption 05/2005 P-12 Adopts rules concerning teacher education and certification. Reflects a competency related to collaboration to create professional learning communities and an additional competency related to integrity, fairness, and ethical administration decision-making. OKLAHOMA REG 13755 (SN) Title: OAC 210:20-9-182, -189 Source: StateNet OR Adopted 04/2005 P-12 Amends rules concerning site reviews and adding authorizations and endorsements. Increases the period of time between site reviews from five to seven years. Clarifies language relating to adding authorizations and endorsements to teaching licenses. OREGON REG 26494 (SN) Title: OAR 584-010-0010, -060-0052, -0062 Source: StateNet MD (S) THIRD READING PASSED (46-0) 04/2005 Postsec. Altering the qualification requirements for applicants for a Sharon Christa McAuliffe Memorial Teacher Education Award; and prohibiting the State Board of Education from considering the grade point average of an applicant who earned an undergraduate degree on or before December 31, 1985, as part of specified criteria http://mlis.state.md.us/2005rs/billfile/hb1373.htm Title: H.B. 1373 Source: StateNet MT Rule Adoption 04/2005 P-12 Postsec. Establishes rules regarding professional educator preparation programs. MONTANA REG 4693 (SN) Title: ARM 10.58.103 Source: StateNet ND Signed into law 03/2005 P-12 The board of a school district may provide a stipend to a student teacher assigned to a school in the district. http://www.state.nd.us/lr/assembly/59-2005/bill-text/FAMQ0200.pdf Title: H.B. 1232 Source: StateNet KY Signed into law 03/2005 P-12 Postsec. Requires colleges and universities to: (a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program; (b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies; (c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics; (d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics; (e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites; (f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and (g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 1, paragraph 7) Source: lrc.ky.gov MS Signed into law 03/2005 P-12 Clarifies the authority of the State Board of Education to expend federal funds for training expenses and salary incentives for licensed teachers. The State Board of Education shall have authority to expend any available federal funds, or any other funds expressly designated, to pay training, educational expenses, salary incentives and salary supplements to licensed teachers employed in local school districts or schools administered by the State Board of Education.  Such incentive payments shall not be considered part of a school district's local supplement as defined in Section 37-151-5(o), nor shall the incentives be considered part of the local supplement paid to an individual teacher for the purposes of Section 37-19-7(1).  MAEP funds or any other state funds shall not be used to provide such incentives unless specifically authorized by law. http://billstatus.ls.state.ms.us/documents/2005/html/SB/2200-2299/SB2272SG.htm Title: S.B. 2272 Source: StateNet NC Rule Adoption 01/2005 P-12 Clarifies rules regarding preservice requirements for lead teachers, teachers and aides. NORTH CAROLINA REG 5057 (SN) Title: 10A NCAC 09 .0710 Source: StateNet WV Rule Adoption 11/2004 P-12 Establishes new rules relating to standards for subject-area content in secondary-level teacher preparation programs. WEST VIRGINIA REG 4544 (SN) Title: Title 133, Series 46 Source: StateNet CA Vetoed 09/2004 P-12 Postsec. Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings. Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met. Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for an additional year if the permitholder meets specified requirements. Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.] This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned. This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas. http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf Title: A.B. 242 Source: www.leginfo.ca.gov CA Signed into law 09/2004 P-12 Deletes the requirement that an out-of-state prepared teacher who is issued a California 5-year preliminary multiple subject, single subject, or education specialist teaching credential must pass the state basic skills proficiency test, administered by the Commission on Teacher Credentialing, within one year of the issuance date of the credential in order to be eligible to continue teaching. Existing law additionally requires the commission to issue a professional clear credential to an out-of-state prepared teacher who meets certain requirements among which are passing the state basic skills proficiency test administered by the commission and completing the study of health education and of a fifth-year program at a regionally accredited institution of higher education. This bill deletes the requirements regarding the state basic skills proficiency test and a fifth-year program, unless the commission determines, as specified, that the applicant has met comparable requirements. The bill would delete the health education requirement. Requires the Commission on Teacher Credentialing, by June 30, 2005, to report to the Legislature and the Governor on the comparability and equivalency of the preparation of teachers in other states in the areas of basic skills proficiency and fifth year programs. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3001_bill_20040929_chaptered.pdf Title: A.B. 3001 (multiple provisions) Source: www.leginfo.ca.gov/ CA Signed into law 09/2004 P-12 SEC. 6: Requires the Commission on Teacher Credentialing to ensure that each district and university internship program in California provides program elements to its interns as required by the federal No Child Left Behind Act of 2001 and its implementing regulations. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3001_bill_20040929_chaptered.pdf Title: A.B. 3001 (multiple provisions) Source: www.leginfo.ca.gov WV Rule Adoption 09/2004 P-12 Postsec. Amends rules regarding approval of educational personnel preparation programs. WEST VIRGINIA REG 4496 (SN) Title: Title 126, Series 114 Source: StateNet CA Signed into law 08/2004 P-12 Postsec. Requires the Commission on Teacher Credentialing to determine that a candidate has fulfilled the induction program requirement if the candidate earned a preliminary teaching credential by completing an accredited internship program of professional preparation and that internship program fulfills induction standards and is approved by the commission. Requires the commission to accept as fulfilling the induction program requirement completion of a 5th-year program after completion of a baccalaureate degree at an accredited institution if an approved induction program is verified as unavailable to a beginning teacher, or if a beginning teacher is required by federal law to complete subject matter coursework. http://www.leginfo.ca.gov/pub/bill/asm/ab_2201-2250/ab_2210_bill_20040830_chaptered.html Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2210_signing_message.pdf Title: A.B. 2210 Source: California Legislative Web site CA Signed into law 08/2004 P-12 Requires the Commission on Teacher Credentialing to participate in a pilot program, which may include the San Joaquin County Office of Education and up to 5 school districts or consortia, to provide teacher preparation programs for teachers of pupils with disabilities in special education classes. Authorizes the commission to issue district intern credentials authorizing participants to provide classroom instruction to such pupils in special education. http://www.leginfo.ca.gov/pub/bill/sen/sb_1601-1650/sb_1621_bill_20040824_chaptered.html Title: S.B. 1621 Source: California Legislative Web site IL Signed into law 07/2004 P-12 Creates the Grow Our Own Teacher Education Act. Establishes the Grow Our Own Teacher Education Initiative to prepare highly skilled, committed teachers who will teach in hard-to-staff schools and hard-to-staff positions and who will remain in these schools for substantial periods of time. Provides for an independent program evaluation. Makes funding the program subject to appropriations. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0802 Title: S.B. 1550 Source: Illinois Legislative Web site MA Rule Adoption 07/2004 P-12 Amends rules relating to the educator licensure and preparation program, the vocational education regulations, and the licensure of adult basic education teachers and preparation program approval. Strengthens the provisions for licensure revocation, suspension, limitation and denial. Authorizes the Commissioner to modify licensure requirements in cases of hardship caused by recent regulatory changes. MASSACHUSETTS REG 8339 (SN) Title: 603 CMR 4.13, 7.00, 7.14, 47.11 Source: StateNet HI Signed into law 07/2004 P-12 The education reform in this Act shall be known as the "Reinventing Education Act of 2004." The provisions include (1) establishing a weighted student formula; (2) providing additional information technology; (3) empowering principals through a Hawaii principals academy and other means; (4) strengthening community involvement through school community councils and parent-community networking centers; (5) providing more mathematics textbooks; (6) lowering class size in kindergarten, grade one, and grade two; (7) providing full-time, year-round, high school student activity coordinators; (8) providing support for students who need additional help to succeed in school; (9) establishing a national board certification incentive program for teachers; (10) enhancing teacher education; (11) reducing the bureaucracy that hampers the effectiveness of the department of education; (12) improving the educational accountability system; and (13) requiring board of education members to hold community meetings in their districts. Establishes the after-school plus program revolving fund.Creates a working group to create a plan for principal performance contracts. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=HB2002&showstatus=on&showtext=on&press1=docs Title: H.B. 2002 Source: Hawaii Legislative Web site NC Signed into law 07/2004 P-12 Requires the state board to determine whether teacher preparation programs should require courses in diversity training, anger management, conflict resolution, and classroom management. http://www.ncga.state.nc.us/html2003/bills/currentversion/ratified/house/hbil1459.full.html Title: H.B. 1459 Source: http://www.ncga.state.nc.us FL Signed into law 06/2004 P-12 Relates to education personnel; provides for expunging of criminal history records of applicants for employment at certain education related offices; requires background screening for charter school employees and board members; amends requirements for admission to teacher preparation programs; authorizes programs providing experiences as teacher assistants prior to entering teacher preparation programs for individuals meeting specified criteria; creates teacher preparation institutes that provide professional development, instruction for substitute teachers, alternative certificate programs and establishes criteria for applicants; provides for the creation of guidelines for mentoring of first-time teachers and other programs geared toward the recruitment and retention of quality teachers; requires background screenings and fingerprinting of instructional and noninstructional hires or contractual employees who come in contact with students; specifies a school district's performance assessment may include criteria for assessment of instructional and administrative personnel and student performance; requires training in teaching of reading for certified personnel who teach students who have limited English proficiency; establishes qualifications, requirements and evaluation of substitute teachers; provides for educator discipline by the Education Practices Commission and the Department of Education; amends the Recovery Network Program that assists educators impaired as the result of alcohol abuse, drug abuse or a mental condition. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2986er.html&Directory=session/2004/Senate/bills/billtext/html/ Title: S.B. 2986 Source: Florida Legislative Web site CT Signed into law 06/2004 P-12 Concerning English as a second language instruction and in-service training for teachers and teacher preparation courses; requires persons seeking professional educator certification to complete coursework in English as a second language instruction. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00227-R00HB-05438-PA.htm Title: H.B. 5438 Source: Connecticut Legislative Web site CT Signed into law 05/2004 Postsec. Concerning teacher education programs at institutions of higher education; requires teacher training programs to include literacy training. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00075-R00HB-05507-PA.htm Title: H.B. 5507 Source: Connecticut Legislative web site HI Veto override 05/2004 P-12 Establishes a weighted student formula; provides additional information technology; empowers principals through a Hawaii principals academy and other means; strengthens community involvement through school community councils and parent-community networking centers; provides more mathematics textbooks; lowers class size in kindergarten, grade one, and grade two; provides full-time, year-round student activity coordinators; provides support for students who need additional help to succeed in school; establishes a national board certification incentive program for teachers; enhances teacher education; reduces the bureaucracy that hampers the effectiveness of the department of education; improves the educational accountability system; requires the board of education members to hold community meetings in their districts. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3238_sd2_.htm Title: S.B. 3238 Source: Hawaii Legislative Web site MS Rule Adoption 03/2004 P-12 Creates a consistent alternative route to teacher certification for individuals who have already completed college degrees. MISSISSIPPI REG 9102 (SN) Title: IDAPA 08.02.02 Source: StateNet IN Signed into law 03/2004 P-12 Postsec. Defines "cultural competency" and sets forth teacher training, professional development, and school plan requirements for achieving cultural competency. http://www.in.gov/legislative/bills/2004/HE/HE1308.1.html Title: H.B. 1308 Source: Indiana Legislative web site CA Signed into law 10/2003 Postsec. Community College Amends law requiring the Commission on Teacher Credentialing to encourage postsecondary institutions to offer integrated programs of professional preparation that enable candidates for teaching credentials to engage in professional preparation, concurrently with subject matter preparation. Requires an integrated program be designed to concurrently lead to a preliminary multiple subject or single subject teaching credential and a baccalaureate degree. Requires the Chancellor of the California State University