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 |
|
 DC | Signed into law 07/2012 | P-12 | Establishes a pilot incentive program to encourage highly effective teachers to teach in four high-need (low performing and low income) schools for the start of the 2013-2014 school year. The incentives include: a one-time bonus of $10,000; homebuyer and other housing assistance; up to $5,000 to be expended on tuition assistance; and up to $3,000 to be used as income tax credits. The mayor will provide a report on the program that includes:number of teachers committed to continuing the pilot program; feedback from the participating teachers; an assessment of the effectiveness of the pilot program; and recommendations for improving the pilot program.
http://dcclims1.dccouncil.us/images/00001/20120405113239.pdf
Title: Bill 19-648
Source: http://dcclims1.dccouncil.us
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| CO | Signed into law 06/2012 | P-12 | Extends stipends for teachers who are nationally board certified to principals who meet standards for principal certification. Allows nationally board certified teachers and principals to receive additional stipends if they are employed in a low-performing, high-needs school, and to continue to receive the additional stipend if the school improves.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/58272B973D2FFFDE87257981007F39A1?Open&file=1261_enr.pdf
Title: H.B. 1261
Source: http://www.leg.state.co.us
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| TX | Adopted 05/2012 | P-12 | Amends the Teach for Texas Loan Repayment Assistance Program. From Texas Register:
--§21.173: Reverses the order of two priorities of application acceptance. Currently, the rule lists financial need as second among the three established priorities. The amendment would list financial need as a third priority, after severity of shortage of teachers in the community and/or teaching field.
--§21.174: Adds language to clarify that the eligibility requirements must be met during the service period for which the teacher receives repayment assistance.
--§21.176: Authorizes the commissioner of higher education to determine the annual repayment amount, taking into consideration the amount of available funding. Deletes the statement requiring that the annual amount not exceed $5,000 and the aggregate amount not exceed $20,000.
Context from Texas Register: The 82nd Texas Legislature authorized funding for the Teach for Texas Loan Repayment Assistance Program in the amount of $500,000 for each year of the 2012-2013 biennium. This repre-sents a 91 percent decrease in funding compared with the pre-vious four years. This program was oversubscribed before the decrease, with almost 6,000 teachers applying for approximately 1,350 loan repayment awards in FY 2011. The severity of the reduction in funding necessitates both a reduction in the award amount and a greater emphasis on the most critical shortages when renewal applications are ranked for FY 2012 and FY 2013 awards. Adopted as published in the January 20, 2012 Texas Register (pages 22-23 of 33): http://www.sos.state.tx.us/texreg/pdf/backview/0120/0120prop.pdf
Title: 19 TAC 21.173, 174, 176
Source: www.sos.state.tx.us
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| CT | Signed into law 05/2012 | P-12 | (Sec. 10) Requires SDE, to establish a Municipal Aid for New Teachers (MANE) program, within available appropriations, to provide grants of up to $ 200,000 to each of the educational reform districts (low-achieving districts) annually for the purpose of hiring five seniors enrolled in teacher preparation programs who are graduating in the top 10% of their classes at Connecticut colleges and universities. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
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| AZ | Signed into law 04/2012 | P-12 | Requires the State Board to adopt four state performance classifications (highly effective, effective, developing, ineffective) and guidelines for school districts and charter schools for the teacher and principal evaluation instrument by December 1, 2012. Permits periodic adjustments. Requires school districts and charter schools to adopt definitions for the performance classifications in a public meeting and apply the performance classifications to their evaluation instruments by the 2013-14 school year. Requires school boards to adopt policies for principal evaluations by the 2013-14 school year. Determines the term of employment contracts for principals to be 3 years. Directs the school boards to make each principal's evaluation and performance classification available to school districts and charter schools that are inquiring about the principal for hiring purposes. Requires school boards to adopt policies for teacher evaluations by the 2013-14 school year. Requires board to provide incentives to teachers with highest performance classifications to work in schools assigned with letter grades "D" or "F"; to protect for teachers who are transferred to schools that are assigned a letter grade of "D" or "F"; to incentivize teachers in the highest peroformance classification with multi-year contracts not to exceed three years; and to provide protections for teachers if the principal of the school is designated in the lowest performance classification. Prohibits a teacher who has been employed for the major portion of three or more consecutive years and is designated in the lowest performance classification for two consecutive years from being transferred as a teacher to another school in the district unless: the district has issued a notice of inadequacy of classroom performance and approved a performance improvement plan for the teacher, and the school board has approved the new placement as being in the best interests of the students. Restricts teachers who continue to be designated in one of the two lowest performance classifications from being permitted to transfer to another school. Specifies that a teacher who has not been employed for more than the major portion of four consecutive years, is under contract and has been designated in one of the two lowest performance classifications is not provided with the right to a hearing.Requires at least two actual classroom observations of teachers in a complete and uninterrupted lesson and specifies that each observation must be separated by at least 60 calendar days and written results of each observation must be provided to the teacher within 10 business days of the observation. Permits the release of confidential performance evaluations to school districts and charter school upon inquiry. Requires that teacher transfers from one school to another in a single district take into account performance evaluations and school need. Requires board to post best practices for the implementation and assessment of principal and teacher evaluation systems on its website on or before September 15, 2012. Chapter 259 - http://www.azleg.gov/legtext/50leg/2r/laws/0259.pdf
Title: H.B. 2823
Source: azleg.gov
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| AR | Adopted 03/2012 | P-12 | Establish procedures to provide incentives for teacher recruitment and retention in high priority districts with an average daily membership of 1,000 or fewer. Provides that, at the end of the school year and upon completion of a teacher's contractual teaching obligation, a teacher in a high-priority district may be entitled to receive: a signing bonus, new teacher bonus, retention bonus, in amounts ranging from $3,000 to $5,000. Outlines rules for appropriation, documentation, and monitoring of the program.
