 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Learnfare |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
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| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
| |
| Curriculum--International Education |
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| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
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| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
 | Leadership |
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| PA | Signed into law 06/2012 | P-12 | Section 1123 requires the Secretary of Education--by June 30, 2013--to create a rating tool to measure the performance of professional staff in all districts, intermediate units, area vocational-technical schools, charter schools, and cyber charter schools. Requires the classroom teacher rating tool to give consideration to classroom observation and practice related to student performance. Student performance will comprise 50% of the overall rating and must be based upon multiple measures of student achievement. The principal rating tool must give consideration to planning and preparation, school environment, delivery of service, and professional development. Student performance is to comprise 50% of the overall rating and must be based upon multiple measures of student achievement. The rating tool for non-teaching professionals must give consideration to planning and preparation, school environment, delivery of service, and professional development. Student performance in the building of the nonteaching professional will comprise 20% of the overall rating. Each rating tool must characterize performance as either distinguished, proficient, needs improvement, or failing. Professional employees are to be rated at least annually and temporary professionals at least twice annually.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1901&pn=3885
Title: H.B. 1901 - Section 1123
Source: http://www.legis.state.pa.us
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Permits local school administrative units to transfer funds for school building administration for any purpose not otherwise prohibited by the state board's ABC transfer policy, by submitting an ABC Transfer Form to the department of public instruction. For funds related to principal positions, requires that the salary transferred be based on the first step of the principal III salary schedule. Requires that, for funds related to assistant principal months of employment, the salary transferred must be based on the first step of the assistant principal salary schedule. Prohibits a local school administrative unit from converting certified position allotments to dollars in order to hire the same type of position. Page 52 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Transferring Funds for School Building Administration
Source: www.ncleg.net
| |
| NV | Signed into law 06/2011 | P-12 | Makes requirements imposed by statute on school districts and public schools to adopt a pilot program to provide a program of small learning communities in certain middle schools, junior high schools and high schools; extending the effective date for the implementation of academic plans for pupils enrolled in middle school or junior high school; and providing other matters properly relating thereto.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB365_EN.pdf
Title: S.B. 365
Source: http://www.leg.state.nv.us
| |
| TN | Signed into law 05/2011 | P-12 | Requires notice of termination of director of schools to comply with same requirements as notice of extension of a director's contract. Prohibits school boards from extending the contract of a director of schools without giving notice of the intent to do so at least 15 calendar days prior to the scheduled meeting at which action shall be taken. Further, except in cases concerning
allegations of criminal or professional misconduct, no school board shall terminate the contract or remove a director of schools from office without giving notice at least 15 calendar days prior to the scheduled meeting at which action shall be taken. The proposed action shall be published as a specific, clearly stated item on the agenda for the meeting. Such item, for the convenience of the public
attending the meeting, shall be the first item on the agenda; requires termination of contract of director of schools to be first item on the agenda of the board meeting at which such action is to be considered.
http://www.capitol.tn.gov/Bills/107/Bill/SB0717.pdf
Title: S.B. 717
Source: http://www.capitol.tn.gov
| |
| GA | Adopted 03/2011 | P-12 | Strongly encourages the development of performance-based coaching programs that are designed for principals and district administrators to impact school-wide improvement by developing the organizational culture and the capacity of other educators to improve teaching and learning; and for other purposes.
Title: H.R. 491
Source: Westlaw/StateNet
| |
| MI | Signed into law 03/2011 | P-12 | Provides that if a school included on the list of lowest-achieving 5% of public schools was operated by a district in which an emergency manager was in place under the Local Government and School District Fiscal Accountability Act, the Superintendent of Public Instruction could not place that school under the supervision of the State School Reform/Redesign Officer.
http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0008.htm
Title: S.B. 157
Source: http://www.legislature.mi.gov
| |
| IL | Signed into law 07/2010 | P-12 | Provides that one of the paths by which an administrative certificate recipient may also earn the chief school business official endorsement is if, in addition to the standing requirement of a master's degree in business administration, finance or accounting, the recipient completes 6 semester hours of internship in school business management. Provides that one of the paths by which the superintendent endorsement may be attached to the administrative certificate is if the individual has two years' experience as a chief school business official while meeting other qualifications. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2537lv.pdf
Title: S.B. 2537
Source: www.ilga.gov
| |
| AL | Signed into law 03/2010 | P-12
Postsec.
Community College | Amends Sections 16-4-1.1 and 16-60-111.1. Requires the state board to post a vacancy notice for the position of state superintendent of education or chancellor on the Internet. Requires vacancy notice for chancellor's position to be additionally posted at each postsecondary campus and worksite, including all state and local board of education offices, at least 30 calendar days before the position is to be filled. Requires vacancy notice for the position of chancellor to include specified information (same information as on vacancy notice for state superintendent position). Permits state board to temporarily fill the state superintendent or chancellor's position for two 6-month periods. Adds provision that chancellor's position must be filled within 180 days after vacancy occurs .
Amends Sections 16-9-11 and Section 16-12-1. Requires local (county or city) board of education to fill a superintendent position in 120 days. Adds provision requiring notice of a local superintendent vacancy to be posted at each school campus and worksite at least 30 calendar days before the position is to be filled, and to remain posted until the position is filled. Requires notice to include specified information. Prohibits the local board from filling the position during the required posting period. Adds provision that violation of the notice requirements in this section will void any related employment action taken by the board.
Amends Section 16-60-111.9 relating to chief executive officer of any two-year school or college and CEOs of specified specialty schools in the state. Requires vacancy notice for such CEO position to be posted on the Internet. Clarifies that a vacancy in the position of executive officer may be filled by the board within more than 120 days after such vacancy occurs in the case of a financial emergency.
Title: H.B. 79
Source: www.lexis.com
| |
| IA | Signed into law 03/2010 | P-12 | Directs the state board to set standards and procedures for the approval of training programs for individuals who seek an authorization issued by the Board of Educational Examiners for employment as school business officials responsible for the financial operations of school districts; requires the Board of Educational Examiners to adopt rules for the issuance of a school business official authorization to an individual who successfully completes a program that meets the board's standards.
http://coolice.legis.state.ia.us/linc/HF2461_Enrolled.pdf
Title: H.B. 2461
Source: http://coolice.legis.state.ia.us
| |
| NM | Signed into law 03/2010 | P-12
Postsec. | Creates the School Leadership Institute to provide a comprehensive and cohesive framework for preparing, mentoring and providing professional development for principals and other public school leaders; provides for licensure preparation for aspiring principals, mentoring for new principals and other public school leaders, intensive support for principals at schools in need of improvement, professional development for aspiring superintendents and mentoring for new superintendents.
http://nmlegis.gov/Sessions/10%20Regular/final/SB0085.pdf
Title: S.B. 85
Source: http://nmlegis.gov/
| |
| IL | Signed into law 01/2010 | P-12 | Provides that alternative certification programs may be provided by various types of qualified providers, including institutions of higher education. Provides that any and all programs must be approved by the state board. Changes provisions concerning the alternative certification of teachers, nonprofit entities, alternative math and science certification and the route to teacher and administrative certification, including National Board Certified Teachers. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0862.pdf
Title: S.B. 616
Source: www.ilga.gov
| |
| IL | Signed into law 01/2010 | P-12 | Amends 105 ILCS 5/2-3.25g. After effective date, bars districts, joint agreements of districts or regional superintendents from seeking a waiver or modification of a mandate requiring (i) student performance
data to be a significant factor in teacher or principal evaluations or (ii) teachers and principals to be rated using the categories of "excellent", "proficient", "needs improvement" or "unsatisfactory". Requires any previously authorized waiver or modification from such requirements to terminate.
Creates new 105 ILCS 5/24A-2.5. Defines "evaluator" to include an adminstrator or other qualified individuals. Allows Chicago district to require department chairs to evaluate teachers in their department(s), provided the district bargains with its teacher bargaining representative over the impact of such a requirement on department chairs. Defines "implementation date" : (1) for Chicago, as at least 300 schools by September 2012 and the remaining schools by September 2013; (2) for other districts receiving a Race to the Top grant or School Improvement [under ESEA/NCLB] grant, as the date specified in those grants for implementing a teacher and principal evaluation system incorporating student growth; (3) for the lowest performing 20% of districts outside Chicago (to be determined by state superintendent), September 2015; (4) for all other districts outside Chicago, September 2016.
Amends 105 ILCS 5/24A-3. Requires evaluators to participate in inservice training on evaluating certified personnel before performing any evaluation, and at least once during each certificate renewal cycle. Requires any evaluator performing an evaluation after September 1, 2012 to first complete a state board-approved prequalification program. Requires that the program include rigorous training and an independent observer's determination that the evaluator's ratings properly align to state board-established requirements.
Amends 105 ILCS 5/24A-4. Directs every district, by its applicable implementation date, in good faith cooperation with its teachers or teachers' exclusive bargaining representatives, to incorporate student growth data/indicators as a significant factor in teacher performance ratings and its evaluation plan for all teachers. Specifies criteria that each district's evaluation plan must meet, including among others the criteria other than student growth that will be used in evaluating the teacher, and the weight that each will have. Describes a joint committee, composed equally of district- and teacher- (or collective bargaining unit-) selected representation, that each district must use to incorporate the use of student growth data in rating teacher performance into the evaluation plan. Provides that if a joint committee does not reach agreement on the plan within 180 days of the committee's first meeting, the district must implement the model evaluation plan set forth in Section 24A-7; provides that if Chicago's joint committee does not reach agreement on the plan within 90 days of the committee's first meeting, the district will not be required to implement any aspect of the model evaluation plan and may implement its last best proposal.
Amends 24A-5. By September 2012, requires each district to establish a teacher evaluation plan that ensures evaluations at least once every school year for each teacher not in contractual continued service, and at least every two school years for each teacher in contractual continued service [i.e., untenured and tenured teachers]. Requires that any teacher in contractual continued service who receives a "needs improvement" or "unsatisfactory" performance rating be evaluated at least once in the school year following the receipt of such rating. Specifies that nothing bars a principal from evaluating any teachers within a school during
his or her first year as principal of such school. Identifies performance ratings (terms) that must be applied to teachers in contractual continued service before and after September 2012. Within 30 days of completion of an evaluation rating a teacher in contractual continued service as "needs improvement", requires the evaluator, in consultation with the teacher, to develop a professional development plan, directed
to the areas that need improvement and any supports that the district will provide to address the areas needing improvement. Requires that a teacher in contractual continued service who receives an "unsatisfactory" evaluation rating participate in a remediation plan, including 90 days of in-classroom remediation, unless an applicable collective bargaining agreement provides for a shorter duration. Requires the evaluator to conduct a mid-point and final evaluation during and at the end of the remediation period. Specifies that nothing in statute prohibits the dismissal or non-renewal of teachers not in contractual continued service
for any reason not prohibited by applicable employment, labor and civil rights laws.
Amends 24A-7. Directs the state board to adopt rules:
(1) Relating to the methods for measuring student growth (including, but not limited to, limitations on the age of useable data; the amount of data needed to reliably and validly measure growth for the purpose of teacher and principal evaluations; and whether and at what time annual state assessments may be used as one of multiple measures of student growth)
(2) Defining the term "significant factor" for purposes of including consideration of student growth in performance ratings
(3) Controlling for such factors as student characteristics (including students receiving special education and English Language Learner services), student attendance, and student mobility to best measure the impact that a teacher, principal, school and district have on students' academic achievement
(4) Establishing minimum requirements for district teacher and principal evaluation instruments and procedures
(5) Establishing a model evaluation plan for use by districts, in which student growth must comprise 50% of the performance rating.
Specifies that the rules may not preclude the Chicago district from using an annual state assessment as the sole measure of student growth for purposes of teacher or principal evaluations. Requires that the rules be developed through collaboration with a Performance Evaluation Advisory Council, whose members must be selected by the state superintendent and include representatives of teacher unions and school district
management, persons with expertise in performance evaluation processes and systems, as well as other stakeholders. Requires that the council meet at least quarterly until June 30, 2017.
Creates new 105 ILCS 5/24A-7.1. Prohibits disclosure of public school teacher, principal and superintendent performance evaluations.
Amends 105 ILCS 5/24A-15. Provides that, effective September 2012, each district's principal evaluation plan must rate the principal's performance as "excellent", "proficient", "needs improvement" or "unsatisfactory", and must ensure every principal is evaluated at least once every school year. Repeals provision requiring that principal evaluations align with the Illinois Professional Standards for
School Leaders or research-based district standards; replaces with provision that principal evaluations align with research-based standards established by administrative rule. Effective September 2012, requires principal evaluations to provide for the use of data and indicators on student growth as a significant factor in rating performance.
Adds new 105 ILCS 5/24A-20. Directs the state board, with the Performance Evaluation Advisory Council, to develop and implement the following data collection and evaluation assessment and support systems:
(1) A system to annually collect and publish data by district and school on teacher and administrator performance evaluation outcomes
(2) Both a teacher and principal model evaluation template that allow customization by districts that does not conflict with statutory requirements
(3) An evaluator pre-qualification program based on the model teacher evaluation template
(4) An evaluator training program based on the model teacher evaluation template
(5) A superintendent training program based on the model principal evaluation template
(6) One or more instruments to provide feedback to principals on the school's instructional environment
(7) A state board-provided or -approved technical assistance system that supports districts in the development and implementation of teacher and principal evaluation systems
(8) Web-based systems and tools supporting implementation of the model templates and the evaluator pre-qualification and training programs
(9) A process for measuring and reporting correlations between local principal and teacher evaluations and (A) student growth in tested grades and subjects and (B) teacher retention rates
(10) A process for assessing whether district evaluation systems developed pursuant to this Act and that consider student growth as a significant factor in teacher and principal performance ratings are valid and reliable, contribute to the development of staff, and improve student achievement outcomes. By September 2014, requires that a research-based study be issued (a) assessing such systems for validity and reliability, contribution to the development of staff, and improvement of student performance and (b) recommending, based on the results of this study, any changes that need to be incorporated into teacher and principal evaluation systems that consider student growth as a significant factor in the rating performance.
Specifies that these data collection and support systems must be developed by September 30, 2011 if Illinois receives a Race to the Top grant, and by September 30, 2012 if the state does not receive a Race to the Top grant. Adds that aforementioned items (3) and (4) (evaluator pre-qualification program and evaluator training program, both based on the model teacher evaluation template) must be developed by September 30, 2011, regardless of whether the state is awarded a Race to the Top grant. Also directs the state board (by September 2011 if the state does receive and by September 2012 if the state does not receive a Race to the Top grant) to execute or contract for the execution of the assessment in aforementioned item (10) above to determine whether local evaluation systems developed pursuant to this Act have been valid and reliable, contributed to the development of staff, and improved student performance.
Requires districts to submit data and information to the state board on teacher and principal performance evaluations and evaluation plans. Requires that such data include: (i) data on the performance rating given to all teachers in contractual continued service, (ii) data on district recommendations to renew or not renew teachers not in contractual continued service, and (iii) data on the performance rating given to all principals. Provides that if the state board does not timely fulfill any of the requirements set forth in Sections 24A-7 and 24A-20, and adequate and sustainable federal, state or other funds are not provided to the state board and districts to meet their responsibilities, the applicable implementation date must be postponed by the number of calendar days equal to those needed by the state board to fulfill such requirements and for the
adequate and sustainable funds to be provided to the state board and districts.
