 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| 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 |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| 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 |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
 | Leadership--Principal/School Leadership--Preparation |
| |
| LA | Adopted 05/2012 | Postsec. | From May 2012 Louisiana Register: Requires licensed educational institutions wishing to offer teacher education or education leadership programs to meet the same program accreditation requirements as Louisiana's institutions to continue offering that program in Louisiana. Page 84 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:IX.305
Source: www.doa.louisiana.gov
| |
| IL | Signed into law 08/2011 | P-12 | Effective June 30, 2012, repeals 105 ILCS 5/21-1a on teacher certification exams. Effective June 30, 2013, repeals statutory provisions on (1) teacher certification, qualifications and issuance of certificates; (2) subject endorsement on teacher certificates; (3) grades of certificates; (4) early childhood certificates; (5) required instruction for all teachers; (6) elementary, special and high school certificates; (7) alternative certification and alternative routes to teacher certification; (8) administrative certification and alternative routes to administrator certification; (9) teacher leader endorsements; (10) principal preparation programs; (11) substitute certificates and substitute teaching; (12) provisional certificates; (13) recognition of certification of teachers from out of state; (14) additional certificates for experienced employed teachers; (15) resident teacher certificates; (16) 105 ILCS 5/21-12 related to printing, seal, signature, credentials for teacher certificates; (17) annual registration fees for certificates; (18) school service personnel certificates; (19) the Illinois Teaching Excellence Program (however, this program is reauthorized in the new Article 21B).
Effective September 2013, repeals statutory provisions related to the Illinois Teacher Corps.
Creates new Article 21B, "Educator Licensure". As summarized in http://www.ift-aft.org/News/DailyNews/11-06-06/Changes_in_Educator_Licensing_Pass_in_SB_1799.aspx:
--Renames the State Teacher Certification Board as the State Educator Preparation and Licensure Board
--Changes the name of the certificate to the Illinois Professional Educator License. Qualified educators will be issued a professional educator license endorsed in each area and grade level for which they are eligible to seek employment in teaching, administration or school service. Each license will be valid for 5 years.
--Streamlines the 66 types of available certificates to 3 types of licenses: the Illinois Professional Educator License, the Professional Educator License with Stipulations and the Substitute Teaching License.. Each will be endorsed in specific content and grade areas. This change will make it easy for each license holder to track his/her qualifications as all endorsements will be on a single license rather than multiple certificates.
--All certificates renewing after July 2012 will be exchanged for Illinois licenses. Hard copy licenses will not be issued but the new credentials can be accessed and printed from the Educator Certification System online.
--The three license system (Initial, Standard, Master certificates) will be eliminated.
--Individuals holding National Board for Professional Teaching Standards (NBPTS) certification will get a National Board for Professional Teaching Standards designation on an existing Professional Educator License. Certification from the National Board for Professional Teaching Standards does not automatically allow an individual to teach in the area for which he/she received NBPTS certification unless the individual also has the appropriate Illinois endorsement. The designation is issued for the same validity period (10 years) as the NBPTS certification. If an individual does not renew his/her NBPTS certification, the designation will be removed from the Professional Educator License.
--New fee structure effective January 2012 for applications for license (for in-state and out-of-state educators), additional endorsements/approvals, and registration per year.
--Effective September 2014, the general administrative endorsement will not be issued. Until July 2015, an individual may convert to a principal endorsement if he/she served at least 1 full year during the last 5 years in a position requiring a general administrative endorsement.
--Substitute teacher licenses are valid for 5 years and may be renewed if the individual has passed a test of basic skills. However, if an individual has had his/her Professional Educator License or Educator License with Stipulations suspended or revoked or has not met the renewal requirements for licensure, the individual is not eligible to obtain a Substitute Teaching License.
--The Paraprofessional educator endorsement will be on the Professional Educator License and renewable every 5 years. Renewal requirements have not yet been determined. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0607.pdf
Title: S.B. 1799
Source: www.ilga.gov
| |
| OR | Signed into law 07/2011 | P-12 | Directs preparation of plan to encourage national board certification for teachers and administrators. Requires creation of comprehensive leadership development system for administrators. Renames Professional Organizations Certification Fund as National Board Certification Fund and sets purpose of fund to promote national certification of teachers and administrators. Directs preparation of guidelines for uniform set of model core teaching standards for teaching preparation. Requires adoption of standards on or before March 1, 2012, and use of standards by school districts in 2012-2013 school year. Establishes reporting and implementation timeline. Declares emergency. Effective July 6, 2011
http://www.leg.state.or.us/11reg/measpdf/hb3400.dir/hb3474.en.pdf
Title: H.B. 3474
Source: http://www.leg.state.or.us
| |
| TX | Signed into law 06/2011 | P-12 | Requires districts to appraise each principal annually. Directs the commissioner to establish by rule and administer a comprehensive principal appraisal and professional development system. Authorizes the commissioner to establish a consortium of experts on education leadership and policy to (1) assist in developing the system, (2) evaluate relevant research and practice, and (3) make recommendations to the commissioner. Directs the commissioner to establish school leadership standards and indicators to align with principal training, appraisal, and professional development. In appraising principals, directs districts to use either the commissioner's appraisal system and school leadership standards and indicators, or locally-developed and -adopted appraisal process and performance criteria. Directs the commissioner, by December 2012 and December 2014, to submit a report to the governor, lieutenant governor, and legislative leaders on any actions taken under these provisions, and recommendations for legislative action on the training, appraisal, professional development, or compensation of principals.