to develop a framework defining appropriate balance for an integrated program of general education, subject matter preparation, and professional education courses. Requires the Chancellor of the California State University and the Chancellor of the California Community Colleges to develop guidelines to ensure that the lower division coursework completed by community college students in an integrated program is articulated with, and accepted as equivalent to, coursework offered to California State University students who are enrolled in that integrated program. Commencing with the 2005-06 school year, each campus of the California State University is required to invite the community colleges in its region that send significant numbers of transfer students to that campus to enter into articulation agreements with respect to these integrated programs. Require the Chancellor of the California State University to review the implementation of this bill, and report findings and recommendations to the Legislature by November 30, 2006. http://www.leginfo.ca.gov/pub/bill/sen/sb_0051-0100/sb_81_bill_20031012_chaptered.html Title: S.B. 81 Source: California Legislative Web site CA Signed into law 09/2003 P-12 Make teachers who have received their preliminary credentials through a district intern or other specified intern program ineligible to receive grants under an alternative certification program. Uses the term district intern credentials rather than district intern certificate to align the district intern program with the university intern program. Provides for credentialing after performance assessment. http://www.leginfo.ca.gov/pub/bill/sen/sb_0151-0200/sb_187_bill_20030922_chaptered.html Title: S.B. 187 Source: California Legislative Web site AL Rule Adoption 09/2003 P-12 Establishes rules regarding the changes including the addition of wording to address THE NO CHILD LEFT BEHIND ACT OF 2001. Changes the name of the Alternative Fifth-Year Program to the Alternative Class A Program. Modifies relevant forms, and other minor changes for consistency. ALABAMA REG 6255 (SN) Title: AAC 290-3-2, -3 Source: StateNet LA Signed into law 06/2003 P-12 Increases membership on the state advisory commission on teacher education and certification from 11 to 13 members. Decreases from ten to nine the members who are employed by a city or parish, adds that one of these nine may be employed by some "other local public school system." Adds requirement that tenth member represent the board of regents; adds requirement that 11th and 12th members represent the Blue Ribbon Commission on Teacher Quality or its successor. (Amendments retain standing requirement that 13th member be appointed from a list of teachers nominated by the J.K. Haynes Foundation). Specifies that from the nine members who are school system employees, six must be certified, employed, and actively engaged as full-time practicing classroom teachers, and that one of these six must be the teacher appointed from the list nominated by the J.K. Haynes Foundation. Requires member who is an education faculty member be nominated by the Louisiana Association of Colleges for Teacher Education, rather than the Louisiana Council of Education Deans, as previously required. Adds requirement that member representing the board of regents be appointed by the commissioner of higher education. Requires the two members representing the Blue Ribbon Commission on Teacher Quality be appointed by the commission's chairperson. In section regarding the initial meeting of the state advisory commission on teacher education and certification, states that the commission must transact such other business as the state department of education considers advisable. (Former language required the commission to transact such other business as the commission considers advisable). Deletes language requiring the commission to recommend state or national standards for preservice and advanced certification programs to the board of regents, the Board of Trustees for State Colleges and Universities, the Board of Supervisors of Louisiana State University and Agricultural and Mechanical College, and the Board of Supervisors of Southern University and Agricultural and Mechanical College (retains language that the commission recommend on these areas to the state board). http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=SB126&doctype=BT Title: S.B. 126 Source: www.legis.state.la.us OK Signed into law 06/2003 P-12 Makes an appropriation to the Oklahoma Commission for Teacher Preparation; states purposes; provides for the budgeting of funds in certain categories and amounts; requires performance measures for budget categories; provides for duties and compensation of employees of the Oklahoma Commission for Teacher Preparation; limits the salary of the Executive Director; provides budgetary limitations. http://www2.lsb.state.ok.us/2003-04HB/hb1169_enr.rtf Title: H.B. 1169 Source: http://www2.lsb.state.ok.us OK Signed into law 05/2003 P-12 Adds components on classroom management and student discipline strategies to teacher preparation competencies and goals of professional development. http://www2.lsb.state.ok.us/2003-04HB/hb1151_enr.rtf Title: H.B. 1151 Source: http://www2.lsb.state.ok.us HI Signed into law 05/2003 P-12 Expands the membership of the teacher education coordinating committee to include a representative of the Hawaii Teacher Standards Board. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=SB69&showstatus=on&showtext=on&press1=docs Title: S.B. 69 Source: Hawaii Legislative Web site WV Rule Adoption 05/2003 P-12 Postsec. Provides rules relating to the approval of educational personnel preparation programs. WEST VIRGINIA REG 4244 (SN) §126-114 Outlines the framework for developing, implementing and approving educational personnel preparation programs. Major program components are defined, assessment instruments and/or procedures are identified, and the minimum proficiency levels are prescribed for the WVBE adopted instruments. Program approval criteria for program implementation are also identified. http://wvde.state.wv.us/policies/p5100_ne.pdf Title: Title 126, Series 114 Source: http://wvde.state.wv.us/policies 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 CO Signed into law 04/2003 P-12 Postsec. Concerns certification of education paraprofessionals; relates to the approval of teacher paraprofessional preparation programs at institutions of higher education.http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/30ADA69812E043D787256C9200612D90?Open&file=1159_enr.pdf Title: H.B. 1159 Source: Colorado LEgislative Web site NM Signed into law 03/2003 P-12 Postsec. Amends Section 22-2-2 (Z)(BB and CC) to require the state board to approve education curricula and programs offered in all two-year public post-secondary educational institutions, except those in Chapter 21, Article 12 NMSA 1978, that lead to alternative licenses for degreed persons or licensure for educational assistants; and (CC.) withhold program approval from a college of education or teacher preparation program that fails to offer a course on teaching reading that: (1) is based upon current scientifically based reading research; (2) aligns with state board-adopted reading standards; (3) includes strategies and assessment measures to ensure that beginning teachers are proficient in teaching reading; and (4) was designed after seeking input from experts in the education field. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf Title: H.B. 212 (Omnibus Bill) Source: New Mexico Legislature KY Signed into law 03/2003 P-12 Authorizes the education professional standards board to conduct a two-year internship pilot program for new teachers between July 1, 2003 and June 30, 2006. Requires the board to promulgate administrative regulations defining the program and implementing components. Requires the board to report preliminary findings to the interim joint committee on education by October 1, 2005, and a final report by October 1, 2006. http://www.lrc.state.ky.us/RECORD/03RS/SB95/bill.doc Title: S.B. 95 Source: www.lrc.state.ky.us IA Adopted 11/2002 P-12 Establishes rules relating to standards for teacher intern preparation programs. Governs approval of the criteria for practitioner preparation programs. Includes a site visit by representatives of the Department. Specifies approval term of five years. Title: 281 IAC 77.4, 77.5 Source: StateNet CA Vetoed 09/2002 P-12 Requires the Trustees of the California State University to assess the current status of the university's credential programs that prepare teachers to work with the blind and visually impaired pupil population. Expresses the intent to fund programs, including interactive television, Web-based courses, and other off-campus options for providing instruction that will increase the number of these teachers. http://www.leginfo.ca.gov/pub/01-02/bill/asm/ab_2601-2650/ab_2616_bill_20020823_enrolled.html Title: A.B. 2616 Source: Lexis-Nexis/StateNet IL Signed into law 07/2002 P-12 Amends the Teacher Certification Article of the School Code. Provides that a student may not enroll in a teacher preparation program at a recognized teacher training institution until he or she has passed the basic skills test required for teacher certification. Title: S.B. 1953 Source: Lexis-Nexis/StateNet ID Signed into law 07/2002 P-12 Postsec. PRE-SERVICE TEACHERS-Amends existing law to clarify that only K-8 preservice teachers shall pass the State Board of Education's preservice reading assessment measure, and that passage will be tied to certification rather than graduation. Title: H.B. 399 Source: Idaho State Board of Education Web site FL Signed into law 05/2002 P-12 Postsec. Requires the state board to adopt rules that establish uniform core curricula for each state-approved teacher preparation program. Standards must emphasize quality indicators drawn from research, professional literature, recognized guidelines, Florida essential teaching competencies, effective classroom practices, and outcomes of the state system of school improvement and education accountability. Approved programs must require student applicants to have a GPA of at leat 2.5 on a 4.0 scale or have completed requirements for a BA degree with a minimum GPA of 2.5 on a 4.0 scale; to pass the College Level Academic Skills Test, a corresponding component of the National Teachers Examination series, or a similar test; and up to 10% of students admitted may have these requirements waived. For continued approval, 90% of graduates must pass the written examination required by Sec. 1012.56. Program evaluation procedures must include program graudates' satisfaction with instruction and the program's responsiveness to local school districts. Addition criteria for continued program approval for nonpublic institutions must be developed in the same manner and must be based upon significant, objective and quantifiable graduate performance measures. Continued approave for a teacher preparation program is contingent on results of annual reviews, the plans for which incorporate provisions for involving primary stakeholds such as program graduates, district school personnel, classroom teachers, principals, community agencies, and business representatives in the evaluation process. Programs must receive at least a satisfactory rating from public schools and private schools that employ graduates. Each program must report the percent of graduates obtaining full-time teaching employement within the first year of graduation; the average length of stay of graduates in their full-time teaching positions; and satisfaction ratings. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf Title: S.B. 20E - Education Code Re-Write: Sec. 1004.04 Source: http://www.leg.state.fl.us VA Signed into law 03/2002 P-12 Defines the term accredited institution for the purposes of the law and the Board of Education's regulations on licensure of school personnel to mean an institution of higher education accredited by a national or regional accrediting agency recognized by the United States Department of Education. Title: S.B. 236 Source: Lexis-Nexis/StateNet NY Signed into law 11/2001 P-12 Provides that the costs of accreditation reviews of teacher education programs shall be borne by the institution seeking accreditation by the Board of Regents; establishes the teacher education accreditation account. Title: S.B. 3752 Source: Lexis-Nexis/StateNet CA Vetoed 10/2001 P-12 Requires the Superintendent of Public Instruction to award a minimum of 3 grants for the purpose of establishing a new substitute teacher training pilot project whereby each new substitute teacher who will provide services in low performing schools would be provided with a minimum of 3 days of training before the teacher begins to provide services as a teacher. Requires the Los Angeles Unified School District to be one of the districts selected for the project. Title: A.B. 1431 Source: Lexis-Nexis/StateNet CA Signed into law 09/2001 P-12 Authorizes an intern to choose an early teacher internship program completion option if the intern passes certain assessments and meets the requirements for teacher fitness. Title: S.B. 57 Source: Lexis-Nexis/StateNet CA Signed into law 09/2001 Postsec. Community College Requires the Chancellor of the California Community Colleges to submit a written report to the Legislature on the feasibility of the development of a model teacher preparation curriculum that would be available to qualified students in each community college district, and the establishment of financial incentives for community college students who wish to become teachers. Title: A.B. 1241 Source: Lexis-Nexis/StateNet IL Signed into law 06/2001 P-12 Amends the School Boards Article of the School Code; removes the limitation that teaching interns be employed on a part-time basis; provides that the Regional Office of Education may approve an internship program for the purpose of hiring teaching interns; provides that the State Department of Education has 90 days from receiving a written proposal to establish the internship program to seek the State Teacher Certification Board's consultation on the internship program. Title: S.B. 329 Source: Lexis-Nexis/StateNet FL Signed into law 06/2001 P-12 Postsec. Creates the Transition to Teaching Program; encourages participation by postsecondary education institutions and organizations that represent eligible employees or employ eligible applicants. Title: S.B. 1684 Source: Lexis-Nexis/StateNet SC Signed into law 05/2001 P-12 Postsec. Amends Section 59-101-280. "Colleges and universities of this State shall emphasize teaching as a career opportunity and those institutions with teacher education programs should make the preparation of teachers a fundamental part of the institution's mission. These colleges and universities should allocate resources appropriate for support of this mission, support of professional development programs for practicing teachers and teacher education faculties to include