Amends 105 ILCS 5/34-8, regarding duties of the state superintendent. By September 2012, directs the superintendent or his/her designee to develop a written principal evaluation plan that addresses elements identified in 105 ILCS 5/24A-15.
Amends 105 ILCS 5/34-85c. Amends provisions that authorize districts and collective bargaining agents to establish alternative procedures for teacher evaluation, remediation and removal for cause after remediation. Provides that by September 2012, (i) any alternative procedures must include provisions whereby student performance data is a significant factor in teacher evaluation and (ii) teachers are rated as "excellent", "proficient", "needs improvement" or "unsatisfactory". http://www.ilga.gov/legislation/publicacts/96/PDF/096-0861.pdf
Title: S.B. 315
Source: www.ilga.gov
| |
| TN | Signed into law 01/2010 | P-12 | Creates a Teacher Evaluation Advisory Committee (TEAC) composed of 15 members, including the Commissioner of Education, the Executive Director of the State Board of Education, the Chairs of the Education Committees of the Senate and House of Representatives, and 11 other members appointed by the Governor. Requires the TEAC to develop and recommend to the Board guidelines and criteria for annual evaluation of all teachers and principals, including a grievance procedure. Effective no later than July 1, 2011, requires the Board to adopt policies to implement the recommended guidelines and criteria. Annual evaluation of principals shall be based in part on student achievement data. Student achievement data will make up 50% of the evaluation criteria, with 35% on student growth; 15% on other measures of achievement. Authorizes LEAs to develop their own proposed salary schedules, subject to approval by the Commissioner. No salary schedule may reduce the salary of any teacher employed at the time the salary schedule is adopted. Grants any tenured teacher the right to a hearing before an impartial hearing officer selected by the local board of education prior to termination.
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A
Source: http://www.capitol.tn.gov
| |
| TX | Partial Rule Adoption 10/2009 | P-12 | Amends rules concerning provisions for the issuance and renewal of the principal certificate. Requires a principal or assistant principal employed for the first-time as a campus administrator (including the first time in the state) to participate in a minimum one-year induction period. Provides that mentoring must be an integral part of the induction period. See pages 5-6 of 10: http://www.sos.state.tx.us/texreg/pdf/backview/1016/1016adop.pdf
Title: 19 TAC 7.241.241.1, .5, .10, .15, .20, .25, .30, .35
Source: www.sos.state.tx.us
| |
| IL | Signed into law 08/2009 | P-12 | Amends provisions related to the new principal mentoring program. Provides that principals hired on or after July 1, 2008 may participate in a second year of mentoring through the program if it is determined by the state superintendent of education that sufficient funding exists for such participation. Removes a provision requiring each new principal and mentor to complete a survey of progress. Requires the state superintendent to annually determine whether appropriations are sufficient to operate the program for the coming year, for first-year and then for second-year principals. Directs the state board to select a statewide entity through a competitive application process to receive funds for the master principal designation program. Provides that the "master principal designation program" will also be known as the Illinois Distinguished Principal Leadership Institute. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0737lv.pdf
Title: H.B. 737
Source: www.ilga.gov/legislation
| |
| NY | Signed into law 08/2009 | P-12 | Amends provisions regarding community superintendents in New York City. Clarifies that a community superintendent's delegation of powers or duties is at the community superintendent's sole discretion. Adds that (1) screening committees to appoint supervisory staff and (2) the appointment of principals and supervisory principals must be consistent with the chancellor's recommendations establishing a process that promotes staff and parent involvement in the recruitment, screening, interviewing and recommendation of candidates. Also requires a community superintendent to consult with the school based management team when appointing or rejecting principal and assistant principal candidates. Provides that principal and assistant principal candidates must meet the requirements of the chancellor's regulations, including evaluation of each candidate's record of performance in comparable positions, and that such candidates are subject to the chancellor's power to reject such appointments.
Clarifies that community superintendents have the power and duty to supervise principals in every building in the district. Requires community superintendents' annual evaluations of school principals to include evaluation of a principal's ability to develop an effective shared decisionmaking relationship with the school based management team. Provides the community superintendent must have access to all records he/she deems necessary in performing principal evaluations, and must consider comments in an assessment made by the school based management team.
Amends language relating to a community superintendent's authority to review and approve school-based budgets proposed by the school. Permits the community superintendent to approve a school-based budget proposal only after certifying that it is sufficiently aligned with its school's comprehensive education plan. Directs the community superintendent to prescribe parameters for principals to submit written demonstrations of such alignment, and provisions allowing the school based management team to respond to such justification. Requires the community superintendent to consider a principal's written justification and any response provided by the school based management team before making such certification.
Additionally directs community superintendents to:
(1) Establish a process allowing school based management team members to dispute a principal's decision when team members reach a consensus that the decision is inconsistent with the goals/policies in their school's existing comprehensive educational plan. Requires the community superintendent to provide a written response to the school based management team and principal that includes the information reviewed and basis for the community superintendent's decision regarding such dispute.
(2) Assist parents in accessing information, addressing concerns and responding to complaints that cannot be resolved at the school level. Directs a community superintendent to establish a central office to directly interact with parents, respond to information requests, receive input and comments, assist the community superintendent in resolving complaints in a timely manner, and work to develop a cooperative relationship with parents and the school community.
(3) Hold at least two public forums each school year to report on the district's performance, including progress made toward achieving the district comprehensive educational plan goals; discuss plans for improvement; and receive parental and community comments and concerns. Requires the community superintendent to ensure that notice for the forums is provided to maximize the participation of parents, students and school staff, and is specifically circulated to school based management teams, the community district education council and relevant community boards.
(4) Provide notice of any proposed school closing or significant change in school use, including phase-out, grade reconfiguration, re-siting or co-location of schools to all impacted parents, including information on where to locate a copy of the educational impact statement and the date of any hearing on such school closure or significant change in school use.
Directs the New York City schools chancellor to ensure that community superintendents are assigned to tasks predominantly in their own community districts. Bars assignment of a community superintendent to any task that would impair his/her ability to exercise the powers and duties enumerated in section 2590-e, such as responding to parental concerns, appointing and evaluating principals, approving school budgets, overseeing instruction, providing access to information and assisting in resolving complaints.
http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - Community Superintendents
Source: assembly.state.ny.us
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| IL | Signed into law 07/2009 | P-12 | Allows for a chief school business official endorsement to an administrative certificate if, among other conditions, the certificate holder has 2 years of university-approved practical experience. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0187lv.pdf
Title: S.B. 187
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 07/2009 | P-12 | Requires any individual, with exceptions, who begins serving as a first-time superintendent in the state on or after July 1, 2009 to participate in a mentoring program for his or her first 2 school years as a superintendent. Specifies that superintendent mentor applicants must have demonstrated success as instructional leaders, as determined by the state board by rule, and must complete mentor training. Establishes criteria for a provider to use in assigning a mentor to a new superintendent. Specifies areas of growth that the superintendent and mentor must identify, including:
(1) Analyzing data and applying it to practice
(2) Aligning professional development and instructional programs
(3) Building a professional learning community
(4) Effective school board relations
(5) Facilitating effective meetings
(6) Developing distributive leadership practices
(7) Facilitating organizational change.
Requires each mentor and new superintendent to complete a survey of the new superintendent's progress from January to May each year. Requires the provider to annually report to the state board on how funds were used and provide a qualitative evaluation of the program. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1276lv.pdf
Title: S.B. 1276
Source:
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partly from DOE summary of H.B. 1: Directs the superintendent of public instruction, jointly with the chancellor of the board of regents, to establish metrics and courses of study for postsecondary institutions that prepare educators and other school personnel, and to provide for inspection of those institutions. Transfers responsibility for approving teacher preparation programs from the state board to the chancellor of the board of regents, and expands the requirement to include approval of preparation programs for other school personnel. Directs the chancellor and the state superintendent to jointly (1) establish metrics and educator preparation programs for the preparation of educators and other school personnel, and (2) provide for the inspection of the institutions. Requires that the metrics and educator preparation programs be aligned with the standards and qualifications for educator licenses adopted by the state board by statute and the requirements of the Ohio teacher residency program established under section 3319.223. Also requires the metrics and educator preparation programs to ensure that educators and other school personnel are adequately prepared to use the value-added progress dimension prescribed by section 3302.021.
Directs the chancellor to approve postsecondary institutions that prepare teachers and other school personnel that maintain satisfactory training procedures and records of performance, as determined by the chancellor. Specifies that if the jointly established metrics require a teacher preparation program to to meet an independent accreditation organization's standards, the chancellor must allow institutions to satisfy the standards of either the National Council for Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). Provides the jointly approved metrics and educator preparation programs may require institutions, as a condition of approval, to to make changes to the curricula of its preparation programs for educators and other school personnel. Requires institutions to allocate funds from existing appropriations to make curricular changes. Directs the chancellor to notify the state board of the metrics and educator preparation programs and approved postsecondary institutions. Directs the state board to publish the metrics, educator preparation programs, and approved institutions with the standards and qualifications for each type of educator license.
Transfers responsibility for reporting on the quality of teacher preparation institutions from the state board of education to the chancellor of the Ohio board of regents, in collaboration with the state board of education.
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1017-1018, 1020-1021, 1438-1440 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.12, 3301.42, 3333.048 and 3333.048
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | **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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| ME | Signed into law 06/2009 | P-12 | Requires the Department of Education to review models for performance-based pay and bonuses for teachers, principals and superintendents and to adopt rules authorizing school administrative units to use a performance-based pay model for the remuneration of teachers beginning in school year 2010.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/SP045801.pdf
Title: S.B. 458
Source: http://www.mainelegislature.org/
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| TX | Signed into law 06/2009 | P-12 | Clarifies requirement for mandatory participation in the School Leadership Pilot Program for Principals. Specifies that only a principal who was employed as a principal at a campus rated academically unacceptable the previous school year must participate in the program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB04435F.pdf
Title: H.B. 4435
Source: www.legis.state.tx.us
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| AL | Signed into law 05/2009 | P-12 | Directs the School Superintendents of Alabama to administer a professional development program for school superintendents of education. Requires the program to draw guidance from the National Staff Development Council definition of "professional development." Also requires newly elected or appointed superintendents to participate in the School Superintendents of Alabama's Mentor and Executive Coaching Program, a free training program for new superintendents serving in member school systems. Provides that each new superintendent must be assigned an executive coach, an experienced superintendent who must make at least eight contacts during the first year. Also requires quarterly meetings between the superintendent and coach to be held to provide information on specified areas of professional growth.
Title: S.B. 262
Source: www.lexis.com
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| GA | Signed into law 05/2009 | P-12 | This section of H.B. 251 prohibits any person from being eligible to be appointed, employed, or to serve as superintendent of schools of any county or independent school system who has an immediate family member sitting on the local board of education for such school system or who has an immediate family member hired as or promoted to a principal, assistant principal, or system administrative staff on or after July 1, 2009, by that school system.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb251.pdf
Title: H.B. 251- Section Affecting Superintendent Selection
Source: www.legis.state.ga.us
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| AL | Adopted 04/2009 | P-12 | Repeals and rewrites rules regarding leadership development. Includes references to both the Alabama Definition of Professional Development and the Alabama Standards for Professional Development. Introduces the Office of Leadership Development, outlines the responsibilities of the office, defines what is meant by Instructional Leader and provides an overview of the requirements for professional development of instructional leaders.
Title: 290-4-3
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/2009 | P-12 | Allows a superintendent's employment contract with a school district to be terminated for cause and without the district having any further financial obligation to the superintendent if the district has been placed on fiscal distress by the Department of Education because of commitments made by the superintendent of which the board of directors had no knowledge or a misrepresentation made by the superintendent concerning district finances that the board relied upon to the detriment of the district.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1203.pdf
Title: S.B. 345
Source: http://www.arkleg.state.ar.us
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| RI | Adopted 03/2009 | P-12 | Establishes the standards for educational leadership in Rhode Island to provide an outline of the knowledge, skills and dispositions for educators who assume leadership responsibilities in elementary, middle and secondary schools. http://www2.sec.state.ri.us/dar/regdocs/released/pdf/DESE/5576.pdf
Title: Standards for Educational Leadership
Source: http://www2.sec.state.ri.us
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| IA | Adopted 10/2008 | P-12 | Adds requirements for a professional administrative license (five year). In addition to meeting requirements for the initial license, an administrator must successfully meet each standard.
(1) Shared vision. An educational leader promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the school community. The administrator:
1. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context
of student achievement and instructional programs.
2. Uses research and best practices in improving the educational program.
3. Articulates and promotes high expectations for teaching and learning.
4. Aligns and implements the educational programs, plans, actions, and resources with the district's
vision and goals.
5. Provides leadership for major initiatives and change efforts.
6. Communicates effectively to various stakeholders regarding progress with school improvement plan
goals.
(2) Culture of learning. An educational leader promotes the success of all students by advocating,
nurturing and sustaining a school culture and instructional program conducive to student learning and staff
professional development. The administrator:
1. Provides leadership for assessing, developing and improving climate and culture.
2. Systematically and fairly recognizes and celebrates accomplishments of staff and students.
3. Provides leadership, encouragement, opportunities and structure for staff to continually design more
effective teaching and learning experiences for all students.
4. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
5. Evaluates staff and provides ongoing coaching for improvement.
6. Ensures that staff members have professional development that directly enhances their performance
and improves student learning.
7. Uses current research and theory about effective schools and leadership to develop and revise the
administrator's professional growth plan.
8. Promotes collaboration with all stakeholders.
9. Is easily accessible and approachable to all stakeholders.
10. Is highly visible and engaged in the school community.
11. Articulates the desired school culture and shows evidence about how it is reinforced.
(3) Management. An educational leader promotes the success of all students by ensuring management
of the organization, operations and resources for a safe, efficient and effective learning environment. The
administrator:
1. Complies with state and federal mandates and local board policies.
2. Recruits, selects, inducts, and retains staff to support quality instruction.
3. Addresses current and potential issues in a timely manner.
4. Manages fiscal and physical resources responsibly, efficiently, and effectively.
5. Protects instructional time by designing and managing operational procedures to maximize learning.
6. Communicates effectively with both internal and external audiences about the operations of the
school.
(4) Family and community. An educational leader promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and needs, and mobilizing
community resources. The administrator:
1. Engages family and community by promoting shared responsibility for student learning and support
of the education system.
2. Promotes and supports a structure for family and community involvement in the education system.
3. Facilitates the connections of students and families to the health and social services that support a
focus on learning. 4. Collaboratively establishes a culture that welcomes and honors families and community and seeks
ways to engage them in student learning.