Provides that in carrying out commissioner's powers and duties under these provisions, commissioner may use only money available from private sources. Clarifies that section 21.354 of the education code, directing the commissioner of education to recommend an appraisal process and criteria to appraise the performance of various classifications of school administrators, does not apply to principal performance appraisals. Requires that principal professional development include training based on scientifically-based research. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB01383F.pdf#navpanes=0
Title: S.B. 1383
Source: www.capitol.state.tx.us
| |
| CO | Signed into law 05/2011 | Postsec. | Revises statutes related to teacher preparation and evaluation and expands several sections to include principals. Some areas of revision include: screening potential teaching candidates' academic preparation as well as dispositions that would be appropriate for educators; number of hours of field experience required; and higher education commission policies to monitor and improve effectiveness of preparation programs and their graduates. Spells out data that the department of education is required to collect from higher education institutions regarding educator preparation programs. Indicates new policies and procedures for the commission to evaluate and possibly discontinue educator preparation programs.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/62D9FB44048D63E5872578640052A500?Open&file=245_enr.pdf
Title: S.B. 245
Source: http://www.leg.state.co.us
| |
| AL | Adopted 05/2010 | P-12 | Creates new rules related to Teacher Leader programs. Establishes rationale, criteria for admission to teacher leader programs, teacher leader program and curricular requirements.
Title: 290-3-3-52.01
Source: Westlaw/StateNet
| |
| AL | Adopted 05/2010 | P-12 | Creates new rules related to Instructional Leadership programs. Establishes rationale, criteria for admission to instructional leader programs, and program requirements.
Title: 290-3-3-53.01
Source: Westlaw/StateNet
| |
| AZ | Signed into law 04/2010 | P-12 | Requires the state board of education (SBE): (1) To allow a variety of teacher and administrator preparation program providers to offer a variety of preparation models and courses of study; (2) to adopt rules designed to allow for a variety of program formats; (3) to evaluate program providers based on their program's ability to prepare and recruit teachers and administrators with a variety of experiences and talents; (4) to permit universities under the jurisdiction of the Arizona Board of Regents, community colleges in the state, private postsecondary institutions licensed by the state, school districts, charter schools, and professional organizations to apply for program approval. Specifies that graduates from alternative preparation programs must: (1) Hold a bachelor's degree from an accredited postsecondary education institutions; (2) demonstrate professional and subject knowledge proficiency; (3) obtain a fingerprint clearance card; (4) complete SBE prescribed training in structured english immersion; (5) complete research-based systematic phonics instruction; and (6) demonstrate required U.S. and Arizona constitution proficiencies. Chapter 49
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/2r/summary/h.hb2298_04-08-10_astransmittedtogovernor.doc.htm
Title: H.B. 2298
Source: http://www.azleg.gov
| |
| 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/
| |
| 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
| |
| 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:
| |
| 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
| |
| 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
| |
| 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
| |
| TX | Signed into law 06/2009 | P-12 | Clarifies language in Section 11.203 regarding participation in the school leadership pilot program for principals. Specifies that an individual serving as principal of a school rated academically unacceptable the previous school year must participate in the program. Eliminates requirement that the person hired to replace such a principal participate in the school leadership pilot program the year following a school's rating as academically unacceptable. Page 11 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 9
Source: www.legis.state.tx.us
| |
| 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
| |
| WA | Signed into law 04/2009 | P-12 | Section 401-402 recognizes the important of professional development for teachers, principals and administrators. By January 1, 2010, the professional standards board is to: 1) adopt a set of articulated teacher knowledge, skill and performance standards for effective teaching that are evidence-based, measurable, meaningful and documented in high quality research as being associated with improved student learning; 2) adopt a definition of master teacher with a comparable level of increased competency between professional certification level and master level as between professional certification level and national board certification; 3) submit to the governor and legislature an update on the status of implementation of the professional certificate external and uniform assessment and a proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness as a culminating measure at the preservice level that is to be used during the student-teaching field experience. Guidance is provided on what is to be included in assessment. Standards board is also requested to make recommendations on the length of time a residency certification issues to a teacher is valid and the minimum level of performance required in order for the teacher to continue being certified as a teacher. Beginning no earlier than September 1, 2011, award of a professional certificate shall be based on a minimum of two years of successful teaching experience as defined by the board and, on the results of the evaluation authorized by this section and may not require candidate to enroll in a professional certification program. Beginning July 1, 2011 educator preparation programs approved to offer residency teaching certificate shall be required to demonstrate how the program produces effective teachers as evidenced by the measures established by this section and other criteria established by the professional educator standards board.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261-Section 401-402, Professional Development
Source: http://apps.leg.wa.gov
| |
| AR | Signed into law 03/2009 | P-12 | Requires each school's parental involvement plan to provide instruction to parents on how to incorporate developmentally appropriate learning activities in the home environment, including:
(a) Role play and demonstration by trained volunteers;
(b) The use of and access to department of education web tools for parents;
(c) Assistance with nutritional meal planning and preparation; and
(d) Other strategies or curricula developed or acquired by the district for at-home parental instruction approved by the department of education.