http://170.94.37.152/REGS/005.16.11-003F-12900.pdf
Title: AR ADC 005.16.15-1.00 to AR ADC 005.16.15-6.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| UT | Signed into law 03/2012 | P-12 | Repeals 53A-6-701 and -702, provisions that permitted the state board to award scholarships to teachers in "necessarily existent small schools or small school districts" to defray teacher costs related to earning an endorsement or master's degree. As a condition of receipt, recipients were obligated to teach in a necessarily existent small school or small school district for two years. http://le.utah.gov/~2012/bills/hbillenr/hb0156.pdf
Title: H.B. 156 - Repealing Scholarships for Teachers in Necessarily Existent Small Schools or Small School Districts
Source: le.utah.gov
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| OH | Signed into law 06/2011 | Postsec. | Existing policy directs the chancellor of the board of regents to encourage state universities and colleges to submit proposals under the choose Ohio first scholarship program for initiatives that recruit Ohio residents enrolled in colleges and universities in other states or other countries to return to Ohio and enroll in state universities or colleges as graduate students in STEM or medicine or STEM or medical education. New provision also permits state colleges and universities to submit proposals for initiatives that recruit graduates, or undergraduates who will graduate in time to participate in the subsequent school year, from an Ohio college or university who received, or will receive, a degree in science, technology, engineering, mathematics, or medicine to participate in a graduate-level teacher education master's program in one of those fields that requires the student to establish a domicile in the state and to commit to teach for a minimum of three years in a hard-to-staff school district in the state upon completion of the master's degree program. Permits the chancellor to require a college or university to give priority to qualified candidates who graduated from a high school in the state. Provides "hard to staff" must be defined by the department of education.
Page 440 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Choose Ohio First Scholarship Program
Source: www.legislature.state.oh.us
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| NY | Emergency Rule Adoption 05/2010 | P-12 | From the administrative register:
It is anticipated that the proposed amendment will be presented to the board of regents for adoption as a permanent rule at its July 20, 2010 meeting.
Educational leaders have advised the state education department that they are having difficulty recruiting certified, qualified teaching staff in many schools but particularly in high need schools. The proposed amendment increases the number of qualified individuals who will be attracted to teaching careers through graduate level clinically rich pilot programs. The proposed amendment provides two teacher preparation tracks: Track A is a residency program where the candidate works with a teacher of record in a high need school and Track B is a residency program that leads to a Transitional B certificate where the candidate is the teacher of record in a high need school. Track B of this pilot program provides districts with the opportunity to hire individuals for teaching positions who are well grounded in the subject to be taught and who have completed the necessary coursework and examinations to receive a transitional B certificate for employment in the public schools for the 2010-11 school year. However, in order for candidates in this program to obtain a Transitional B certificate for employment in the 2011-12 school year, they need to complete a pre-service component and submit evidence of having achieved a satisfactory level of performance on the New York State teacher certification examination liberal arts and sciences test, and the content specialty test(s) in the area of the certificate sought, if required. Therefore, in order to fill these personnel shortages in high need schools in the 2011-12 school year, an emergency action is necessary for the preservation of the general welfare in order to timely implement the provisions of the proposed amendment to provide districts and BOCES with timely notice of the new requirements and to complete the competitive bidding process for the selection of program providers before the 2011-12 school year.
Pages 4-8 of 30: http://www.dos.state.ny.us/info/register/2010/may17/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 52.1, 52.21 and 80-5.13
Source: www.dos.state.ny.us
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| CT | Signed into law 05/2010 | P-12 | Allows retired teachers to be rehired for up to one year in a shortage area or priority school district for up to 45% of the current maximum salary. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 8
Source: http://www.cga.ct.gov
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| MD | Signed into law 04/2010 | P-12 | This section requires the state board of education to establish a program to support locally negotiated incentives for highly effective classroom teachers and principals to work in public schools that are 1) in improvement, corrective action, or restructuring; 2) that are Title I schools; or 3) that are in the highest 25% of schools based on free and reduced lunch. http://mlis.state.md.us/2010rs/bills/hb/hb1263e.pdf
Title: H.B. 1263 - Teacher/Principal Recruitment in High Need Schools
Source: http://mlis.state.md.us
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| IL | Signed into law 08/2009 | P-12
Postsec. | Consolidates the "Future Teacher Corps Program" and the Golden Apple Foundation for Excellence in Teaching's "Golden Apple Scholars Program". Provides that the consolidated program will be known as the Golden Apple Scholars of Illinois Program, and will be managed by the Golden Apple Foundation for Excellence in Teaching. Requires the transfer of funds from the Future Teacher Corps Program to the Golden Apple Foundation for Excellence in Teaching. Provides that the eligibility requirements apply only to Illinois Future Teacher Corps scholarships. Provides for the apportionment of special license plate revenues.
Title: H.B. 3999
Source:
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| IL | Signed into law 08/2009 | P-12 | Provides that for purposes of the Grow Your Own Teacher Act to prepare highly skilled, committed teachers to teach in hard-to-staff schools, "hard-to-staff schools" includes schools in the Department of Juvenile Justice School District. http://www.ilga.gov/legislation/96/HB/PDF/09600HB4117lv.pdf
Title: H.B. 4117
Source: www.ilga.gov
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| IL | Signed into law 08/2009 | P-12 | Amends the Grow Your Own Teacher Education Act. Eliminates provision that a goal of the program is to achieve an average teacher retention period of 7 years. Defines "cohort". Amends definition of "hard-to-staff school". Adds bilingual education as a hard to staff teaching position. Clarifies that paraeducators for purposes of the program serve in schools that meet the definition of a hard-to-staff school. Clarifies that for purposes of this program, "parent and community leader" includes an individual who has or had a child enrolled in a hard-to-staff school and who has a history of active involvement in the school. Allows a regional office of education to be a member of a consortium receiving a Grow Your Own Teacher grant.
Clarifies that a candidate for participation in the Grow Your Own Teacher program must not have attended college right after high school or must have experienced an interruption in his/her college education, and does not hold a bachelor's degree. Amends criteria state board must establish in reviewing grant proposals. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0392lv.pdf
Title: H.B. 392
Source: www.ilga.gov
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| OH | Signed into law 07/2009 | P-12 | **No funds allocated in the current budget for this center, according to the DOE's H.B. 1 summary document http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635**
Authorizes the state superintendent to create the center for creativity and innovation in the department of education. Provides that, if created, the center must help schools in districts, educational service centers, community schools and STEM schools with any of the following:
(1) Designing and implementing strategies and systems that enable schools to become professional learning communities, including:
(a) Mentoring and coaching teachers and support staff
(b) Enabling school principals to focus on supporting instruction and engaging teachers and support staff as part of the instructional leadership team so that teachers and staff may share the responsibility for making and implementing school decisions
(c) Adopting new models for restructuring the learning day or year, such as including teacher planning and collaboration time as part of the school day
(d) Creating smaller schools or smaller units within larger schools to facilitate teacher collaboration to improve and advance the professional practice of teaching and to enhance instruction that yields enhanced student achievement.
(2) Using strategies in collaboration with the teach Ohio program to promote, recruit and enhance the teaching profession, including:
(a) Designing and implementing "grow your own" recruitment and retention strategies to support individuals in becoming licensed teachers, to retain highly qualified teachers, to assist experienced teachers in obtaining licensure in subject areas for which there is need, to assist teachers in earning senior professional educator and lead professional educator licenses, and to assist teachers to grow and develop in the profession
(b) Enhanced conditions for new teachers
(c) Incentives to attract qualified math, science or special education teachers
(d) Developing and implementing a partnership with teacher preparation programs at colleges and universities to help attract teachers qualified to teach in shortage areas
(e) Implementing a program to increase the cultural competency of both new and veteran teachers.
(3) Identifying state policies that impede the adoption of innovative practices and making recommendations to the superintendent of public instruction for the repeal, revision, or waiver of those provisions
(4) Identifying promising programs and practices based on high quality education research and developing models for their early adoption, including research and practices in arts education and creativity
(5) Other duties as assigned by the superintendent of public instruction.
If created, directs the center to promote collaboration between districts and community schools to enhance the academic programs of both and to broaden the application of successful and innovative academic practices developed by community schools. In doing so, directs the center to (1) Study and serve as a clearinghouse of best practices and innovative programming developed and utilized by community schools that could be adopted by school districts; and (2) Identify circumstances in which students could benefit from collaboration between the complementary programs of school districts and community schools.
Pages 1044-1045 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.82
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3333.39: Directs the chancellor of the board of regents and the state superintendent to establish and administer the teach Ohio program to encourage residents to consider teaching as a career. Requires that the program include all of the following:
(1) A statewide program administered by a nonprofit corporation that has been in existence for at least 15 years with demonstrated results in encouraging economically disadvantaged high school students to enter the teaching profession
(2) The teaching fellows program
(3) The Ohio teacher residency program
(4) Alternative licensure procedures established under section 3319.26.
(5) Any other program as identified by the chancellor and superintendent.
Section 3333.391: Defines a "qualifying school" as a hard-to-staff school or a school with a performance rating of "academic watch" or "academic emergency" at the time the recipient is hired by the district. If the chancellor of the Ohio board of regents determines that sufficient funds are available from general revenue fund appropriations made to the board of regents or to the chancellor, permits the chancellor and the state superintendent to jointly develop a plan for the Ohio teaching fellows program to promote and encourage high school seniors to enter and remain in the teaching profession. Provides the chancellor is to administer the program, which will provide undergraduate scholarships for up to four years to students who commit to teaching in a qualifying school for at least four years after graduating from a teacher training program from a postsecondary institution in the state. Directs the chancellor to develop a competitive process for awarding teaching fellows scholarships; requires that the process give additional consideration to anyone who has participated in the teach Ohio program; anyone who plans to teach special needs students; or anyone who plans to teach in science, technology, engineering or math.
Section 3333.392: Establishes provisions for repayment of the scholarship amount or termination of the scholarship under certain conditions.
Pages 1454- of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3333.39, 3333.391 and 3333.392
Source: www.legislature.state.oh.us
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| GA | Signed into law 04/2009 | P-12 | Eliminates provision that a teacher must be granted two days of approved paid leave to prepare the portfolio of student work required for national certification. Replaces with provision that effective July 2009, only a teacher teaching full-time in a high-needs school is eligible for two days' paid leave to prepare the national board portfolio. Makes subject to legislative appropriation the state payment of a portion of the national certification program participation fee prior to national board certification for teachers who have completed the screening process and submitted an application and initial payment to the National Board. Adds that salary increases for teachers who enrolled in the process to obtain National Board certification on or before March 1, 2009 (and who subsequently earn certification) are subject to legislative appropriation. Provides that, effective July 1, salary increases for National Board-certified teachers will be available only to those teachers who were enrolled in the process to receive National Board certification or who were receiving salary increases as of March 1, 2009, both subject to legisative appropriation. http://www.legis.state.ga.us/legis/2009_10/pdf/hb243.pdf
Title: H.B. 243
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 04/2009 | Postsec.
Community College | Enables the implementation of the Teach For America program and teacher residency programs on a state- wide basis by modifying the entry requirements for the Teach For America program and training requirements for Teach For America corps members.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/HB+102/$file/legis.html?open
Title: H.B. 102
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2008 | P-12
Postsec. | Expands educational loan assumption program eligibility to include an applicant who agrees to teach on a part- time basis for a specified number of academic years in a public school and a credentialed teacher who is teaching at a public schooled ranked among the lowest deciles on the Academic Performance Index. Limits the number of loan assumption agreements that can be provided to specified credentialed teachers. Deletes the authority to provide agreements to out-of-state teachers. Chapter 516
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1158
Source: http://www.assembly.ca.gov
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| IL | Signed into law 08/2008 | Postsec.
Community College | Requires the commission of higher education to allocate a minimum of 200 Illinois Future Teacher Corps Program scholarship awards each year to participants in the Golden Apple Scholars of Illinois program. Provides that this allocation is to support mentoring, guidance, and in-service support for teaching candidates in order to increase the likelihood that recipients will complete their full teaching commitments and elect to continue teaching in targeted disciplines and hard-to-staff schools. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1334lv.pdf
Title: H.B. 1334
Source: www.ilga.gov/legislation
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| NY | Vetoed 08/2007 | P-12 | Allows retired members of the New York city police pension fund to collect their pensions while providing teaching service in the city of New York; provides such member must waive the right to earn a pension or pension credits during the term of subsequent public service. http://assembly.state.ny.us/leg/?bn=S03994&sh=t
Title: S.B. 3994
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2007 | P-12 | Creates the Teacher Homebuyer Assistance Act. Subject to appropriation, requires the Illinois Housing Development Authority to establish and administer a program to provide down-payment assistance to public school teachers who teach in hard-to-staff schools or hard-to-staff positions for purchasing residences within the school district. Changes the definition of hard-to-staff school to mean a school that ranks in the upper third of schools in the state in the number of teachers who leave their positions. Defines "hard to staff position" as a teaching category (such as special education, mathematics, or science) in which statewide data indicates a multi-year pattern of substantial teacher shortage or that has been identified as a critical need by the school board. http://www.ilga.gov/legislation/95/SB/PDF/09500SB1224lv.pdf
Title: S.B. 1224
Source: www.ilga.gov/legislation
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| IL | Signed into law 08/2007 | P-12 | Amends the Grow Your Own Teacher Education Act regarding the definition of hard-to-staff school. Changes the term "target schools" to "eligible schools". Provides that in any fiscal year in which an appropriation for the Grow Your Own Teacher Education Initiative is made, the consortium shall guarantee that support will be available to an admitted cohort for the cohort's training for that fiscal year. Provides that among indirect expenses included are transportation, tutoring, technology and technology support. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0446lv.pdf
Title: S.B. 446
Source: www.ilga.gov/legislation
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| NC | Signed into law 07/2007 | P-12 | Allows National Board Certified Teachers who serve as mentors, literacy coaches, or in other instructional leadership positions at high needs schools to retain the salary increment for National Board for Professional Teaching Standards certification. Allows National Board Certified Teachers, teachers of the year, and other accomplished teachers to use research-based practices in the classroom.
http://www.ncga.state.nc.us/Sessions/2007/Bills/Senate/HTML/S1479v0.html
Title: S.B. 1479
Source: http://www.ncga.state.nc.us/
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| HI | Became law without governor's signature 07/2007 | P-12 | Amends eligibility requirements for the Hawaii educator loan program. Adds that loans will be awarded to teaching candidates as well as existing teachers who agree to teach as a full-time teacher for a period of time to be determined by the University prior to the award of a loan, and who agree to teach in:
(1) A hard-to-fill position including special education, regular education shortage categories, or Title 1 schools; or
(2) At a school located in a rural area, as determined by the superintendent of education.