(5) Ethics. An educational leader promotes the success of all students by acting with integrity and fairness
and in an ethical manner. The administrator:
1. Demonstrates ethical and professional behavior.
2. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
3. Fosters and maintains caring professional relationships with staff.
4. Demonstrates appreciation for and sensitivity to diversity in the school community.
5. Is respectful of divergent opinions.
(6) Societal context. An educational leader promotes the success of all students by understanding the
profile of the community and, responding to and influencing the larger political, social, economic, legal and
cultural context. The administrator:
1. Collaborates with service providers and other decision makers to improve teaching and learning.
2. Advocates for the welfare of all members of the learning community.
3. Designs and implements appropriate strategies to reach desired goals; and
c. Shows evidence of successful completion of a mentoring and induction program as determined
by a comprehensive evaluation of the standards in paragraph 14.114(2)"b" and one of year successful
administrative experience. In lieu of completion of an Iowa state-approved mentoring and induction
program, the applicant must provide evidence of two years' successful administrative experience in an Iowa
nonpublic school or two years' successful administrative experience in an out-of-state K-12 educational
setting.
http://www.legis.state.ia.us/aspx/BulletinSupplement/getLincDoc.aspx?docType=bulletin&docFormat=pdf&pubDate=07-16-2008
Title: IAC 282-14.114(272), 14.114(1), 14.114(2)
Source: http://www.legis.state.ia.us/aspx/BulletinSupplement
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| KY | Adopted 10/2008 | P-12 | Amends school principal certification requirements. Deletes pre-existing prerequisites. States that new prerequisites include:
(1) a master's degree
(2) at least 3 years of documented teaching experience
(3) a written statement of the candidate's knowledge and skills regarding ability to improve student achievement; leadership; and advanced knowledge of curriculum, instruction, and assessment
(4) An agreement from a school district pledging support that includes opportunities for the candidate to participate in a high quality practicum experience. The practicum must include specified components.
Adds section regarding principal preparation programs. Provides that all principal preparation programs approved or accredited by the education professional standards board prior to May 31, 2009 shall no longer be approved or accredited as of December 31, 2011, and must cease admitting new candidates after December 31, 2011. Permits an institution with a principal preparation program approved by the education professional standards board before May 31, 2009 to submit a redesigned program for approval beginning May 31, 2009. Allows an institution's redesigned principal preparation program to become operational beginning January 1, 2010, if the institution submits a redesigned principal preparation program for review and receives approval of the redesigned program from the education professional standards board. Directs the education professional standards board to appoint a principal preparation program redesign review committee to conduct reviews of redesigned principal preparation programs submitted for approval between May 31, 2009 and December 31, 2012.
Beginning May 31, 2009, in addition to the requirements established in 16 KAR 5:010, Section 22, directs the educator preparation unit to prepare and submit to the education professional standards board for each principal preparation program for which the institution is seeking approval a concise description of the preparation program. The description must provide the following information:
(1) Signed collaborative agreements with school districts that include joint screening of principal candidates by both district and university; joint identification of potential program leaders and mentors; district and university codesign and codelivery of courses; and the manner in which the principal preparation program is based on the identified leadership needs of each district.
(2) The protocol for screening applicants that ensures the identification and admission of high quality candidates into the program
(3) A matrix that illustrates the alignment between specified standards and performance indicators and the program's curriculum and field experiences
(4) A syllabus for each of the program's required courses
(5) The program's plan to collaborate with academic disciplines and programs outside of the field of education in order to supplement the candidate's knowledge and skills set
(6) The program's plan to collaborate with each district in providing high quality field experiences that enhance courses throughout the entire program; ensure that the candidate has a continuum of school-based experiences that range from observing, to participating, to leading; and expose the candidate to diverse student populations and school environments.
(7) The program's plan to use rigorous formative and summative evaluations of each candidate's knowledge and skills to advocate, nurture, and sustain a school culture that promotes and supports high levels of learning for all students; and knowledge and skills to manage a school for efficiency, accountability, and safety
(8) The program's plan to require all candidates to conduct a capstone project and defend it to a panel of program faculty and practicing school administrators at the end of Level I preparation.
http://www.lrc.ky.gov/kar/016/003/050.htm
Title: 16 KAR 3:050
Source: www.lexis.com
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| NJ | Signed into law 10/2008 | P-12 | Eliminates one-year notice that a school district is required to give superintendent of schools if the district determines not to reappoint.
http://www.njleg.state.nj.us/2008/Bills/A1500/1113_R1.PDF
Title: A.B. 1113
Source: http://www.njleg.state.nj.us/
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| AK | Adopted 08/2008 | P-12 | Allows special service providers who hold a Type C certificate to be eligible for a Type F certificate with an endorsement as a special education administrator. Allows all holders of Type C special service certificates to be eligible for a Type B administrator certificate.
Title: 4 AAC 12.345, .346, .350
Source: http://touchngo.com/lglcntr/akstats/AAC/Title12.htm
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| MA | Signed into law 08/2008 | P-12 | Relates to defining school principal's contracts; provides for school principals entering into individual employment contracts with their employing districts; provides that subsequent contracts shall be treated as a school principal entering into his second contract period and shall be subject to all further applicable terms and conditions; requires notification of nonrenewal.
http://www.mass.gov/legis/bills/senate/185/st00/st00273.htm
Title: S.B. 273
Source: http://www.mass.gov/
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| NY | Signed into law 08/2008 | P-12 | Requires that each certified school administrator or supervisor assigned on or after September 2, 2009 to be a special education administrator be provided with enhanced training in the needs of autistic children. Requires individuals serving as special education administrators to complete such training by September 2, 2009. Provides that such training may be included in the professional development provided by the school district or board of cooperative education services to such administrators and supervisors. http://assembly.state.ny.us/leg/?bn=S08497&sh=t
Title: S.B. 8497
Source: assembly.state.ny.us
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| SD | Adopted 08/2008 | P-12 | Amends Career/Technical Education rules to improve the accountability system. Amends Early Intervention Program rules for clarification, eligibility changes and rate changes. Amends Accreditation and School Improvement rules regarding certification of non- certified administrators. SOUTH DAKOTA 4400
http://legis.state.sd.us/rules/RulesList.aspx
Title: 24:10:42:24; 24:43:13:01; 24:43:13:02
Source: http://legis.state.sd.us
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| NY | Signed into law 07/2008 | P-12 | Requires the commissioner of education to revoke and annul the certificates of school administrators or supervisors for the conviction of felony defrauding of the government. http://assembly.state.ny.us/leg/?bn=S08554&sh=t
Title: S.B. 8554
Source: Lexis-Nexis/StateNet
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| WA | Adopted 07/2008 | P-12 | Amends rules relating to standards for teacher, administrator, and educational staff associate certification. WASHINGTON 28062
http://apps.leg.wa.gov/WAC/default.aspx?cite=181-79A-211
Title: WAC 181-79A-211, -250
Source: http://apps.leg.wa.gov
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| LA | Signed into law 06/2008 | P-12 | Makes provisions relative to certain duties of a local public school superintendent, including but not limited to serving as school board secretary, applicable to Orleans Parish by removing certain exceptions, prohibitions and alternative requirements. http://www.legis.state.la.us/billdata/streamdocument.asp?did=495038
Title: H.B. 306
Source: www.legis.state.la.us
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| CO | Signed into law 05/2008 | P-12 | Creates the school leadership academy program within the Department of Education to provide comprehensive leadership and professional training to qualified persons for leadership positions in public schools.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/25D79DF401A3DB02872574100080921A?open&file=1386_enr.pdf
Title: H.B. 1386
Source: http://www.leg.state.co.us/
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| TN | Signed into law 05/2008 | P-12 | No school board may extend the contract of a director of schools without giving notice of intent to do so at least fifteen (15) calendar days prior to the scheduled meeting at which action will be taken, giving notice as required, and including such proposed action as a specific, clearly stated item on the agenda for the meeting. Such item, for the convenience of the public attending such meeting, shall be the first item on the agenda.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB2155.pdf
Title: S.B. 2155
Source: http://www.legislature.state.tn.us
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| MS | Signed into law 04/2008 | P-12 | Provides that the appointed or elected superintendent of education in an underperforming school district for a specified number of consecutive school years shall be removed from office by the school board at the end of the school year. Provides for the appointment of a new superintendent in the manner provided by law. Provides that an elected superintendent in an underperforming school district who is removed from office shall not be eligible to seek reelection for a certain time period.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2100-2199/SB2149SG.pdf
Title: S.B. 2149
Source: http://billstatus.ls.state.ms.us/
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| CO | Signed into law 03/2008 | P-12 | Allows department of education to issue a military spouse interim authorization that allows to employ a person who is certified or licenced, or eligible for certificatiuon, as a teacher, special services provider, principal or administrator in another state and who has not completed professional competencies requirements. This person must be a military spouse.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/21D43C766B159EC3872573680053EECB?open&file=1162_enr.pdf
Title: H.B. 1162
Source: http://www.leg.state.co.us/
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| MS | Signed into law 03/2008 | P-12 | Relates to local school board members; increases the annual training requirements for local school board members in districts with failing schools or in districts where serious financial conditions exist; requires annual certification of such training.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2400-2499/SB2416SG.pdf
Title: S.B. 2416
Source: http://billstatus.ls.state.ms.us
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| TN | Signed into law 03/2008 | P-12 | Requires local school boards to give the director of schools 10 days notice prior to a meeting about a director's termination, suspension, or contract extension.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3284.pdf
Title: S.B. 3284
Source: http://www.legislature.state.tn.us
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| IA | Adopted 02/2008 | P-12 | Implements changes made to the Student Achievement and Teacher Quality program and the Beginning Administration Mentoring and Induction program. Adds standards and criteria by which AEA staff who meet the definition of teacher should be evaluated. Adds a new division of rules with specific standards applicable to administrators and administrator quality programs, including mentoring and induction for administrators, standards and criteria by which to evaluate administrators, and professional development of administrators. With respect to a beginning administrator, "comprehensive evaluation" means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with Iowa Code section 284A.3 for purposes of determining a beginning administrator's level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Acts, chapter 108, section 2.An administrator mentor must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,4673/
Title: IAC 281-12.7(256,284,284A), 12.7(1), 12.7(2), 72.9(1), 281-Chapter83, 281-83.1(284,284A), 281- 83.2(284,248A), 281-83.3(284), 83.3(1) through,83.3(4), 281-83.4(284),
Source: http://www.iowa.gov
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| OH | Adopted 02/2008 | P-12 | Rescinded old rules and adopted new rules regarding requirements for performance- based licensure for administrators. A beginning principal must be able to demonstrate success in each of the five areas described in this rule: 1) continuous improvement; 2) instruction; 3) School operations, resources, and learning environment; collaboration; parents and community engagement.
http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-09_PH_FF_N_RU_20080212_1409.pdf
Title: OAC 3301-24-09
Source: http://www.registerofohio.state.oh.us
| |
| OR | Adopted 01/2008 | P-12 | Establishes requirements for teacher and administrator mentoring programs. OREGON 29089
Title: OAR 581-020-0085, -0090
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2007 | P-12
Postsec.
Community College | Amends the Whistleblower Act. Provides that an "employer" as defined in the act includes:
(1) A political subdivision of the state
(2) A unit of local government
(3) A school district, combination of school districts, or governing body of a joint agreement of any type formed by two or more school districts
(4) A community college district, state college or university, or any state agency whose major function is providing educational services
(5) Any authority including a department, division, bureau, board, commission, or other agency of these entities
(6) Any person acting within the scope of his or her authority on behalf of those entities in dealing with its employees.
Deletes an exemption for government entities. Prohibits retaliation. Adds to list of false claims for which a person is liable for penalties.
http://www.ilga.gov/legislation/95/HB/PDF/09500HB0742lv.pdf
Title: H.B. 742
Source: /www.ilga.gov/legislation
| |
| NJ | Adopted 08/2007 | P-12 | Amends rules pertaining to professional licensure and standards. Strengthens the State licensure system based on professional standards for pre-service preparation, certification and professional development. Increases selected licensing fees. Establishes new professional development standards for teachers and new study, experience and internship requirements for the school administrator and principal endorsements. Provides additional out- of-state reciprocity for administrator and educational services certificates and establishes a new school orientation and mobility educational services endorsement.
http://www.njleg.state.nj.us/
Title: NJAC 6A:9
Source: http://www.njleg.state.nj.us/
| |
| IL | Adopted 07/2007 | P-12 | Directs the state board of education, the board of higher education, and the office of the governor to jointly appoint a task force to recommend a sequence of strategic steps to implement improvements in school leadership preparation in the state. Directs the task force to file a report of its findings with the general assembly, the office of the governor, the state board of education, and the board of higher education on or before February 1, 2008. http://www.ilga.gov/legislation/95/HJR/PDF/09500HJ0066lv.pdf
Title: H.J.R. 66
Source: www.ilga.gov/legislation
| |
| LA | Adopted 07/2007 | P-12 | Creates the Educational Leader Standards guide to identify the knowledge, skills, performances and dispositions of effective educational leaders. Pages 1-5 of http://www.doa.louisiana.gov/osr/reg/0707/0707RUL.pdf
Title: LAC 28:CXXXVII.Chapters 1-5
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 07/2007 | P-12
Postsec.
Community College | Directs the State Board of Education to adopt new standards for school administrator preparation programs offered by institutions of higher education.
http://www.ncga.state.nc.us/Sessions/2007/Bills/House/HTML/H536v2.html
Title: H.B. 536
Source: http://www.ncga.state.nc.us
| |
| PA | Signed into law 07/2007 | P-12 | Section 3 is amended to require that any superintendent candidate has completed a program that included the Pennsylvania leadership standards or an equivalent program. Also requires the completion of an induction program of not more than 36 hours in any one year or a totle of 108 hours over the course of the program. Another section is amended to require continuing professional education for school or system leaders. Requires the state department to design and offer continuing professional education at no cost and to approve other provides to offer induction and professional education programs (and to annually publish a list of approved providers.) Establishes the Pennsylvania School Leadership Standards. havhttp://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2007&sessInd=0&billBody=H&billTyp=B&billNbr=0842&pn=2347
Title: H.B. 842, Sections on Leadership
Source: http://www.legis.state.pa.us
| |
| ME | Adopted 06/2007 | P-12 | Amends rules relating to the qualifying examinations for teachers, education specialists and administrators. MAINE 8619
http://www.maine.gov/sos/cec/rules/05/071/071c013.doc
Title: 05-071-13
Source: Maine Board of Ed.
| |
| OR | Signed into law 06/2007 | P-12 | Prohibits a school or education service district or a public charter school from entering into a contract with an administrator that obligates district or school to compensate the administrator for work not performed; defines administrator; establishes conditions under which a district or school may provide health benefits to administrator who is no longer employed; establishes conditions regarding the purchase or use of district or school property by an administrator after termination of contract. Allows a school district, education service district or public charter school to provide health benefits for an administrator who is no longer employed by the district or school until the administrator:
(a) Reaches 65 years of age; or
(b) Finds new employment that provides health benefits.
For a period of one year after the termination of the contract between an administrator and a school district, education service district or public charter school, the administrator
may not: (a) Purchase property or surplus property owned by the district or school; or (b) Use property owned by the district or school in a manner other than the manner permitted for the general public in a school district or education service district or at a public charter school.
http://www.leg.state.or.us/07reg/measpdf/sb0300.dir/sb0384.en.pdf
Title: S.B. 384
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2007 | P-12 | Modifies the beginning teacher and administrator mentoring program; adds to the qualifications and specifies training for mentors; increases the amount of grants-in-aid per teacher or administrator that a school district may receive; allows the Department of Education to accept contributions for purposes of program evaluation; limits the amount the department may spend on evaluation.
Title: H.B. 2574
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2007 | P-12 | Requires the State Board of Education (board) to create the Employers for Education Excellence Award, to encourage businesses to implement policies that allow their employees to attend parent-teacher conferences, volunteer at schools, and participate in mentoring programs.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01433F.pdf
Title: S.B. 1433
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2007 | P-12 | Clarifies the precise roles and relationship between boards and superintendents. Provides the major responsibilities of a board in a way that parallels the major responsibilities of a superintendent.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02563F.pdf
Title: H.B. 2563
Source: http://www.legis.state.tx.us
| |
| GA | Signed into law 05/2007 | P-12 | Authorizes local districts to hire school administrative managers in lieu of or in addition to assistant principals. Provides that such school administrative managers are not required to be certificated by the professional standards commission but must meet local board qualifications. Provides that the duties of school administrative managers are to manage the school's financial and business affairs, while the principal must retain authority over curriculum and instruction. Directs a local board considering hiring or utilizing school administrative managers to consider recommendations by the school council as to whether or not to utilize such position and as to selection of the manager.
Provides that in terms of compensation, school administrative managers must be treated the same as assistant principals.
http://www.legis.state.ga.us/legis/2007_08/pdf/sb72.pdf
Title: S.B. 72 (Section 2)
Source: www.legis.state.ga.us
| |
| IA | Signed into law 05/2007 | P-12 | Allocates $173,943,894 -- $69,600,000 above FY07. Includes $20 million for professional development; $250,000 for new administrator mentoring and induction; $1.8 Million for Teacher Development Academy expansion; $4.4 million for teacher mentoring and induction programs; $1 million for Career Ladder/Pay for Performance Pilot Planning Grants; $3.3 million for market pay factor. Ends the National Board Teacher stipend program effective December 31, 2007. Those awardees in the program prior to that time will continue to receive their stipend until complete. Imcreases minimum salary thresholds by $1,000. http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,3561/
Title: S.F. 277 - funding provisions
Source: Iowa State Department of Education
| |
| OK | Signed into law 05/2007 | P-12 | Revises qualifications necessary for district superintendents. The certification requirements for a superintendent of schools not alternatively certified under subsection D of this section are required to include not less than: 1. Certification as a school principal or completion of the certification requirements for a school principal; 2. Completion of a program in education administration approved by the Oklahoma Commission for Teacher Preparation with an emphasis on district-level leadership skills, and which shall include the following competencies: instructional leadership, organizational leadership, including education finance, education law, and risk management, collaborative and community leadership, and ethical leadership;
3. Any other professional education and requirements as may be fixed by the state board; 4. A passing score on the subject area competency examination required; and
5. A minimum of two (2) years of administrative experience in public or private schools accredited by the board.
Makes revisions to alternative certification for administrators.
http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB1477_ENR.RTF
Title: H.B. 1477
Source: http://webserver1.lsb.state.ok.us
| |
| NM | Signed into law 04/2007 | P-12
Postsec. | Changes the calculation for minimum salaries of school principals and assistant school principals.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0035.pdf
Title: H.B. 35
Source: http://legis.state.nm.us
| |
| UT | Adopted 04/2007 | P-12 | Updates language regarding administrative license areas of concentration positions and requirements and district-specific/charter school- specific administrator standards; Provides a new section on reciprocity for administrative credentials;removes outdated language. UTAH 29477
Title: R277-505
Source: Lexis-Nexis/StateNet
| |
| WA | Adopted 04/2007 | Postsec. | Changes rules and clarifies language for the principal/program administrator professional certificate programs. Provides more specificprocesses and procedures to assess higher education preparation programs forstate approval and review. WASHINGTON 26258
Title: WAC 181-78A-100, -110, -507, -535
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| VA | Passed 02/2007 | P-12 | This joint resolution of the legislature requests the Board of Education to establish and regularly convene a Commonwealth Educational Roundtable to facilitate the implementation and continuation of efforts to improve and sustain quality educational leadership in the Commonwealth's public schools. http://leg1.state.va.us/cgi-bin/legp504.exe?071+sum+HJ622
Title: H.J. 622
Source: http://legis.state.va.us/
| |
| CO | Signed into law 05/2006 | P-12 | Concerns principals in public schools; requires the state board of education to direct the department of education annually to survey school district superintendents who employ new principals; requires school districts to provide observations and written evaluations of principals with the same frequency as they are provided to teachers; creates the principal development scholarship program to provide stipends for professional development activities for principals on a need basis.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/DA26A572932CE8B3872570C7007129B2?Open&file=1001_enr.pdf
Title: H.B. 1001
Source: Colorado Legislature
| |
| FL | Signed into law 05/2006 | P-12 | There is established the William Cecil Golden Professional Development Program for school leaders to provide high standards and sustained support for principals as instructional leaders. The program will consist of a collaborative network of state and national professional leadership organizations to respond to instructional leadership needs throughout the state. The network shall support the human-resource development needs of principals, principal leadership teams, and candidates for principal leadership positions using the framework of leadership standards adopted by the State Board of Education, the Southern Regional Education Board, and the National Staff Development Council.
The goal of the network leadership program is to:(a) Provide resources to support and enhance the principal's role as the instructional leader.
(b) Maintain a clearinghouse and disseminate data- supported information related to enhanced student achievement, based on educational research and best practices. (c) Build the capacity to increase the quality of programs for preservice education for aspiring principals and inservice professional development for principals and principal leadership teams. (d) Support best teaching and research-based instructional practices through dissemination and modeling at the preservice and inservice levels for both teachers and principals.
The Department of Education will coordinate through the network identified in subsection (1) to offer the program through multiple delivery systems, including: (a) Approved school district training programs. (b) Interactive technology-based instruction. (c) Regional consortium service organizations. (d) State, regional, or local leadership academies.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 63)
Source: Florida Legislature
| |
| KY | Signed into law 04/2006 | P-12 | Directs the executive director of the Education Professional Standards Board with the cooperation of the commissioner of education and the president of the Council on Postsecondary Education to establish an interagency task force to collaborate with public and private postsecondary education institutions to redesign preparation programs and the professional development of educational leaders. Requires redesigned programs for developing educational leaders to have:
(a) Recruitment and selection policies that ensure that persons with high leadership potential and talent are being prepared to lead Kentucky schools;
(b) Strong emphasis on developing the essential competencies necessary for improving the safe and efficient management of schools and increasing student achievement;
(c) A standards and research base with coherent goals, learning activities, and assessment around a shared set of values, beliefs, and knowledge about effective administrative practices;
(d) Provisions for field-based internships that incorporate problem-based learning and utilize cohort groups and mentors whenever possible and appropriate;
(e) Strong clinical training options throughout the programs that include extensive collaborations between postsecondary education institutions and school districts;
(f) Induction components for newly hired principals and other education leaders, which provide both collegial support and individual mentoring with documented evidence of the new principals' or other education leaders' abilities to focus on high levels of student learning, growth, and achievement;
(g) Provisions for high-quality professional development that strengthen current school leaders' capacity to work with faculty in changing school and classroom practices to increase student learning, growth, and achievement; and
(h) Support for working conditions that enable leaders to implement strong instructional leadership that improves opportunities for teaching and learning for all students.
Requires the interagency task force to provide a progress report to the Interim Joint Committee on Education by October 1, 2007, and as requested thereafter.
http://www.lrc.ky.gov/RECORD/06RS/HJ14/bill.doc
Title: H.J.R. 14
Source: www.lrc.ky.gov
| |
| OH | Adopted 02/2006 | P-12 | Amends rules relating to temporary licenses, alternativesuperintendent licenses, alternative administrative specialist licenses, and relinquishment of a license or teaching field. OHIO 12529
Title: OAC 3301-24-05, -12, -13
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 02/2006 | P-12 | Revises statutes governing teacher licensure regulations and regulation of teacher education programs by repealing the current statutes and reenacting teacher licensure and teacher education program provisions. The bill provides that the Board of Education (BOE) must prescribe, by regulation, the requirements for licensure of teachers and other school personnel. The Board's regulations must include requirements that a person seeking initial licensure complete professional assessments prescribed by the Board and complete study in attention deficit disorder, gifted education, and family involvement in student learning. In addition, every person seeking initial licensure or licensure by renewal must demonstrate proficiency in the use of educational technology and receive professional development in instructional methods promoting student academic progress and Standards of Learning assessments. Persons seeking initial licensure or first-time licensure renewal must complete
prescribed study in child abuse. All persons seeking licensure with an endorsement as a teacher of the blind and visually impaired must demonstrate proficiency in reading and writing Braille. The Board's regulations must also provide for licensure of principals and assistant principals contingent upon a prescribed assessment; criteria to effectuate the substitution of experiential learning for coursework for those seeking initial licensure through an alternate route; and licensure by reciprocity. The Board's regulations may provide for provisional licensure valid for up to three years.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0027
Title: S.B. 74
Source: http://leg1.state.va.us
| |
| LA | Adopted 12/2005 | P-12 | Authorizes certification as a principal in Louisiana of an individual who has an out-of-state certification as a principal.
Page 36 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
Title: LAC 28:I.903
Source: Lexis-Nexis/StateNet,
| |
| NM | Rule Adoption 10/2005 | P-12 | Governs performance evaluation requirements for administrators. Identifies specific evaluation/supervision competencies and indicators for administrators. NEW MEXICO REG 4427 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0003.htm
Title: NMAC 6.69.3, 6.69.3.1, 6.69.3.2, 6.69.3.6
Source: StateNet
| |
| CA | 09/2005 | P-12 | This bill would change the name of the Principal Training Program to the Administrator Training Program and would change the reference
"schoolsite administrator" to "school administrator." The bill would require the State Department of Education, by July 1, 2008, and
subject to review and approval by the state board, to develop an interim report concerning the program, as specified, for submission
to the Legislature. The bill would require the department, by January 30, 2013, and subject to review and approval by the state board, to
develop a final report concerning the program, as specified, for submission to the Legislature.
Title: H.B. 430
Source: StateNet
| |
| RI | Adopted 09/2005 | P-12 | Adopts rules regarding the requirements for the secondary principal's certificate. Outlines rules for Certificate of Eligibility for Employment (CEE) be valid for three years and Professional Certificate be valid for five years. RHODE ISLAND REG 2441 (SN)
Title: Sections I and II
Source: StateNet
| |
| MS | Rule Adoption 08/2005 | P-12 | Amends rules concerning the Validated Personnel Appraisal Instrument for superintendents, central office staff, and principals. Increases the standard (cut score) as part of the evaluation process for priority schools as recommended by the Standard Setting Committee. MISSISSIPPI REG 10139 (SN)
Title: Uncodified
Source: StateNet
| |
| IL | Signed into law 07/2005 | P-12 | In a Section regarding reclassification of principals in school districts other than the Chicago school district, provides that upon non-renewal of a principal's administrative contract, the principal shall be reclassified pursuant to the Section (requires written notice, due process).
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0201
Title: S.B. 427
Source: http://www.ilga.gov
| |
| LA | Signed into law 07/2005 | P-12 | Relative to the employment and removal of a superintendent of schools by a local public school board, provides for such employment pursuant to a written employment contract that includes specific performance objectives; grants certain rights under specified circumstances to a superintendent who chooses not to enter into a subsequent contract; provides relative to termination of employment, including specifying grounds for such removal during the term of a contract, time lines, and guidelines for the giving of notice of termination, and the use of certain due process procedures; and provides guidelines for the negotiation and offering by a school board of a new contract at the expiration of an existing contract. Cannot be required to live in the political subdivision comprising the school system in which he is to serve.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=319954
Title: H.B. 429
Source: http://www.legis.state.la.us
| |
| LA | Signed into law 06/2005 | P-12 | Provides that any principal who holds a valid out-of-state principal certificate, has at least four years of successful teaching experience in another state and has completed one year of employment as a principal in a La. public school system may be issued a La. principal
certificate without submitting a passing score on the otherwise required exam or any exam from another state provided the applicant meets the following conditions:
(a) The principal meets all other requirements of law or board policy.
(b) The employing superintendent recommends continual employment subject to receipt
of a valid principal certificate.
(c) The employing superintendent has requested that the principal be granted a valid
principal certificate.
Authorizes the state board to grant a three-year nonrenewable provisional certificate to a principal who holds a valid out-of-state certificate and who applies for certification for use while seeking in-state certification. http://www.legis.state.la.us/billdata/streamdocument.asp?did=317694
Title: S.B. 236
Source: http://www.legis.state.la.us
| |
| OK | Signed into law 05/2005 | P-12 | An Act amending 70 O.S. 2001, Section 6-189, which relates to licensure and certification; modifies requirements for alternative certification for superintendent of schools and principal; requires filing of a plan; provides for consideration of work and coursework experience; requies declaration of intent to receive standard certification within three years. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1390.pdf
Title: H.B. 1390
Source: http://www.sos.state.ok.us
| |
| CO | Signed into law 04/2005 | P-12 | Authorizes the state board to establish procedures for the filing and investigation of complaints alleging conduct that, if true, may establish grounds for denying, annulling, revoking or suspending an educator license or certificate.
Allows a person who converted his/her professional license to inactive status because called to active duty to, when returning professional license to active status, include in the notice to the department of education a copy of the official notice of honorable discharge or release from active service. Upon receipt of the notice and evidence of honorable discharge or release, the department must reissue the professional license with a new expiration date reflecting a period equal to the period remaining on the professional license as of the date the license holder converted to inactive professional license status plus the period during which the person was in active military service.
Authorizes the state board to require, in adopting minimum criteria for professional development activities, all or a portion of the activities to be related to increasing the license holder's competence or skills in his/her existing or potential endorsement area or in the teaching of literacy.
Specifies that teacher professional development related to assessment must pertain to effective use of assessments in planning for instructional delivery and in individualizing student instruction.
Specifies that to be accepted as a professional development activity, educational travel must be applicable to the endorsement area of the licensee's license.
Changes temporary educator eligibility authorization from three-year nonrenewable to one-year with two opportunities to renew for one year.
Specifies that an interim authorization authorizes a school district to employ as a principal, administrator or teacher a person who is eligible for certification or licensure.
Changes terminology from provisional licensure to initial licensure for administrators, principals, professional special service providers. Specifies that a person holding a provisional educator license as of the date this bill goes into effect is deemed to hold an initial educator license on and after said date, so long as the license is valid.
Strongly encourages all school districts to hire persons who hold alternative teacher licenses and teacher in residence authorizations to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of students.
Eliminates language allowing a district to hire as a teacher a person who is not certified. Replaces with language allowing district to hire a person with an alternative teacher license to teach as an alternative teacher pursuant to an alternative teacher contract. Authorizes a district to hire a person who holds a teacher in residence authorization to teach as a resident teacher pursuant to a teacher in residence program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0FC6014CF21E6B8D87256F3A0061BC79?Open&file=1026_enr.pdf
Title: H.B. 1026
Source: www.leg.state.co.us
| |
| MD | (S) THIRD READING PASSED WITH AMENDMENTS (44-2) 04/2005 | P-12 | Establishing the statewide Principal Fellowship and Leadership Development Program in the State Department of Education; requiring the Department to develop criteria for the selection of fellows and receiving schools; authorizing the State Superintendent of Schools, subject to the approval of the State Board of Education, to require specified school systems to participate in the Program; prohibiting a principal in a local school system from participating in the Program in an eligible school within the same system; etc
http://mlis.state.md.us/2005rs/billfile/hb0995.htm
Title: H.B. 995
Source: StateNet
| |
| AR | Signed into law 03/2005 | P-12 | Expands upon the Arkansas Educational Financial Accounting and Reporting Act of 2004. Requires charter schools to follow the financial reporting procedures required of public school districts. Expands upon and clarifies initial and ongoing training requirements for district superintendents, educational service cooperative directors, open-enrollment charter school directors and district/open-enrollment charter school staff whose job responsibilities include preparing the budget or overall accounting responsibility. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1568.pdf
Title: H.B. 1568
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2005 | P-12 | Permits any county that contains all or part of six or more districts to create an executive council and a school district coordinator. Establishes membership of executive council and duties and powers of school district coordinator. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/SB490.pdf
Title: S.B. 490
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2005 | P-12 | Creates the Arkansas Leadership Academy School Support Program to train principals and teachers in schools and districts designated as being in school improvement. Specifies that any school district in school improvement may be invited, strongly encouraged, or required to participate in the program as provided in the rules of the state board of education. Requires participating schools to remain in the program for at least three consecutive school years.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2434.pdf
Title: H.B. 2434
Source: www.arkleg.state.ar.us
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 93 (Section 1, multiple provisions)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Effective July 2006, requires an instructional leader to complete an intensive annual training program of a minimum of 21 hours a year and approved by the state board of education. Mandates that state board include a provision to allow an instructional leader to annually receive three participant hours credit for duties performed as part of a beginning teacher committee. Requires a maximum of six participant hours credit be awarded annually for serving on multiple beginning teacher committees. Requires every district superintendent to report annually the name of any instructional leader who fails to comply with the training requirement and to place the instructional leader on probation for one year. If the required training for the prior year and the current year is not completed during the probationary period, the department of education must forward the information to the Education Professional Standards Board which will revoke the instructional leader's certificate
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 301
Source: StateNet
| |
| KY | Signed into law 03/2005 | P-12 | (8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources, whenever possible, to supplement or match state and federal resources to support teachers, school administrators, and school councils in helping students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
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, paragraphs 8-10)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Allows a one-year certificate to be granted an individual bearing all other qualifications except the assessments and selected as an assistant principal in a district where the superintendent certifies to the Education Professional Standards Board that there is a limited number of applicants to meet the requirements. Exempts a person employed in Kentucky as a principal or assistant principal who was certified in another state and practiced in that state for two or more years from taking the state principal certification assessment.
Bars a student from participating in the teacher internship program until the student has successfully completed the assessments required by the education professional standards board.
Allows a candidate for alternative certification to serve his or her internship in a nonpublic school.
Provides that a teacher who is fully certified in Kentucky and who is seeking an additional certification is not required to repeat the Kentucky teacher internship program.
Extends for one year (to June 30, 2007) the pilot teacher internship program for beginning teachers established under KRS 161.1222.
Full text of enacted bill: http://lrc.ky.gov/RECORD/05RS/HB183/bill.doc
Title: H.B. 183
Source: lrc.ky.gov
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| VA | Rule Adoption 03/2005 | P-12 | Requires that individuals seeking initial licensure as a principle or assistant princial on and after July 1, 2005, must pass the School Leaders Licensure Assessment. VIRGINIA REG 5154 (SN)
Title: 8 VAC 20-21-580
Source: StateNet
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| DE | Rule Adoption 02/2005 | P-12 | Repeals regulation relating to the Certification for an Administrative Supervisor of Special Education, which is necessary as it is being incorporated into the Director of Special Education regulation as part of the Professional Standards Board's continuing efforts to reduce the number of complexities in regulations governing the licensure and certification of educators.
Title: 14 DAC 309
Source: StateNet
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| DE | Rule Adoption 02/2005 | P-12 | Amends regulation applying to the certification of educators as Directors of Special Education. Aligns regulation with statutory changes and requires that a candidate complete an NCATE or NASDTEC approved educator preparation program or an approved alternative routes to certification program for school leaders. Renames and renumbers regulation to be consistent with other Professional Standards Board regulations.
Title: 14 DAC 307 and 1523, 1.0 - 3.0
Source: StateNet
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| OK | Emergency Rule Adoption 02/2005 | P-12 | Establishes emergency rules to identify requirements for individuals seeking alternative certification as a school administrator and adds competency areas individuals must gain understanding in prior to alternative certification as school administrator. OKLAHOMA REG 13731 (SN)
Title: OAC 210:20-9-188
Source: StateNet
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| OR | Adopted 12/2004 | P-12 | Amends rules governing licensing standards. Updates standards for the Initial Administrator's License and Continuing Administrator License. Eliminates limitation on renewals for Initial Teaching License and spells out requirements and effective date and ongoing renewal, and makes license optional. Restores Transitional License to three year license from one year license. Allows issuance of Limited Teaching License in areas where an endorsement is not offered. Clarifies the language and implementation for Emergency Teaching License. Clarifies language for Transitional School Counselor License. OREGON REG 26134 (SN)
Title: OAR 584-005-0005 thru -100-0071 non seq.
Source: StateNet
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| GA | Adopted 10/2004 | P-12 | Clarifies rules regarding educator certification. Includes general rules, teaching field rules, service field rules and leadership field rules. http://rules.sos.state.ga.us/cgi-bin/page.cgi?g=PROFESSIONAL_STANDARDS_COMMISSION%2FCERTIFICATION%2Findex.html&d=1
Title: GAC 505-2-.03 thru .355 (non seq)
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | Authorizes training plans for high school principals to include professional development activities that include coaching, mentorship, assistance and intensive support customized to meet the individual needs of high school administrators. http://www.leginfo.ca.gov/pub/bill/asm/ab_0151-0200/ab_164_bill_20040922_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_164_sign.pdf
Title: A.B. 164
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | SEC. 8: This bill would require that instruction and training in the Principal Training Program run by the state superintendent include instruction related to personnel management, including hiring, recruitment and retention practices and misassignments of certificated personnel and instruction and training in the curriculum frameworks and instructional materials aligned to the state academic standard, including ensuring the provision of sufficient textbooks and instructional materials as required by law. 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
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| CA | Signed into law 09/2004 | P-12 | Existing law prohibits a local agency employer that terminates its contract of employment with its district superintendent of schools from providing a cash or noncash settlement to its superintendent in an amount that is greater than the superintendent's monthly salary multiplied by 0 to 6 if the local agency employer believes and confirms that the superintendent has engaged in specified illegal practices. In such a case, existing law requires the cash settlement to be determined by a hearing officer. This bill requires the cash settlement to be determined by an
administrative law judge. http://www.leginfo.ca.gov/pub/bill/asm/ab_2501-2550/ab_2525_bill_20040929_chaptered.pdf
Title: A.B. 2525 (multiple provisions)
Source: www.leginfo.ca.gov
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| IL | Emergency Rule Adoption 08/2004 | P-12 | Clarifies rules regarding changes made to the requirements for renewal of teaching and administrative certificates, teachers' movement from the initial to the standard certificate, and certification testing for out-ot-state applicants. ILLINOIS REG 11953 (SN) http://www.isbe.state.il.us/rules/archive/pdfs/23ark.pdf
Title: 23 IAC 25.11 thru .945(non seq), Appendix D
Source: Illinois State Web site
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| 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
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| MI | Signed into law 06/2004 | P-12 | Clarifies requirement for school administrator continuing education as occurring each 5-year period following initial employment.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2004-PA-0148.pdf
Title: S.B. 1073
Source: StateNet
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| CO | Signed by Governor 05/2004 | P-12 | Concerns educator licensure. Provides requirements for authorization of adjunct instructor, special services intern, emergency applicant, temporary educator, substitute, teacher in residence, career and technical educator, school speech-language pathology assistant, educational interpreter, junior reserve officer training corps instructor, literacy instruction, principal authorization. Provides for issuance of licensures for alternative teachers, provisional teachers, and professional teachers. Provides for issuance of professional special services license, professional principal license, and professional administrator license. Authorizes school districts to develop and implement alternative principal programs to enable individuals from outside the education community to become school principals http://www.leg.state.co.us/CLICS2004A/csl.nsf/fsbillcont3/F2FA701F38C118DC87256DB0004D3883?Open&file=1104_enr.pdf
Title: H.B. 1104
Source: Colorado Legislative Web site
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulations relating to Certification Administrative - Principal/Assistant Principal, School Leader I, and School Leader II. Renames regulations to be consistent with the titles of other Standard Certificate regulations. http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf
Title: 14 DAC 1530 -- 1532
Source: Delaware State web site
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| 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
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| KS | Signed into law 05/2004 | P-12 | Concerns the computation of the amount of state financial aid received by school districts that consolidate;
establishes the Center for Innovative School Leadership; establishes membership requirements of school site councils, allows self-administration of asthma or allergy medication by student. http://www.kslegislature.org/bills/2004/304.pdf Supplemental Note: http://www.kslegislature.org/supplemental/2004/SN0304.pdf Fiscal Note: http://www.kslegislature.org/fiscalnotes/2004/304.pdf
Title: S.B. 304
Source: StateNet
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| KY | Signed into law 04/2004 | P-12 | Updates language relating to a superintendent's certificate and the role of the Education Professional Standards Board; clarifies timelines, deletes obsolete statements; provides gender neutral language to provisions governing school district superintendents. http://www.lrc.state.ky.us/RECORD/04RS/HB152/bill.doc
Title: H.B. 152
Source: StateNet
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| VA | Signed into law 04/2004 | P-12 | Amends section 22.1-253.13:1 and 22.1-253.13:2 . Specifies that the Standards of Learning form the core of Virginia's educational program and other educational objectives. Specifies that the state board must, at a minimum, define Standards of Learning for English, mathematics, science, history and social science. Specifies that "communication" as included in the Standards of Learning comprises listening, speaking, reading and writing. To passage on public input on proposed revisions to the Standards of Learning, adds that the department must provide and maintain Web capacity to allowing K-12 educators to submit recommendations for improvements to the Standards of Learning, when under review by the state board, as well as to the related assessments. Deletes "career education schools" from language requiring local boards to implement career and technical education programs.
Provisions (i) increase from one half-time to one full-time principal in elementary schools with fewer than 300 students; (ii) provide one full-time assistant principal for each 400 students in each school, regardless of grade level; (iv) lower the pupil-teacher ratio from 25:1 to 21:1 in middle and high schools, to ensure the provision of scheduled teacher planning time; (v) reduce the required speech pathologist caseload from 68 to 60 students; (vi) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation.
Requires the state board to submit to the governor and the general assembly a report on the condition and needs of public education in the commonwealth and shall identify any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality.
http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| CO | Signed into law 03/2004 | P-12 | Teachers who have served in an administrative capacities may be assigned to another available position for which they are qualified at the salary corresponding to the position. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/32C9B0113B69294B87256D7C0072DA92?Open&file=1092_enr.pdf
Title: H.B. 1092
Source: Colorado Legislative Web site
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| IA | Adopted 03/2004 | P-12 | Clarifies rules to combine the superintendent endorsement with the AEA administrator endorsement and modifies requirements to include national standards for school leaders.
Title: 282 IAC 14.142
Source: StateNet
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| VA | Signed into law 03/2004 | P-12 | Relates to licensure requirements for principals and other school leaders.
Title: H.B. 573
Source: StateNet
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| WA | Signed into law 03/2004 | P-12
Postsec. | Concerns school district superintendent credential preparation programs; eliminates the requirement that the training for such credential be given by the University of Washington and Washington State University only.
Title: S.B. 6407
Source: StateNet
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| SD | Signed into law 02/2004 | P-12 | Clarifies the alternative certification requirements for school administrators.
Title: S.B. 173
Source: StateNet
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| AR | Signed into law 01/2004 | P-12 | Improves school performance by creating the master school principal program; provides for annual bonuses for qualified principals serving in schools in academic distress. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB46.pdf
Title: S.B. 46
Source: Arkansas Legislative Web site
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| NY | Signed into law 11/2003 | P-12 | Relates to setting of salary cap for a district superintendent beginning in 2003-2004 which is either 106% of the cap in the preceding year or 98% of the commissioner's salary in the 2003-2004 school year, whichever is less; provides that an employee of a board of cooperative educational services who is appointed district superintendent shall vacate such prior position with the board.
Title: S.B. 4452
Source: StateNet
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| NC | Signed into law 07/2003 | P-12 | The initial contract between a school administrator and a local board of education shall be for two to four years, ending on June 30 of
the final 12 months of the contract. In the case of a subsequent contract between a principal or assistant principal and a local board of education, the contract must be for a term of four years. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S955vc.html
Title: S.B. 955
Source: http://www.ncga.state.nc.us
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| NY | Rule Adoption 07/2003 | P-12 | Amends rules improving the preparation of education leaders by establishing new requirements for college programs that prepare school business leaders, school district leaders, and school district business leaders. NEW YORK REG 15846 (SN)
Title: NYCRR 8 52.21
Source: StateNet
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| AL | Signed into law 06/2003 | P-12 | Amends the Administrator Accountability Act (formerly Teacher Accountability Act), including assistant principals, instruction supervisors, and financial officers; provides for contract employment for term, cancellation for cause provisions during contract, use of mediation for hearings, $5,000 bonus for those with current continuing service status, appeals to Court of Civil Appeals; contingent on voter approval of constitutional amendment (HB1). http://alisdb.legislature.state.al.us/acas/ACASLogin.asp?SESSION=1027
Title: S.B. 10
Source: Alabama Legislative Web site
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| NJ | Signed into law 06/2003 | P-12 | Authorizes boards of education to establish tax- sheltered deferred compensation plans under section 457 of the federal Internal Revenue Code. http://www.njleg.state.nj.us/2002/Bills/A3500/3385_I1.PDF
Title: A.B. 3385
Source: http://www.njleg.state.nj.us
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| 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
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| IA | Signed into law 05/2003 | P-12 | Requires the state board of educational examiners to adopt criteria for administrative endorsements that allow one to obtain an endorsement to work as an elementary or secondary principal regardless of the grade level at which the individual accrued teaching experience.
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
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| IA | Signed into law 05/2003 | P-12 | Allows a temporary contract to be given to an administrator to fill a vacancy created by an administrator's taking of military leave. The contract must automatically terminate when the administrator on military leave returns to resume his position. The holder of the temporary contract is not protected by specified provisions in statute.
See Section 32: 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
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| IA | Signed into law 05/2003 | P-12 | Adds that an individual working for a school or school district may also be employed as a secondary principal in the same school or district. Prior language allowed a superintendent to be concurrently employed as an elementary principal, which provision still stands in the current amendment.
See Section 34: 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
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| LA | Signed into law 05/2003 | P-12 | Requires, for initial certification as a principal or superintendent, the passage of an appropriate assessment instrument; authorizes the state board of elementary and secondary education to select the appropriate assessment instrument for such certification and to determine the level at which the assessment is satisfactorily passed.
http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=HB569&doctype=BT
Title: H.B. 569
Source: www.legis.state.la.us
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| MD | Signed into law 05/2003 | P-12 | Includes supervisory noncertificated employees in the definition of public school employee as it applies to provisions that relate to organizations of employees in Baltimore County. States that of three permitted organizations in Baltimore County to be exclusive representative of all public school employees in a county, one organization must represent school administrators and one must represent supervisory noncertificated employees. Authorizes only three nonsupervisory units in addition to a specified supervisory unit established by the act. http://mlis.state.md.us/2003rs/bills/hb/hb0778t.rtf
Title: H.B. 778
Source: mlis.state.md.us
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| MD | Vetoed 05/2003 | P-12 | Establishes a Study Commission on Educators' Time and Paperwork. Specifies the composition, powers, and duties of the commission. Provides a specified staff for the commission. Requires the commission to report findings and recommendations, including any proposed statutory changes, to the governor and the general assembly by December 31, 2003 for consideration in the general assembly's 2004 regular session. Includes the amount of paperwork of a school administrator. Requires one commission member to be a speech-language pathologist in a public school, to be appointed by the state board of audiologists, hearing aid dispensers and speech-language pathologists.
Bill as presented to governor: http://mlis.state.md.us/2003rs/bills/hb/hb0873e.rtf
Veto letter: http://mlis.state.md.us/2003rs/veto_letters/hb0873.htm
Title: H.B. 873
Source: mlis.state.md.us
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| MD | Vetoed 05/2003 | P-12 | Establishes a Study Commission of Educators' Time and Paperwork; establishes membership of commission. Requires the commission to: (1) conduct a survey and collect information relating to the issue of workload, administrative and bureaucratic tasks, and other intrusions on time that detract from the quality of teaching and learning as it impacts general and special education employees and speech-language pathologists; (2) analyze best practices used in other states to combat this problem; (3) analyze the benefits of a statewide individualized education program (IEP) form; and (4) pursue any other tasks that may reduce paperwork or reduce intrusions on time that detract from the quality of teaching and learning. Requires the commission to report its findings and recommendations, including any proposed statutory changes, to the governor and the general assembly on or before December 31, 2003.
Bill as sent to governor: http://mlis.state.md.us/2003rs/bills/sb/sb0558e.rtf
Governor's veto letter: http://mlis.state.md.us/2003rs/veto_letters/sb0558.htm
Title: S.B. 558
Source: StateNet
| |
| NE | Signed into law 05/2003 | P-12
Postsec. | LB 685, as amended, includes provisions from LB's 264, 683 and 684 pertaining to teacher certification and private postsecondary
career schools. Changes provisions relating to the issuance of administrator and teacher education certificates and permits to provide more flexibility in the certification of qualified educators for Nebraska schools and not to decrease any requirements for certificates to teach, provide special services, and administer in Nebraska schools. Defines basic skills competency as either (a) proficiency in (i) the written use of the English language, (ii) reading, comprehending, and interpreting professional writing and other written materials, and (iii) working with fundamental mathematical computations as demonstrated by successful completion of an examination designated by the board taken by teacher education students at a standard institution of higher education or (b) successful employment experiences. Establishes a new Certification Fund to replace the existing Teachers' Certification Fund. It also reduces the amount of teacher certificate fees that are placed in the Professional Practices Fund. The balance of the existing Teachers' Certification Fund is deposited into the new fund on the effective date of the bill. Provides that $13, rather than $15, of the $45 fee for a certificate or permit is to be used for costs of the Professional Practices
Commission. The $2 difference is instead used to certify educators and is placed in the newly created Certification Fund. Allows private postsecondary career schools to apply to te department of education for authority to award baccalaureate degrees. The department is required to refer these applications to the Coordinating Commission for Postsecondary Education for its review and approval. The bill authorizes
the Coordinating Commission to assess reasonable fees based on its administrative costs to conduct such reviews. http://www.unicam.state.ne.us/index.htm
Title: L.B. 685
Source: http://www.unicam.state.ne.us
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| OK | Signed into law 05/2003 | P-12 | The requirements for a certificate for superintendent of a technology center school district must include not less than a standard master's degree, such other professional education requirements as may be fixed by the state board, and a minimum of four (4) years teaching, supervisory or administrative experience, which may include teaching of full-time adult students, in a technology center school district; provided, a person meeting the requirements set forth in subsection B of this section shall be eligible for a certificate for superintendent of a technology center school district. Also changes appointments and terms of members of the State Board of Career and Technology Education. http://www2.lsb.state.ok.us/2003-04SB/sb628_enr.rtf
Title: S.B. 628
Source: http://www2.lsb.state.ok.us
| |
| OK | Signed into law 05/2003 | P-12 | The requirements for a certificate for superintendents and principal are to include not less than completion of a standard master's degree, completion of a program in education administration approved by the Oklahoma Commission for Teacher Preparation with an emphasis on curriculum and instruction, such other professional education and requirements as may be fixed by the state board, a passing score on the subject area competency examination required in Section 6-187 of this title and a minimum of two (2) years' successful teaching, supervisory or administrative experience in public schools. The standards for alternative certification for superintendents and principals must include the completion of a standard master's degree, two (2) years of relevant experience, a passing score on the subject area competency examination required in Section 6-187 of this title, and a demonstrable understanding of the fundamentals of school administration, including associated competencies. Persons with a master's degree in an area other than educational administration shall demonstrate an understanding of the competencies listed. Understanding of the competencies may be achieved through coursework from an approved administrative preparation program, relevant workshops or seminars approved by the state department, or through documented past work experience. http://www2.lsb.state.ok.us/2003-04HB/hb1438_enr.rtf
Title: H.B. 1438
Source: http://www2.lsb.state.ok.us
| |
| TX | Signed into law 05/2003 | P-12 | Current law provides that a principal be employed under a probationary contract the first year of employment with a school district, regardless
of experience with other districts. Senate Bill 1394 allows school districts the option of offering term contracts the first year a principal is employed with the district if the individual has previous experience as a principal. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01394&VERSION=5&TYPE=B
Title: S.B. 1394
Source: http://www.capitol.state.tx.us
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| KS | Signed into law 04/2003 | P-12 | On or before October 1 of each year, requires the board of education of each school district to provide to a newspaper of general
circulation within the district a statement showing the name, position and salary of the superintendent, deputy superintendents, assistant superintendents, directors, principals and any other administrator with districtwide responsibilities of such school district.
Expires on June 30, 2006. http://www.kslegislature.org/enrollbills/approved/2003/82.pdf
Title: S.B. 82
Source: www.kslegislature.org
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| ND | Signed into law 04/2003 | P-12 | 1. Before September eleventh of each year, each school district is requried to report the following information to the superintendent of public instruction, with respect to each teacher and class of teachers and with respect to each administrator and class of administrators:
a. The number of days each was employed during the preceding school year.
b. The base salaries.
c. The amount of compensation provided for extended contracts.
d. The amount of compensation provided for cocurricular activities.
e. The amount expended for contract buyouts.
f. The amount of compensation provided in lieu of salaries.
g. The amount paid for signing bonuses.
h. The amount of compensation provided for substitute teaching and workload
adjustment.
i. The amount of compensation provided for any other purposes. j. The amount expended for health insurance benefits.
k. The amount expended for dental, vision, and cancer insurance benefits.
l. The amount expended for life and long-term disability insurance benefits.
m. The amount of retirement contributions and assessments, including individual shares
if paid by the district.
n. The district's share of Federal Insurance Contributions Act taxes.
o. The amount of dues or membership fees paid by the district.
p. Any other benefits provided by the district.
2. In addition to the requirements of subsection 1, each school district must also indicate: a. Whether each teacher and administrator is employed on a full-time or a part-time basis. b. The number of days used to determine the base salary of each teacher and administrator.
http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBBJ0500.pdf
Title: H.B. 1295
Source: http://www.state.nd.us/lr/assembly
| |
| KY | Signed into law 03/2003 | P-12 | Allows a local superintendent to waive the requirement that a director of pupil personnel in a district devote his or her entire time to the duties of the office. The superintendent must report this action to the commissioner of education. http://www.lrc.state.ky.us/RECORD/03RS/HB224/bill.doc
Title: H.B. 224
Source: www.lrc.state.ky.us
| |
| MS | Signed into law 03/2003 | P-12
Community College | Changes repealer from 2003 to 2007 on 1) the School Crisis Management Program, 2) the transfer of the industrial and adult short-term training programs to the State Board of Community Colleges, 3) the School Administrator Sabbatical Leave Program, 4) the section permitting expulsion for certain disruptive students, 5) requirement that state board develop and make available to district and schools a list of recommended conflict resolution, mediation, cultural diversity and other such materials, and 6) creation of permanent records and cumulative folders for each student in state public schools, to include among other data student's grades, attendance and date of any expulsion from the school system and a description of the student's act or behavior resulting in the expulsion. http://billstatus.ls.state.ms.us/documents/2003/html/HB/0700-0799/HB0744SG.htm
Title: H.B. 744
Source: StateNet
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-19. Requires state board to adopt criteria an minimum highly objective uniform statewide standards of evaluation for the annual performance evaluation of licensed school employees. Classroom observation must be part of this standard. Sets out processes. Section 22-10A-20 sets class load maximums..
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-8. Duties include hiring, etc. of personnel; evaluation of school employees, as well as improvement plans for them; take disciplinary action against employees; develop budget with input from school council.
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-5-14. Specifies that the superintendent is the CEO of the district. Duties are to carry out policies and rules of the state board and the local board; administer and supervise the district; employ, fix salaries of, assign, terminate or discharge all employees; prepare the district budget for review and approval by the board; perform other duties. 22-5-15 allows the superintendent to approve an individual school's plan to implement a collaborative school improvement program and request waivers from the state board if necessary.
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| SD | Signed into law 03/2003 | P-12 | Provides for the certification of school administrators. The alternative certification program is to be delivered by an accredited college or university with an approved program or endorsement program in the discipline. It must be delivered in coordination with the Department of
Education and Cultural Affairs and the employing school system. The alternative certification program shall include education coursework in administration, on-the-job training, and mentorship. http://legis.state.sd.us/sessions/2003/bills/SB71enr.pdf
Title: S.B. 71
Source: http://legis.state.sd.us
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| UT | Signed into law 03/2003 | P-12 | Relates to school district administrator amendments; allows a local board to hire a superintendent with outstanding professional qualifications who does not hold an administrative or supervisory license.
Title: H.B. 149
Source: StateNet
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| UT | Signed into law 03/2003 | P-12 | Section 53A-3-402 requires local boards to implement the core curriculum using instructional materials that best correlate to the core curriculum and graduation requirements; administer required tests and create plans to improve student progress; use progress-based assessments as part of a plan to identify schools, teachers and students that need remediation and determine the type and amount of resources to implement that remediation; develop early warning systems for students or classes failing to make progress; work with the state office of education to establish a library of documented best practices; implement training programs for school administrators, including basic management training, best practices in instruction, budget training, staff management, managing for learning results and continuous improvement, and how to help every child achieve optimal learning in core academics. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
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| UT | Signed into law 03/2003 | P-12 | Section 53A-3-301and 53A-6-110 are amended to allow local boards to hire a person with outstanding professional qualifications to serve as superintendent or any other administrative/supervisory position without holding an administrative/supervisory license. Boards must request and be granted authorization from the state board, however. Section 53A-8-106 stipulates that persons holding this letter of authorization are at-will employees and are not eligible for career employee status. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
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| VA | Signed into law 03/2003 | P-12 | Requires any local school board, in renegotiating a division superintendent contract to hold at least 1 public hearing prior to issuing final approval of such action.
Title: S.B. 756
Source: StateNet
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| MA | Pocket Veto by GOVERNOR. 01/2003 | P-12 | Relates to defining principal's contracts.
Title: S.B. 2079
Source: StateNet
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| NY | Vetoed 12/2002 | P-12 | Adjusts the salary cap for district superintendents appointed by a board of cooperative educational services to 98% of the Education Commissioners salary for the current fiscal year.
Title: A.B. 7535
Source: StateNet
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| HI | Signed into law 07/2002 | P-12 | Implements a study pertaining to licensing of educational administrators; takes the foundational steps towards establishing an independent body to set and monitor standards for school administrators. http://www.capitol.hawaii.gov/session2002/bills/sb2270_cd1_.htm
Title: S.B. 2270
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/2002 | P-12 | Permits individual to be employed as a resident teacher (emergency certified) in special education for three years. Beginning in the 2003-04 school year, an emergency-certified individual beginning a second or subsequent year of teaching may work only as a resident teacher, after obtaining a provisional teacher license or one-time renewal valid for one year. Every teacher in residence program is to undergo an onsite evaluation at least once every five years; the state board should, when practicable, evaluate any teacher in residence progam affiliated with an institution of higher education at the same time as the commission of higher education's review of that institution's teacher preparation program. A school district may hire an individual as a resident teacher for any part of the two-year residency program if the individual completes all remaining requirements for an approved program of preparation witin twoyears of being hired as a resident teacher. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/BBB8887EBEB063B887256B1E004C587E?Open&file=1300_enr.pdf
Title: H.B. 1300
Source: www.leg.state.co.us
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| CO | Signed into law 06/2002 | P-12 | Requires the Colorado Commission on Higher Education to approve a plan by July 1, 2003 for establishing the program requirements for principal preparation programs at postsecondary institutions. The commission, in collaboration with the state board and postsecondary institutions that offer principal preparation programs, is to ensure that the performance-based standards for licensure become the base for principal preparation programs. Requires the commission to make the final determination on the contents of the performance-based standards for licensure and the implementation of these standards. Lists additional required components of all principal preparation programs. Requires the board to adopt by January 1, 2003 performance-based principal licensure standards to aid in the development of principal preparation programs. Standards must be consistent with national standards for principal preparation, and must include specified components. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/669A4002F9D847DC87256AB0004D8BDB?Open&file=152_enr.pdf
Title: S.B. 152
Source: www.leg.state.co.us
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| AZ | Signed into law 05/2002 | P-12 | Designates the office of county school superintendent as a local education service agency that is eligible to provide programs to school districts and charter schools within the county; authorizes the superintendent to provide discretionary programs and establish an advisory committee to the office of county superintendent; mandates that the county superintendent: 1) assist school districts and charter schools in the use of student data, staff development, curriculum alignment and techology to improve student performance; assist schools in meeting yearly adequate progress goals as defined by state board criteria and implemented by the department. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0290.htm
Title: H.B. 2284
Source: http://www.azleg.state.az.us
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| FL | Signed into law 05/2002 | P-12 | Allows school boards more time to decide on personnel nominations when the Legislature adjourns before May 31.
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| FL | Signed into law 05/2002 | P-12 | Permits local boards to hire principals lacking educator certification, as long as the board provides alternative certification for the principal through its own written alternative principal certification policy. (see bill section 55, page 93, line 20). http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: Florida Legislature Web site
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| IA | Signed into law 05/2002 | P-12 | Requires state board to establish standards for district and area education agency career development programs and for individual teacher career development plans. Requires state director to develop a transition plan for implementation of the career development standards established in statute relating to licensure renewal. Moves national board certification registration deadline for purposes of payment of one-half of national board certification fee from June 30, 2002 to June 30, 2005. Teachers must likewise register for national board certification by June 30, 2005 and be certified in three years to obtain 2,500 annual award. Eliminates age limitations of employees eligible for early retirement incentives, leaving these to local board discretion. Includes licensed preschool teachers in definition of "beginning teachers," "classroom teachers," and "teachers." Eliminates requirement that beginning teacher's mentor be classroom teacher. Creates new defintions for "intensive assistance" and "performance reviews" for non-beginning teachers. Revises section requiring boards to provide for evaluations of beginning teachers and performance reviews for non-beginning teachers. Requires state board to adopt state director-developed model criteria for teacher evaluation, advancement and career development. Encourages districts to evaluate their current career development alignment with their student achievement goals and research-based instructional strategies, and implement district career development plans. Reduces from 5 to 3 years the frequency with which teacher performance reviews must be conducted, and requires that these be based in part on individual career development plans. Makes additional changes to beginning teacher evaluation system and teacher career development programs. Establishes timeline for development of administrator preparation program. Establishes minimum teacher salary requirements. Requires department to undertake study of feasibility of change to student achievement and teacher quality program. Creates statewide career path pilot program: http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02549/Current.html
Title: H.B. 2549
Source: www.legis.state.ia.us
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| MD | Signed into law 05/2002 | P-12 | Establishes appointed New Prince George's County Board of Education and requirements for membership. Provides for compensation of board members. Allows for nonvoting student member. Establishes Chief Executive Officer as executive officer, secretary, and treasurer of county board. Establishes duties of CEO of the board in Prince George's County. Creates selection process for superintendent for Prince George's County. Establishes office, duties and selection process of chief academic officer, chief financial officer and chief accountability officer in Prince George's County. Establishes Parent and Community Advisory Board in Prince George's County; requires regular board and CEO consultation with the Parent and Community Advisory Board. Requires Prince George's County CEO to develop comprehensive master plan, for the board to review, approve, and begin implementation of by November 1, 2002. Requires state board and state superintendent to review and approve master plan. Establishes numerous required areas the master plan must address, including curriculum, professional development, personnel evaluation, addressing the needs of at-risk students and closing the achievement gap. Requires CEO and board to publish annual report addressing specified areas. Allows Prince George's County board or designated committee to hear appeal of CEO's decision on areas affecting specific student. Requires annual allocation of state and Prince George's County government funds through FY07 for public school construction projects. Makes project release for bidding contingent upon approval by the Interagency Committee on School Construction. Changes borders of Prince George's County. Establishes system for election, removal and compensation of Prince George's County board members, 5 representing local areas and 4 at large. Allows for voting student member; student member prohibited from voting on specified administrative and personnel issues. Terms of appointed New Prince George's County board members to expire December 3, 2006. Requires chief academic officer of Prince George's County to devise plan for teacher participation in development of curriculum, instruction, and professional development. Provides for supplementary annual state funding for Prince George's County in FYs 04-07 contingent upon and to the degree of achievement of benchmarks and outcomes in the master plan approved by the state superintendent and state board. Requires New Prince George's County Board to locate interim CEO by August 15, 2002 and permanent CEO by January 1, 2003. Requires consultant to perform comprehensive review of Prince George's County system and new board by June 1, 2006, including review of educational and management reforms made by new board. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
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| MD | Signed into law 05/2002 | P-12 | Establishes the Principal Training Pilot Program; requires that the State Board of Education award incentive funding under the program to provide school principals with instruction and training in specified and optional areas; establishes eligibility requirements for applicants. Limits participation to 100 principals; requires every county superintendent to choose three principals to participate; requires state superintendent to select remaining 28 principals, giving highest priority to principals in local reconstitution schools. Requires state board to report on specified aspects of program to various legislative committees on or before June 30, 2004. Pilot program to end June 30, 2005. http://mlis.state.md.us/2002rs/bills/hb/hb0007e.rtf
Title: H.B. 7
Source: mlis.state.md.us
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| MD | Signed into law 05/2002 | P-12 | Increases maximum of aggregate principal amount of bonds outstanding that Baltimore district may hold from $25 million to $75 million. Require Baltimore board and CEO to ensure increased community involvement and outreach in support of the city's public schools. Deletes 1997 section requiring adoption and implementation of transition plan. Replaces with requirement that by June 1, 2002, Baltimore district CEO submit 5-year comprehensive master plan to board for review and approval by August 30, 2002 and subsequent review and approval by state board and superintendent. Requires CEO or designee to consult with specified others, including teachers, students and parents during the development of the master plan. Requires master plan to be updated and submitted for state board and superintendent review and approval on annual basis. Establishes areas which master plan must address. Requires department and Baltimore school system to jointly develop a principal development initiative pairing distinguished principals from outside the system and action support teams with principals in training in Baltimore. Addresses minimum appropriations to Baltimore Public School System. Requires consultant to evaluate the Baltimore City-State Partnership and the reform initiatives of the Baltimore City Public School System by December 1, 2006, and the board of commissioners and the state board to report to the general assembly on a review of the evaluation by January 15, 2007. Requires chief officers of Baltimore Public Schools to meet on at least a quarterly basis with the Special Master assigned to the case, after 6 of which meetings the CEO and the state superintendent may adjust the communication schedule. Requires state and Baltimore agencies to communicate on at least a quarterly basis on facilities planning in the Baltimore Public Schools, including on capital improvement program issues. Requires transfer of certain real property assets from Baltimore City Public School System to Baltimore City Board of Commissioners. Through June 30, 2009, permits Board of Public Works to approve state funding for capital improvements to Baltimore public school buildings deeded to Baltimore board or mayor and city council of Baltimore. Requires city to continue cooperation with school system to eliminate environmental hazards in the school system. Permits funds appropriated for the Baltimore City-State Partnership to be used to support the principal development initiative. http://mlis.state.md.us/2002rs/bills/hb/hb0853e.rtf
Title: H.B. 853
Source: mlis.state.md.us
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| MS | Signed into law 04/2002 | P-12 | Establishes requirements for nontraditional teacher preparation and licensure through the Teach Mississippi Institute (TMI), as well as mentoring and induction program for nontraditionally certified teachers. Establishes license certification for transitional bilingual teachers. Allows nontraditionally certified teachers to qualify for William F. Winter Teacher Scholar Loan Program and Critical Needs Teacher Scholarship Program. Modifies statutes regarding nontraditional administrator certification.
Title: S.B. 2370
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/2002 | P-12 | Allows any local school district to fund extended day and -year programs for kindergarten or compulsory age students through sources other than the adequate education program. Permits local boards to expend funds from any available sources to help defray costs of student field trips to public or private nonprofit museums. Allows local boards to enter into contracts or agreements with public or private individuals or entities to provide staff training or development. Requires School Executive Management Institute to issue certificates of completion to those school board members who complete the basic education course within the institute. Deletes language relating to required content and location of local board member basic training courses. Transfers responsibility for issuance of school board member continuing education courses from institute to state school boards association. Requires state school boards association to report annually to state board and assembly education committee chairs on activites and provide evaluation of continuing education programs offered by the association each year. Eliminates language mandating content of continuing education courses conducted by School Executive Management Institute for elementary and secondary school principals. Eliminates language requiring board members to file annually a certificate of completion of continuing education course conducted by postsecondary institutions but maintains same requirement for courses conducted by Mississippi School Boards Association. http://billstatus.ls.state.ms.us/documents/2002/html/HB/0400-0499/HB0494SG.htm
Title: H.B. 494
Source: billstatus.ls.state.ms.us
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| TN | Signed into law 04/2002 | P-12 | Provides that the Director of Schools rather than the board of education would have the authority to transfer teachers from one
position to another at his or her option. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0586.pdf
Title: S.B. 2175
Source: http://www.legislature.state.tn.us
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| ME | Signed into law 03/2002 | P-12 | Amends the laws regarding the certification for school administrators and teachers by incorporating performance standards for provisional teacher certification; allows the State Board of Education to determine competency areas for school administrators.
Title: H.B. 1517
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2002 | P-12 | Makes the implementation of any superintendent resignation, retirement, or other financial package and contract negotiation or renegotiation by a school board whose members are elected in whole or in part and of which one or more member's term is to expire within three months of the board's vote on such action contingent upon approval of such package or contract negotiation by the newly constituted school board.
Title: H.B. 434, S.B. 439
Source: http://hod.state.va.us/welcome.htm
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| WA | Signed into law 03/2002 | P-12 | Public school principals and vice principals must hold or have held either valid teacher certificates or valid educational staff associate certificates. Persons who hold or have held valid educational staff associate certificates must also have demonstrated successful school-based experience in an instructional role with students. Persons whose certificates were revoked, suspended, or surrendered may not be employed as public school principals or vice principals. http://www.leg.wa.gov/pub/billinfo/2001-02/House/2400-2424/2415-s_sl_03252002.txt
Title: H.B. 2415
Source: www.leg.wa.gov
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| CA | Signed into law 09/2001 | P-12 | Establishes, until a certain date, the Principal Training Program to provide incentive funding to provide school site administrators with instruction and training. Requires the State Board of Education, with the Commission on Teacher Credentialing, to develop criteria for the approval of state-qualified training providers. Requires the Department of Education to develop, and the State Board of Education to review and approve, interim and final reports.
Title: A.B. 75
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/2001 | Postsec.
Community College | Limits the right to employment as a first-year probationary faculty member to persons previously employed as administrators who were not employed pursuant to prescribed types of contracts; provides that community college district governing boards may employ academic employees, including educational administrators, on contract with respect to prescribed projects. (Chapter No.144)
Title: S.B. 838
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2001 | P-12 | Adds school administrators as eligible to earn the National Board of Professional Teaching Standards certification salary adjustment of $ 5000 and extends the period of eligibility for such adjustment to certified by 7/1/10.
Title: S.B. 114
Source: Lexis-Nexis/StateNet
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| RI | Became law without GOVERNOR'S signature 06/2001 | Postsec. | (Joint Resolution) Extends the reporting date of the special legislative commission to study the feasibility of allowing unionized classified employees at all higher education institutions to be able to negotiate directly with Rhode Island Board of Governors from January 27, 2001 to January 29, 2002 and said commission shall expire on March 29, 2002.
Title: H.B. 5188
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 05/2001 | P-12 | Relates to local superintendent of education, newly elected or appointed, required to complete financial and legal training program; relates to committee establishment to develop and implement.
Title: S.B. 93
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 05/2001 | P-12 | Repeals the requirement that principals and vice-principals have served as teachers for a period of not less than 5 years; requires principals and vice-principals to have appropriate school-level experience as determined by the department of education.
Title: H.B. 469
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 05/2001 | P-12 | Requires the board of education to adopt a classification and compensation structure for education officers that more accurately reflects the level of work being performed.
Title: S.B. 1385
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 05/2001 | P-12 | Provides incentives to keep exemplary principals and vice-principals at the school level; encourages exemplary principals and vice principals to accept long-term assignments to hard-to-staff schools, special needs schools, and schools with high teacher turnover; encourages exemplary teachers to become vice principals.
Title: S.B. 530
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/2001 | P-12 | Provides that a school principal's performance evaluation may not be based wholly on Indiana Statewide Testing for Educational Progress (ISTEP) scores of students in the principal's school, but the scores may be used as one factor in the evaluation; authorizes a school corporation or other entity to which the Federal Family Educational Rights and Privacy Act (FERPA) applies to release of education records to a juvenile justice agency.
Title: S.B. 204
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 05/2001 | P-12 | Permits an individual who has leadership, management and administrative ability in a field other than education to serve as a local superintendent of schools.
Title: S.B. 378
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 05/2001 | P-12 | If a postprobationary teacher who is an administrator is not reemployed as an administrator after either year of his probationary period, and there is a position as a teacher available for the ensuing school year in the school district in which the person is employed, that person must be offered contract as a teacher for the ensuing school year. If the person fails to accept the contract as a teacher, the person shall be deemed to have rejected the offer of a contract as a teacher. An administrator who has completed his probationary period and is thereafter promoted to the position of principal must serve an additional probationary period of 1 year in the position of principal. If the administrator serving the additional probationary period is not reemployed as a principal after the expiration of the additional probationary period, the board must offer the person a contract for the ensuing school year for the administrative position in which [he] the person attained postprobationary status. If the person fails to accept such a contract, the person shall
be deemed to have rejected the offer of employment.
Title: A.B. 130
Source: Nevada Legislative Web Site
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| SC | Signed into law 05/2001 | P-12 | Amends Section 59-18-1930. The Education Oversight Committee shall provide for a comprehensive review of state and local professional development to include principal leadership development and teacher staff development. The review must provide an analysis of training to include what professional development is offered, how it is offered, the support given to implement skills acquired from professional development, and how the professional development enhances the academic goals outlined in district and school strategic plans. The oversight committee shall recommend better ways to provide and meet the needs for professional development, to include the use of the existing five contract days for in service. Needed revisions shall be made to state regulations to promote use of state dollars for training which meets national standards for staff development. Upon receipt of the recommendations from the comprehensive review of state and local professional development, the state department of education shall develop an accountability system to ensure that identified professional development standards are effectively implemented.
Title: H.B. 3534
Source: South Carolina Legislative Web Site
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| TN | Signed into law 05/2001 | P-12 | Requires boards of education to announce when applications for superintendent are to be submitted and when superintendent will be employed. - Amends TCA Section 49-2-203.
Title: H.B. 389
Source: Tennessee Legislative Web Site
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| TX | Signed into law 05/2001 | P-12 | Requires the commissioner to reduce a district's Foundation School Program funds by any amount paid to a terminated superintendent if it exceeds the amount earned by the superintendent under the contract as of the date of termination, including any amount that exceeds the amount of earned standard salary and benefits that is paid as a condition of early termination of the contract.
Title: S.B. 1446
Source: http://www.house.state.tx.us/
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| WA | Signed into law 05/2001 | P-12 | Amends educational service districts' superintendent review committees composition to include a subcommittee of the board, two school district superintendents from within the educational service district selected by the educational service district board, and a representative of the state superintendent of public instruction selected by the state superintendent of public instruction. Also stipulated that prior to the employment of a new educational service district superintendent, the review committee must screen all applicants against the established qualifications for the position and recommend to the board a list of three or more candidates. The educational service district board must either select the new superintendent from the list of three or more candidates, ask the review committee to add additional names to the list, or reject the entire list and ask the review committee to submit three or more additional candidates for consideration. The board must repeat this process until a superintendent is selected.
Title: H.B. 1256
Source: http://www.leg.wa.gov/senate/default.htm
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| WV | Signed into law 05/2001 | P-12 | Requires first-class permits for superintendents; provides that principals chair the process for interviewing prospective professional and paraprofessional employees; requires superintendent to allow principals the opportunity to interview and make recommendations on prospective personnel; provides $500 for early notice of resignation or retirement at end of school year; expands use of retired teachers as substitutes; provides for statewide job return for personnel terminated because of reductions in force (RIF); requires job postings to be written to ensure largest pool of qualified applicants and to not require criteria unnecessary for successful job performance; requires county boards to compile, annually update and make available a list of professional personnel, areas of certification and seniority; requires study and report by state board and secretary of education and the arts on policies, programs and statutes relating to training, certification and licensing of professional educator development funding for education and training of RIF teachers to gain certification in areas of critical need and shortage.
Title: S.B. 227
Source: West Virginia Department of Education Legislative Update
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| WV | Vetoed 05/2001 | P-12 | Limits absences of school principals from school duties to attend the principals academy.
Title: H.B. 2954
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 04/2001 | P-12 | Exempts from an offset of a retirement allowance, retirees of the Teachers' Retirement System or the Teachers' Pension System who are reemployed as principals and supervisors of principals; requires county boards of education to provide information to the State Retirement Agency; clarifies that retirees must meet performance requirements for each year of their employment prior to retirement; provides for the act's termination.