technology training. Greater attention should be given to attracting diversity in race and ethnicity in faculties and students. Opportunities also should be developed to provide students interested in a teaching career with opportunities to tutor other students. All teacher education programs should strengthen alliances with K-12 education to increase the clinical opportunities for their students and to become more responsive to the needs of practicing teachers. Closer alliances also should be established with the business community and should integrate critical workforce skills into content and methods courses. Teacher education faculties should provide teacher candidates with a variety of effective teaching practices to ensure the state's diverse student population achieve at high levels of learning." Title: H.B. 3534, Section 1 Source: South Carolina Legislative Web Site SC Signed into law 05/2001 Postsec. One part of this bill relates to colleges and universities emphasizing teaching as a career opportunity; provides manner in which requirements are implemented, and for content of teacher education programs. Title: H.B. 3534 Source: Lexis-Nexis/StateNet TX Signed into law 05/2001 P-12 Postsec. Community College Relates to a partnership agreement between the University of Texas-Pan American and the South Texas Community College District to offer the lower-division courses required for students enrolled in a teacher preparation program. Title: H.B. 1753 Source: Lexis-Nexis/StateNet MD Signed into law 04/2001 Postsec. Expands the Maryland Teacher Scholarship program to include full-time or part-time graduate students in programs leading to Maryland professional teachers' certificates. Title: H.B. 299, S.B. 206 Source: Lexis-Nexis/StateNet NM Signed into law 04/2001 P-12 Postsec. Provides for the State Board of Education to assess teacher preparation programs. Title: H.B. 39 Source: Lexis-Nexis/StateNet VA Signed into law 04/2001 P-12 Relates to teacher proficiency and contract status; states any teacher hired on or after July 1, 2001, will be required, as a condition of achieving continuing contract status, to have completed training in strategies and techniques for intervention for or remediation of students who fail or risk failing the Standards of Learning assessment; requires local divisions to offer training; states if a division fails to offer timely training, no teacher will be denied such contract status. Title: S.B. 1304 Source: Lexis-Nexis/StateNet NM Signed into law 03/2001 P-12 Senate Bill 28 amends Chapter 21, State and Private Education Institutions, NMSA 1978, to authorize two-year post-secondary educational institutions to award appropriate certificates upon completion of an education curriculum and program leading to alternative certification for certified school instructor or certification of educational assistant and professional development for teachers. This bill also amends the Public School Code to require the State Board of Education to approve education curricula and programs offered in two-year public post-secondary institutions that lead to certificates for alternative certification and coursework for professional development. Title: S.B. 28 Source: New Mexico Legislative Web Site NM Signed into law 03/2001 P-12 Requires reading courses for teacher certification. Title: H.B. 281 Source: Lexis-Nexis/StateNet WY Signed into law 02/2001 P-12 Relates to regional development preschool system teachers; includes employment as a teacher in the regional development preschool system as school district service credit; modifying the teacher seniority adjustment computation under the foundation program formula to include such service. Title: H.B. 113 Source: Lexis-Nexis/StateNet CA Signed into law 09/2000 P-12 Authorizes the Los Angeles County Office of Education to design and implement a one-year telecommunications-based pilot project for the purpose of offering an intensive professional growth program for teachers in hard to staff schools. Title: S.B. 573 Source: Lexis-Nexis/StateNet KY Signed into law 06/2000 P-12 Requires statewide teacher recruitment plan; requires state department to establish teacher academies in core disciplines; makes funds available for improvement of teacher preparation programs; establishes comprehensive statewide system for collecting and using data to plan for teaching needs; requires professional standards board to establish criteria for approving colleges of education that include national standards, to define out-of-field teaching and identify the number of teachers in that category and to conduct an annual review of diversity in colleges of education. Title: S.B. 77 Source: Prichard Committee for Academic Excellence, Summer 2000 GA Signed into law 03/2000 P-12 Postsec. Creates Promise Scholarships in teacher education for paraprofessionals and instructional aides who were employed in a public school in Georgia throughout the 1999-2000 school year. Title: H.B. 1187 Source: Georgia Department of Education