Provides loan forgiveness as follows:
(1) 10% of the loan amount and interest must be waived every year for the first five years of repayment; and
(2) 25% of the loan amount and interest must be waived every year for the sixth and seventh years of repayment.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/HB777_CD1_.htm
Title: H.B. 777
Source: www.capitol.hawaii.gov
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| LA | Signed into law 07/2007 | P-12 | Provides for a $1,000 individual income tax credit in 2007 and 2008 for teachers re-employed by a school board in certain parishes which have been impacted by Hurricane Katrina. Provides that, in order to qualify for the deduction, the public school classroom teacher must agree in writing to be employed as a public school classroom teacher for at least three years.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=449950
Title: H.B. 847
Source: www.legis.state.la.us
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| HI | Signed into law 06/2007 | P-12 | Provides an additional $5,000 bonus per year for each national board-certified teacher who teaches at:
(A) A school that is in restructuring under the No Child Left Behind Act (NCLB);
(B) A school with a high turnover rate, as determined by the department;
(C) A school that is not making adequate yearly progress, but is not in restructuring under NCLB; or
(D) A hard-to-fill school, as determined by the department. http://www.capitol.hawaii.gov/sessioncurrent/Bills/HB24_CD1_.htm
Title: H.B. 24
Source: www.capitol.hawaii.gov
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| OK | Signed into law 06/2007 | P-12 | Relates to the Education Leadership Oklahoma program; requires the Commission for Teacher Preparation to emphasize recruiting efforts toward teachers at high-poverty schools, low-achieving schools and in counties with the lowest percentage of teachers who have achieved National Board certification; specifies criteria for minimum number of scholarship recipients (up to 400 teachers of whom a minimum of twenty-five percent (25%) teach at schools on the school improvement list) as determined by the State Board of Education pursuant to the No Child Left Behind Act or schools with more than fifty percent (50%) of students who qualify for the free and reduced price lunch program; deletes certain implementation contingency provision; provides an effective date; declares an emergency; emphasizes recruiting efforts toward teachers at high-poverty schools, low-achieving schools and in counties with the lowest percentage of teachers with certification.
http://webserver1.lsb.state.ok.us/2007-08bills/SB/SB586_ENR.RTF
Title: S.B. 586
Source: http://webserver1.lsb.state.ok.us
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| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the inclusion of certain information in the biennial budget request for the state distributive school account for submission to the department of administration based upon the annual budgets submitted by the school districts. Creates the Grant Fund for Incentives for licensed educational personnel and requires the board of trustees of each school district to establish a program of incentive pay for certain employees of the school district. Individuals eligible for grant: (1) Licensed teachers, school psychologists, school librarians, school counselors and administrators employed at the school level who have been employed in that category of position for at least 5 years in the state or another state and who are employed in schools which are at-risk; and (2) Teachers who hold an endorsement in the field of mathematics, science, special education, English as a second language or other area of need within the school district, as determined by the state superintendent.
http://www.leg.state.nv.us/23rdSpecial/Bills/AB/AB1_EN.pdf
Title: A.B. 1A
Source: http://www.leg.state.nv.us
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| MT | Signed into law 05/2007 | P-12 | Creates a quality educator loan assistance program administered by the board of regents through the office of the commissioner of higher education. The program must provide for the direct repayment of educational loans of eligible quality educators in accordance with policies and procedures adopted by the board of regents in accordance with this bill.
http://data.opi.mt.gov/bills/specsess/0507/billhtml/SB0002.htm
Title: S.B. 2A (Teacher Recruitment)
Source: http://data.opi.mt.gov/
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| NY | Signed into law 04/2007 | P-12 | Requires every district with at least one school currently identified as requiring academic progress or in need of improvement or in corrective action or restructuring status to prepare a contract for excellence if the district receives an increase in total foundation aid compared to the base year in an amount that equals or exceeds either $15 million or 10% of the amount received in the base year, whichever is less, or receives a supplemental educational improvement plan grant. Provides that in the 2007-2008 school year, the increase must be the amount of the difference between total foundation aid received for the current year and the total foundation aid base. Provides that in New York City, a contract for excellence must be prepared for the city school district and for each community district that meets the above criteria.
Requires each contract for excellence to describe how the sum of amounts apportioned to the district in the current year, in total foundation aid and supplemental educational improvement plan grants, in excess of 103% of the district's foundation base, will be used to support new programs/activities or expand the use of programs/activities demonstrated to improve student achievement. Requires each contract for excellence to state, for all funding sources (federal/state/local), the instructional expenditures per pupil, the special education expenditures per pupil, and the total expenditures per pupil, projected for the current year and actually incurred in the base year. Provides each contract for excellence is subject to approval by the commissioner and his/her certification that the expenditure of additional aid or grant amounts is in accordance with these provisions. Provides the school district audit report certified to the commissioner by an independent certified public accountant, an independent accountant or the comptroller of the city of New York must include a certification by such accountant or comptroller and that the increases in total foundation aid and supplemental educational improvement plan grants have been used to supplement and not supplant funds allocated by the district in the base year for such purposes.
Requires the contract to specify the new or expanded programs for which additional foundation aid or grants will be used, and to affirm that such programs will predominately benefit students with the greatest educational needs, including limited English proficient students, students in poverty and students with disabilities.
Requires the contract in New York City to also include a plan to reduce average class sizes within five years. Provides the plan must also include class size reduction for low-performing and overcrowded schools and include the methods to be used to achieve such class sizes, such as the creation or construction of more classrooms and buildings, the placement of more than one teacher in a classroom, or other means.
Directs the commissioner to adopt regulations establishing allowable programs and activities to improve student achievement; directs that these are limited to class size reduction, programs that increase student time on task, teacher and principal quality initiatives, middle and high school restructuring, and full-day kindergarten or prekindergarten. Authorizes districts to use up to 15% of the additional funding they receive for experimental programs to demonstrate the efficacy of other strategies to improve student achievement. Provides that in the 2007-2008 school year, up to$30 million or 25% of such additional funding, whichever is less, may be used to maintain investments in commissioner-approved and other programs and activities to improve student achievement.
Directs the commissioner to assist districts that include in their contract for excellence the implementation of incentives, developed in collaboration with teachers in the collective bargaining process, for highly qualified and experienced teachers to work in low-performing schools, to ensure that such incentives are effective.
Requires a district contract for excellence developed in the 2008-2009 school year and thereafter to be developed through a public process, in consultation with parents, teachers, administrators, and any appointed distinguished educator. Requires this process to include at least one public hearing; requires this process in New York City to be held within each county of the city. Requires each community district contract for excellence in New York City to be consistent with the citywide contract for excellence, and to be submitted by the community superintendent to the community district education council for review and comment at a public meeting.
Requires the trustees or board of education, or New York City comptroller, of each district with a contract for excellence to assure that procedures are in place for parents to bring complaints concerning implementation of the district's contract for excellence.
Directs districts subject to contract for excellence provisions to publicly report the expenditure of total foundation aid in the form and manner prescribed by the commissioner, which must ensure full disclosure of such funds.
Directs the department to develop a methodology for all districts subject to contract for excellence provisions to report school-based expenditures.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 12
Source: assembly.state.ny.us
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| NY | Signed into law 04/2007 | P-12 | Creates science and mathematics tuition reimbursement program. Provides that of the amount appropriated for grants to schools for the 2007-2008 school year and thereafter, $5 million must be made available for a science and mathematics tuition reimbursement program developed by the commissioner. Provides the aim of the program is to attract qualified teachers who have received or will receive a transitional teaching certificate, to teach mathematics or science in a low-performing school.
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 36
Source: assembly.state.ny.us
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| ID | Signed into law 04/2007 | P-12 | Authorizes the Superintendent of Public Instruction to expend $100,000 of a state appropriation to conduct a study and develop plans that address the challenges of rural schools including, but not limited to, the issues of declining enrollment, inefficiencies in administration and service delivery, and recruitment of qualified teachers. Session Law Chapter 352
http://www3.state.id.us/oasis/S1236.html
Title: S.B. 1236 (Section 7)
Source: www3.state.id.us
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| IL | Adopted 02/2007 | P-12 | Clarifies rules regarding the "Grow Your Own" program. Amends definitions of "hard-to-staff school" and "hard-to-staff teaching position" to make it clear that only schools serving a substantial percentage of low-income students, and positions in such schools, would be considered for inclusion in this program. Adds rules authorizing the state superintendent to defer or waive an individual's obligation to repay an amount due if an individual meets any of specified criteria:
(1) Individual is counseled out of a preparation program or found ineligible to continue (waiver).
(2) Individual drops out of a preparation program or demonstrates that he or she is unable to complete a portion of the required teaching service due
to:
(A) the onset or exacerbation of a disability;
(B) the need to care for an immediate family member during serious illness or disability;
(C) destruction of the individual's residence; or
(D) other circumstances that require the individual to assume responsibilities that cannot be avoided without serious financial hardship or other family disruption (e.g., death of a spouse that results in the need to take a second job or assume operation of a business). (waiver)
(3) Candidate does not complete a preparation program due to the unavailability of a state appropriation for this initiative for at least two consecutive years. (waiver)
(4) Individual:
(A) is unemployed or is working for fewer than 30 hours per week;
(B) is experiencing a financial hardship (e.g., receiving public assistance, earning an amount per month that is no greater than 200 percent of the amount of the loan payment, or experiencing other circumstances; or
(C) has re-enrolled as a full-time student in an institution of higher education or in a program. (deferral)
Pages 367-376 of 399 http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue9.pdf
Title: 23 IAC 60.20, .80, .90, .100
Source: www.cyberdriveillinois.com
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| GA | Adopted 01/2007 | P-12 | Establishes rules regarding the Title IIA Program Grant, which distributes funds for schools with a proven spending record of Title IIA funds to develop and support specific programs to improve teaching quality, the number of highly qualified teachers and equitable access to highly qualified teachers for all students in the state during the 2006-2007 school year. Provides that districts with the lowest percentage of highly qualified teachers will be given priority in grant awards.
http://rules.sos.state.ga.us/docs/160/1/4/200/73.pdf
Title: GAC 160-1-4-.273
Source: rules.sos.state.ga.us
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| AZ | Signed into law 06/2006 | P-12
Postsec. | Relates to the alternative teacher development program for placing highly qualified teachers into low income schools; provides for a matching grant to a nonprofit providing alternative teacher recruitment and placing; relates to public schools; requires demographic data concerning the aggregate composition of students in classrooms served by teachers placed by the service provider; provides for an evaluation of achievement gains; provides for public records.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1184s.pdf
Title: S.B. 1184
Source: Arizona Legislature
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| IA | Signed into law 06/2006 | P-12 | Rewrites section 284.11 (former "Pilot program for team-based variable pay for student achievement"). New section 284.11 encourages school districts to establish teacher compensation opportunities that recognize the need for geographic or other locally determined wage differentials and provides incentives for traditionally hard-to-staff schools and subject-area shortages. Provides for state assistance to allow school districts to add a market factor to teacher salaries paid by the school districts. Provides that funds are to supplement, but not supplant, wages and salaries paid as a result of a collective bargaining agreement.
Authorizes department to spend up to $250,000 of an allocation to support the implementation of a national board certification support program.
Authorizes area education agencies to receive funds to support beginning teacher mentoring and induction programs.
Deletes selected provisions from section 284.13 on authorized allocations for teacher salaries, professional development, etc.
Requires a preliminary study to measure the cost and effectiveness in raising student achievement of a compensation system that provides financial incentives based on student performance. Beginning July 1, 2006, requires the commission to gather sufficient information to identify a pay-for-performance program based on student achievement gains and global content standards where student achievement gains cannot be easily measured. Directs the commission to review pay-for-performance programs in both the public and private sector. Based on this information, requires the commission to design a program utilizing both individual and group incentive components. Requires at least half of any available funding identified by the commission to be designated for individual incentives. Commencing with the school year beginning July 1, 2007, requires the commission to initiate demonstration projects, in selected kindergarten through grade twelve schools, to test the effectiveness of the pay-for-performance program. Directs the commission to select 10 school districts as demonstration projects. To the extent practicable, requires participants to represent geographically distinct rural, urban, and suburban areas of the state. Requires the commission, beginning in the 2008-2009 school year, to select twenty additional school districts as demonstration projects.
Requires the commission to prepare an interim report by January 15, 2007, followed by interim progress reports annually, followed by a final study report analyzing the effectiveness of pay-for-performance in raising student achievement levels. Requires the final study report to be completed no later than six months after the completion of the demonstration projects. Directs the general assembly to consider implementing the pay-for-performance program statewide for the 2009-2010 school year.
Governor vetoed provisions establishing a pay-for-performance commission to design and implement a pay-for-performance program and provide a study relating to teacher and staff compensation containing a pay-for-performance component. Governor directs the Institute for Tomorrow's Workforce to take the lead on this study. Governor likewise vetoed provisions directing the department to create a teacher remediation program to provide counseling and assistance for teachers whose students do not demonstrate adequate increases in achievement.
Bill: http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Veto message: http://www.governor.state.ia.us/legislation/2006/veto/060601_HF2792_Item.html
Title: H.B. 2792 - Section 24 - 27
Source: coolice.legis.state.ia.us
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| VT | Signed into law 05/2006 | P-12 | Directs the commissioner of education to annually convene a meeting of directors of Vermont educator preparation programs and representatives of school boards, superintendents, principals, educators, and the Vermont standards board to determine subject and geographic areas in which there is a critical need for educators and to discuss ways to meet the need.
Removes authority to oversee teacher licensing from the state board of education. Creates the Vermont standards board for professional educators to:
(1) Adopt rules with respect to the licensing of teachers and administrators, and of speech-language pathologists and audiologists;
(2) Establish standards for educator preparation programs in Vermont and approve those that meet the standards;
(3) Establish standards, including endorsements, according to which individuals may obtain a license or have one renewed or reinstated;
(4) Oversee and monitor the application and licensing process administered by the office; and
(5) Develop a code of professional ethics and act as advisor to professional educators regarding its interpretation.
Lists causes for licensing action. Includes provisions related to reports of alleged unprofessional conduct or incompetence and investigating such reports; hearing panels; the conduct of hearings; appeals; and accessibility and confidentiality of licensing matters.
Directs the commissioner of education to issue annually a report to the standards board including:
(1) the number of new licensees and endorsements they receive, the number of licenses that have lapsed without renewal, and the total number of licensees;
(2) a summary of all complaints requiring preliminary review, formal investigation and formal charges; and
(3) an accounting of all fees and administrative penalties received by the office and all expenditures and costs of the office for the year. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT214.HTM
Title: H.B. 677
Source: www.leg.state.vt.us
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| MO | Signed into law 05/2006 | P-12
Postsec.
Community College | Creates the Urban Flight and Rural Needs Scholarship Program for scholarships for students entering teacher education programs who commit to teaching at certain high-risk population schools. Defines eligibility and amount of scholarship.
http://www.senate.mo.gov/06info/pdf-bill/tat/SB980.pdf
Title: S.B. 980
Source: http://www.senate.mo.gov
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| FL | Signed into law 05/2006 | P-12 | The Legislature finds disparities between teachers assigned to teach in a majority of "A" graded schools and teachers assigned to teach in a majority of "F" graded schools. The disparities can be found in the average years of experience, the median salary, and the performance of the teachers on teacher certification examinations. It is the intent of the Legislature that district school boards have flexibility through the collective bargaining process to assign teachers more equitably across the schools in the district.
School districts may not assign a higher percentage than the school district average of first-time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers to schools with above the school district average of minority and economically disadvantaged students or schools that are graded "D" or "F." Each school district must annually certify to the Commissioner of Education that this requirement has been met. If the commissioner determines that a school district is not in compliance, the State
Board of Education will be notified and take action.
INCENTIVES District school boards are authorized to provide salary incentives to meet this requirement. A district school board may not sign a collective bargaining agreement that precludes the school district from providing sufficient incentives to meet this requirement.
Schools graded "D" or "F" must annually report their teacher-retention rate. Included in this report shall be reasons listed for leaving by each teacher who left the school for any reason.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 57)
Source: Florida Legislature
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| MD | Signed into law 04/2006 | P-12 | Establishes a comprehensive induction program in the State Department of Education for new teachers employed by hard-to-staff schools; requires that the comprehensive induction program include mentoring, professional development training and support, and formal assessments of teachers participating in the program.
http://mlis.state.md.us/2006rs/bills/sb/sb0238t.pdf
Title: S.B. 238
Source: Maryland Legislature
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| IN | Signed into law 03/2006 | P-12 | Allows the governing body of a school corporation or an accredited nonpublic school to hire an individual who is in the process of obtaining a teacher's license under the transition to teaching program, if the individual is obtaining a license in a subject area, or will be teaching in a school that is located in geographic area in which there is an insufficient supply of licensed teachers. http://www.in.gov/legislative/bills/2006/SE/SE0172.1.html
Title: S.B. 172
Source: Lexis-Nexis/StateNet
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| 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
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| AZ | Signed into law 04/2005 | P-12 | Relates to the State Retirement System. Authorizes use of public monies in the purchase of any annuity or deferred compensation payments for:
1. the recruitment and retention of selected employees;
2. as a benefit to encourage selected teachers to teach in an underperforming school;
3. for the reduction of the unfunded liabilities of unused leave pay accruals with in-service non-elective employer contributions;
4. for the replacement of unused leave pay or other types of severance pay at time of severance of employment;
5. to buy out the individually negotiated contracts of key employees; and
6. to provide incentives for the early retirement of selected employees.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=2472
Title: H.B. 2472
Source: www.azleg.state.az.us
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| 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
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| AR | Signed into law 01/2004 | P-12 | Relates to the state teacher housing development act; provides for teachers who have demonstrated ability to successfully teach children in a high- priority school district who meet certain criteria; provides housing incentives to encourage high- performance teachers to move to high-priority school districts; provides for a home loan program, adjusted mortgage interest rates and a pilot rental housing program for qualified teachers.Enacted to meet the mandate of the Arkansas Supreme Court in Lake View School District No. 25 v. Huckabee. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1060.pdf
Title: H.B. 1060
Source: Arkansas Legislative Web site
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| AL | Signed into law 06/2003 | P-12 | Directs the State Board of Education to create a program for payments to teachers who agree to teach in underserved areas or subject matter areas where teacher shortages exist; relates to scholarships to students who agree to be certified in subject matter areas where teacher shortages exist; relates to teach in underserved areas areas where teacher shortages exist; contingent on voter approval of constitutional amendment (HB1). http://alisdb.legislature.state.al.us/acas/ACASLogin.asp?SESSION=1027
Title: S.B. 7
Source: Alabama Legislative Web site
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| ME | Signed into law 06/2001 | P-12 | Resolve No. 48., (LD 1802) Provides for legislative review of a chapter of law regarding targeted need certificates, a major substantive rule of the Department of Education.
Title: H.B. 1345
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 05/2001 | P-12 | Deletes the automatic repealer on the State Employer Assisted Housing Loan Program for teachers in critical teacher shortage areas.
Title: S.B. 2181
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 06/2000 | P-12 | Public school teachers who become National Board Certified are eligible for a one-time incentive award of $10,000. To be eligible for this award, a teacher must be teaching K-12 public school students at least 60% time when the award is granted. National Board Certified Teachers who agree to teach in a low-performing school for four years and who meet the criteria for the $10,000 incentive award are also eligible for an additional $20,000. This one-time incentive award of $20,000 will be provided in $5,000 payments for four years. Districts will verify that teachers have completed the school year by July 30 of each summer and funds will then be released to the districts for the teachers.
Title: S.B. 1666
Source: http://info.sen.ca.gov/pub/99-00/bill/sen/sb_1651-1700/sb_1666_bill_20000705_chaptered.html
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