Title: H.B. 442, S.B. 221
Source: Lexis-Nexis/StateNet
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| ND | Signed into law 04/2001 | P-12 | Relates to elementary and secondary education provisions addressed in the creation of North Dakota Century Code; relates to administration, boards, teacher licenses; school guidance and counseling services; special education; vocational and technology education; school finance; transportation.
Title: H.B. 1045
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 03/2001 | P-12 | Extends the automatic repealer in the school administrator sabbatical leave program.
Title: S.B. 2229
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 03/2001 | P-12 | LB 314 exempts certain applicants for an entry-level teacher or administrator certificate from the requirement to take and pass a basic skills competency examination. An applicant is exempted from the test if the person has a certificate issued by another state based on successful completion of a teacher education program and has three or more successive years of experience in a school. Applicants with current credentials from a national nonprofit organization that issues credentials to teachers based upon meeting certain standards are also exempt. The bill repeals a requirement for the State Department of Education (NDE) to administer a basic skills examination for prospective teachers and administrators from outside the state.
Title: L.B. 314
Source: Nebraska Unicameral Web Site
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| SD | Signed into law 03/2001 | P-12 | Subjects uncertified school administrators to a code of ethics.
Title: S.B. 153
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2001 | P-12 | Provides that the failure of a Virginia public high school to achieve full accreditation pursuant to the Standards of Accreditation promulgated by the board of education shall not be the sole criterion for denial of admission and enrollment of a student graduating from such high school to a public institution of higher education in Virginia.
Title: S.B. 1324
Source: Lexis-Nexis/StateNet
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| WY | Signed into law 02/2001 | P-12 | Exempts district superintendents from certification requirements by the Wyoming professional teaching standards board.
Title: S.B. 126
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2000 | P-12 | Establishes, subject to an appropriation in the Budget Act, the California New Administrator Support Program to be administered by the Superintendent of Public Instruction, consistent with policy direction from the State Board of Education.
Title: A.B. 1892
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Relates to the California Whistleblower Protection Act which provides that a state employee who files a written complaint with his or her supervisor, manager, or the appointing power, alleging actual or attempted acts of reprisal, retaliation, threats, coercion, or similar improper acts, because he or she has made a protected disclosure under the Act, may also file a copy of the written complaint with the State Personnel Board, as specified.
Title: A.B. 2472
Source: Lexis-Nexis/StateNet
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| CT | Signed into law 06/2000 | P-12 | Bars State Board of Education from issuing a teacher or administrator license to anyone convicted of certain felonies for 5 years after serving sentence; makes changes in education law relative to employees suspected of child abuse,
Title: H.B. 5317
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 06/2000 | P-12 | Relates to educational accountability; establishes an interagency educational accountability working group to review agency administrative rules, policies, procedures, and practices, and temporarily suspends them, subject to the approval of the Board of Education, in order to support improved accountability for educational resources.
Title: H.B. 1874
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 05/2000 | P-12 | Provides for the Teacher Accountability Act; provides for performance-based contracts for principals; provides for alternative principal certification procedures; provides hearing procedures to challenge employment action taken against a principal; establishes linkage with the Teachers' National Average Salary Bill; relates to the Teacher Tenure Law; provides for the appeal of transfers of teachers; adds failure to perform duties to grounds for termination.,
Title: H.B. 285
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 05/2000 | P-12 | Clarifies that licensure is not a condition of employment for administrators. The board of a school district may enter into an employment contract with any person to serve as an administrator based upon qualifications set by the board. Retains current licensure requirements for principals.
Title: S.B. 160
Source: Colorado Association of School Boards
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| MD | Signed into law 05/2000 | P-12 | Exempts from an offset of a retirement allowance retirees of the Teachers' Retirement System or the Teachers' Pension System who are employed in specified personnel positions; requires county boards of education to provide information to the State Retirement Agency on personnel who qualify for the exemption. Allows retired school principals to be re-employed as principals under certain conditions without losing retirement benefits.
Title: S.B. 220
Source: http://mlis.state.md.us
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| MN | Signed into law 05/2000 | Postsec. | Relates to higher education. Creates a separate subdivision for the salary procedure for the chancellor of the Minnesota state colleges and universities; authorizes chancellors and presidents to receive additional compensation for early contract termination.
Title: S.B. 3386
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 04/2000 | P-12 | Allows experienced principals and vice principals from other public or private schools to seek school administrator positions without first serving as teachers or exchange principals in Hawaii schools.
Title: S.B. 2830
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2000 | P-12 | Requires the local school superintendent to appoint a finance officer who shall be responsible financial management for that district; requires training and continuing education; requires notification of property tax assessments from the Revenue Cabinet before the Commissioner of Education can certify tax rates; deletes references to several specific taxes that are now part of the general tax rate.
Title: H.B. 668
Source: Lexis-Nexis/StateNet
| |
| KY | Vetoed 04/2000 | P-12 | Permits the spouse of a principal to work in the principal's school if the district contains elementary schools, 1 middle school and 1 high school; changes references from "chief state school officer" to the "commissioner of education"; provides that contract employees are considered employees of the school districts.
Title: S.B. 287
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2000 | P-12 | Permits a local board to enter into a contract with a superintendent of schools for a term of no more than 3 years that is extended annually for a 1 year period upon evaluation and approval of the board; specifies procedures for contract extensions.
Title: H.B. 420
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 04/2000 | P-12 | Establishes and implements a superior-performing and exemplary schools program for identifying and granting financial incentives to low performing schools that improve and to the highest performing schools in their classification; provides for school improvement plans for priority schools and the appointment of assistance teams; provides professional development and evaluation of principals, teachers and superintendents; raises salaries for teachers and assistant teachers.
Title: H.B. 1134
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 04/2000 | P-12 | Deletes the requirement that school districts participate annually in the principal support pilot program.
Title: H.B. 295
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 04/2000 | P-12 | Makes certain changes concerning the termination, suspension, and evaluation of certain administrative personnel of school districts and educational service centers.
Title: S.B. 77
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 04/2000 | P-12 | Relates to the Corporation Commission; allows use of monies of the Oklahoma Telecommunications Technology Training Fund for training of school administrators.
Title: S.B. 1178
Source: Lexis-Nexis/StateNet
| |
| GA | Signed into law 03/2000 | P-12 | Requires local school superintendents to make reports to their local boards and to the public in response to financial deficits or budget irregularities. The State Board of Education shall require local boards to do corrective action plans.
Title: H.B. 1187
Source: Georgia Department of Education
| |
| GA | Signed into law 03/2000 | P-12 | Principals and assistant principals must be evaluated by a trained evaluator and may be evaluated by the teachers in the school , if required by the local school superintendent. All certificated personnel must be evaluated by a trained evaluator.
Title: H.B. 1187
Source: Georgia Department of Education
| |
| SC | Signed into law 03/2000 | P-12 | (Joint Resolution) Approves regulations of the Board of Education; relates to the principal induction program.
Title: H.B. 4483
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 07/1999 | P-12 | Requires city and parish school boards to advertise vacancies for positions of local superintendents.
Title: H.B. 542
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 06/1999 | P-12 | Protects K-12 public school employees from reprisal for reporting improper acts.
Title: H.B. 967
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 06/1999 | P-12 | Authorizes school districts and educational service centers to employ under administrative contracts individuals licensed as pupil services employees or administrative specialists or their equivalent who are not school counselors and spend less than 50% of their time teaching or working with students.
Title: H.B. 238
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/1999 | P-12 | Adds administrators to the list of personnel subject to assessment procedure. Adds new criteria to assessment relating to performance of students as measured by state assessments and by local assessments for subjects and grade levels not included in state assessment program. Ability to communicate with parents criterion is strengthened by new language requiring establishment and maintenance of a positive collaborative relationship with students' families to increase student achievement. Provides for performance of students to be primary basis for assessment procedure. Employees assigned to "D" or "F" schools who are rated unsatisfactory must be tested and demonstrate their ability to pass an appropriate test of general knowledge, subject area expertise, or professional competencies.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
| |
| FL | Signed into law 05/1999 | P-12 | State board is required to approve criteria for selecting assistant principals and principals, and authorizes districts to contract with private entities for assessment, evaluation and training. Principals are assigned the responsibility for performance of school personnel. They are required to apply a personnel assessment system approved by the school board. The state board required to adopt rules regarding training of school district management personnel. The bill directs OPPAGA, in consultation with the department, to conduct a comprehensive review of the Management Training Act to determine its effectiveness and submit recommendations to the legislature by January 1, 2000. The Act is repealed effective June 30, 2000.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
| |
| NV | Signed into law 05/1999 | P-12 | Revises provisions regarding qualifications of superintendent of schools of school district.
Title: A.B. 576
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 04/1999 | P-12 | Amends the law regarding certification and employment of assistant principals.
Title: S.B. 225
Source: Lexis-Nexis/StateNet
| |
| NM | Signed into law 04/1999 | P-12 | Provides for three-year contracts for certified school administrators.
Title: H.B. 758
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/1999 | P-12 | Establishes the beginning principal Support Program under School Executive Management Institute of the Department of Education; provides for the selection of school districts for participation programs; provides standards for mentor principals and beginning principals participation in the programs; provides for the selection of such principals.
Title: H.B. 751
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/1999 | P-12 | Provides a strategic planning process for public and higher education; modified the duties and powers of the strategic Planning Committee in relation to its involvement with public and higher education strategic planning.
Title: S.B. 114
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 05/1998 | P-12 | Limits the term of a city or parish school superintendent to no longer than 180 days after expiration of the terms of the board members electing the superintendent; relates to salaries, teacher tenure certifications and promotions.
Title: H.B. 125
Source: Lexis-Nexis/StateNet
| |
| TN | Signed into law 05/1998 | P-12 | Abolishes principal-administrator academy.
Title: H.B. 2487
Source: Information for Public Affairs, Inc.
| |
| OK | Signed into law 04/1998 | P-12 | Relates to standards for homes; allows credit for certain education and work experience to be considered toward administrator certification; provides for inactive status for administrators.
Title: S.B. 1013
Source: Lexis-Nexis/StateNet
| |
| OK | Died 01/1998 | P-12 | Relates to schools and to dismissal or suspension of an administrator.
Title: H.B. 2751 Suspension of Administrators
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 06/1997 | P-12 | Modifies teacher preparation competencies for administrators to include skills necessary to be an effective leader of a school or school district; requires that the competency examination include subject areas for licensure or certification as an administrator; provides that professional development institutes shall automatically qualify for professional development purposes and be defined as continuing education experiences which consist of a minimum of 30 clock hours; designating the Oklahoma Commission for Teacher Preparation as the lead agency responsible for coordination the preparation of a joint funding plan for teacher education, licensure and certification.
Title: H.B. 1559 Oklahomateacher Preparation Act
Source: Oklahoma State School Boards Association
| |
| CO | Signed into law 03/1997 | P-12 | Requires that an "approved program of preparation" for principals or administrators include course work in the principles of business management, in budgeting practices, and in the analysis of student assessment data and its use in planning for student instruction.
Title: H.B. 1108 Administrator Preparation
Source: Colorado Legislative Council Staff
| |
| KY | Signed into law 04/1996 | P-12 | (Effective: 04/10/96) Gives school principals with out of state certification a certificate valid for 1 year; allows principals 5 years of eligibility, rather than 4, to complete the internship; clarifies the administrative responsibilities of the Education Professional Standards Board; provides the board authority to charge reasonable fees for the issuance, reissuance and renewal of certificates.
Title: H.B. 327 Principal Certification
Source: Lexis-Nexis/StateNet
| |
| NY | Signed into law 04/1996 | P-12 | (Effective: 04/02/96) Provides that a superintendent of schools or associate superintendent in a city of two hundred fifty thousand or more shall hold his position for a period not to exceed four years, rather than six, and in all cities subject to the pleasure of the Board of Education, except that in all other cities, the superintendent may be appointed for a term not to exceed five years.
Title: A.B. 7801/S.B. 5209 Term of Superintendent
Source: Lexis-Nexis/StateNet
| |
| NM | Vetoed 03/1996 | P-12 | Provides for leadership training and staff development for school leaders.
Title: H.B. 696 Leadership Training and Staff Development
Source: Lexis-Nexis/StateNet
| |
| WI | Signed into law 12/1995 | P-12 | The Milwaukee County (section 118.23) and Milwaukee Public Schools (section 119.42) teacher tenure laws do not apply after December 21, 1995. Any person whose employment was permanent under those laws on the effective date retains all of the rights and privileges of such permanent employment after that date. In any collective bargaining unit for which a representative is recognized or certified under the Municipal Employment Relations Act and which includes municipal employees to whom the Milwaukee County tenure law, section 118.23, applied prior to December 21, 1995, the issue of procedural rights and rights to continued employment accorded to municipal employees who attain permanent status after completion of a probationary period is not an economic issue for purposes of the application of section 111.70(4) (cm)6.a. of the statutes, solely for purposes of the first dispute between the parties for which final offers are submitted on or after December 21, 1995. This provision does not apply to any collective bargaining unit in which the parties enter into a collective bargaining agreement after December 21, 1995, without submission of any issue to arbitration.
Title: S.B. 37 Tenure 1995 (1995 Wisconsin Act 111)
Source: Wisconsin Association of School Boards (New Laws)
| |
| ME | Signed into law 06/1995 | P-12 | (Effective: 06/21/95) Provides for conditional administrator certification for an administrator who otherwise is qualified for full certification but may lack completion in one or more of the competency areas; provides that conditional certification requires a specific time for the individual to complete requirements for full certification.
Title: S.B. 493 Conditional Administrator Certification
Source: Lexis-Nexis/StateNet
| |
| NY | Passed 06/1995 | P-12 | Superintendents often represent the school board in contract negotiations with teachers and other district employees. When a superintendent's salary increase is linked to any other contractual agreement, it can appear as though there is a conflict of interest. To rectify this situation, the Senate gave final legislative approval to a bill that would require that a superintendent's salary not be based on or tied to provisions of a collective bargaining agreement.
Title: A. 1428/S. 1043 Superintendents' Salaries
Source: Senate Education Committee
| |
| WA | Signed into law 05/1995 | P-12 | (Effective: 05/05/95) Allows retired administrators to serve as replacement administrators without a reduction of pension benefits; applies to persons employed as replacement administrators after December 31, 1994.
Title: S.B. 6045 Replacement Administrators
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 04/1995 | P-12 | (Effective: 04/27/95) Relates to shared superintendents for purposes of the supplementary weightingg plan for public school districts and provides effective and retroactive applicability dates.
Title: S.B. 205 Shared Superintendents for Public School Districts
Source: Lexis-Nexis/StateNet
| |
| ID | Signed into law 06/1994 | P-12 | Removes the requirement that candidates for the elected office of State Superintendent of Public Instruction has to have an administrator's certificate and requires only that a candidate have at least four year's bachelor's degree and be engaged in education work. (Legislative Summary 1994)
Title: H.B. 87 Requirements for State Superintendent
Source: Budget and Policy Analysis
| |
| WI | Signed into law 06/1994 | P-12 | Allows the MPS Board of School Directors to continue, beyond July 1, 1995, to elect a superintendent of schools who is not licensed by the State Superintendent of Public Instruction. The act also excludes the position of assistant superintendent of MPS from the classified service and from tenure provisions. (Legislative Summary 1994)
Title: S.B. 238 Superintendent Election
Source: Legislative Reference Bureau
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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