Requires districts to provide training at least annually for volunteers who assist in an instructional program for parents.
Requires administrator education programs to include instruction on the importance of parental involvement, successful strategies for encouraging parents to be partners in their child's education, and the relationship between cultural diversity and parental involvement. http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act397.pdf
Title: H.B. 1272
Source: www.arkleg.state.ar.us
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas the quality of writing instruction is directly related to how well teachers are prepared in their teacher preparation programs and how confident they are in the writing process; and whereas some teachers have expressed tentativeness and discomfort in teaching writing to their students, the education professional standards board and the department of education must take actions during the 2009 and 2010 calendar years to improve instruction at the pre-service levels and to improve the ability to teach writing to existing teachers. Requires the following to be completed at a minimum:
(1) Using results from the state writing assessments, including previous results of audits of writing portfolios, the department of education and appropriate partners must identify any major weaknesses that may be attributed to the quality of writing instruction and consider where and how these skills should best be taught to teachers
(2) The education professional standards board must conduct an analysis of the current pre-service writing instruction requirements and determine how writing instruction for prospective teachers can be improved
(3) The education professional standards board must consider the feasibility of requiring a course in teacher preparation programs in the teaching of writing
(4) The department of education must review the availability of professional development opportunities to help teachers learn how to improve writing instruction, and to use available resources, including the continuance of writing academies and writing workshops, to ensure that training for developing and evaluating high-quality writing portfolios and writing persuasive letters and articles, as well as poetry, short stories, memoirs, and personal narratives is available to existing teachers
(5) The department of education must provide training to administrators to help them provide leadership and support for an effective writing program in their schools.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 17
Source: www.lrc.ky.gov
| |
| 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
| |
| 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
| |
| 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/
| |
| 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
| |
| IL | Adopted 10/2007 | P-12 | Creates new sections establishing rules for program created in statute to pair first-year principals with experienced principals in a year-long mentorship.
Pages 589-599 of 671: http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue40.pdf
Title: 23 IAC 35.10 thru .70
Source: www.cyberdriveillinois.com
| |
| 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
| |
| 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
| |
| AR | Signed into law 04/2007 | P-12 | Amends the commission on closing the achievement gap in Arkansas to provide training for commission members. Modifies term lengths of commission members to indicate that no member shall serve for more than four years. Requires attendance at meetings with no more than one absence. (Act No. 1002)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB2514.pdf
Title: H.B. 2514
Source: http://www.arkleg.state.ar.us
| |
| IA | Signed into law 04/2007 | P-12 | Directs the director of the department of education to develop Iowa standards for school administrators, including knowledge and skill criteria, and develop, based on these standards, mentoring and induction, evaluation processes, and professional development plans. Provides the criteria must further define the characteristics of quality administrators as established by the standards for school administrators. Directs the state board of education to adopt by rule the Iowa standards for school administrators.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 2 and 3)
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 04/2007 | P-12 | Strikes section 272.9A, which directed the board of educational examiners to adopt rules for administrator professional development programs and establishing the requirement that completion of a professional development program every 5 years is a condition for license renewal.
Replaces with requirement that administrative licensure beyond an initial license include completion of a beginning mentoring and induction program.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 10)
Source: coolice.legis.state.ia.us
| |
| 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 | Adopted 12/2006 | Postsec. | Provides more specific processes and procedures to assess higher education professional educator preparation programs for state approval and review relating to existing approved programs. http://www1.leg.wa.gov/documents/wsr/2006/24/06-24-082.htm.
Title: WAC 181-78A-100, -105, -110
Source: http://www.leg.wa.gov/codereviser/washington%20state%20register/
| |
| KY | Adopted 10/2006 | P-12 | Establishes rules regarding effective Instructional Leadership Act. Regards criteria for the program. http://www.lrc.ky.gov/kar/704/003/325.htm
Title: 704 KAR 3:325
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 08/2006 | P-12 | Clarifies eligibility requirements for issuance of Educational Leader certificates allowing more effective implementation of new Educational Leader Certification Structure. Page 5 of 55: http://www.doa.louisiana.gov/osr/reg/0608/0608RUL.pdf
Title: LAC 28:CXV.507
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 07/2006 | P-12 | Requires the state board to establish a new principal mentoring program to allow experienced principals to serve as mentors to new principals during their first year as a principal. Requires the principal, in collaboration with the mentor, to identify areas for improvement of the new principal's professional growth, including, but not limited to, each of the following:
(1) Analyzing data and applying it to practice.
(2) Aligning professional development and instructional programs.
(3) Building a professional learning community.
(4) Observing classroom practices and providing feedback.
(5) Facilitating effective meetings.
(6) Developing distributive leadership practices.
(7) Facilitating organizational change.
Requires the state board to establish an alternative route to administrative certification for National Board certified teachers.
Requires the state board, in consultation with the state teacher certification board, to establish a teacher leader endorsement. Provides that the endorsement is a career path endorsement available to: (i) teachers who are certified through the National Board for Professional Teaching Standards and complete a specially designed strand of teacher leadership courses; (ii) teachers who have completed a master's degree program in teacher leadership; and (iii) proven teacher leaders with a master's degree who complete a specially designed strand of teacher leadership courses.
Directs the state board to certify statewide organizations representing principals, institutions of higher education, and regional offices of education and one school
district or organization representing principals in Chicago to establish a master principal designation program if these entities meet state board-established criteria. Directs these entities to work with a statewide design team of institutions of higher education, regional offices of education, statewide organizations, and other appropriate entities, to conceptualize the master principal designation program. Requires A master
principal designation program aligned with the Illinois
Professional Leadership Standards shall include at least the
following components:
(1) Expansion of the principal's knowledge base and leadership.
(2) Application of strategies and collection of evidence of student learning and school processes.
(3) Demonstration of the ability and skills necessary to lead sustained academic improvement in a school or district.
Provides that an individual serving as a principal for at least 3 years is eligible for participation in a master principal designation program.
Directs the state board to create a task force to review the Illinois Administrators' Academy and recommend revisions to the program. Establishes that the goal of the task force is to revise the Illinois Administrators' Academy so that it offers professional development opportunities tailored to the individual and collective needs of principals and other administrators. Directs the task force also to examine the content and duration of teacher evaluation courses and to make recommendations for improvement. Requires the task force to file a report of its findings with the general assembly, the governor and the state board by July 1, 2007.
Beginning with the 2006-2007, requires districts, except for Chicago, to establish a principal evaluation plan. The plan must ensure that each principal is evaluated according to requirements set forth in statute.
Beginning on July 1, 2007, requires the Chicago school district to develop a principal mentoring program. Directs the district to submit a copy of its principal mentoring program to the state board for its review and public comment. http://www.ilga.gov/legislation/94/SB/PDF/09400SB0860lv.pdf
Title: S.B. 860
Source: www.ilga.gov
| |
| IA | Signed into law 06/2006 | P-12 | Creates a beginning administrator mentoring and induction program to promote excellence in school leadership, improve classroom instruction, enhance student achievement, build a supportive environment within school districts, increase the retention of promising school leaders, and promote the personal and professional well-being of administrators. Requires the department to develop and each board to establish a model beginning administrator mentoring and induction program for all beginning administrators. Requires each board to develop an initial beginning administrator mentoring and induction plan. Requires the plan to describe the mentor selection process, describe supports for beginning administrators, describe program organizational and collaborative structures, provide a budget, provide for sustainability of the program, and provide for program evaluation.
Creates a new section establishing an annual appropriation for purposes of administering the beginning administrator mentoring and induction program. Requires each district to be allocated $1,500 per beginning administrator participating in the program. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 28 - 30
Source: coolice.legis.state.ia.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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| MI | Signed into law 04/2004 | P-12 | Amends the School Code to expand uses of teacher certification fees to include the teacher and administrator professional development and other quality-related activities.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2004-PA-0076.pdf
Title: S.B. 1016
Source: StateNet
| |
| 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
| |
| 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
| |
| MI | Signed into law 11/2003 | P-12 | Establishes a principal leadership academy for training for school principals.
Title: H.B. 4714
Source: http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2003-HB-4714
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |