 |
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 |
| |
| 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 |
| |
| AR | Adopted 03/2012 | P-12 | Establishes definitions and procedures to designate teachers as highly qualified in the core academic subject areas pursuant to the No Child Left Behind Act of 2001. Requires that all newly hired teachers in core academic subject areas in Title I schools or programs must be highly qualified, and that all classes in the core academic subject areas shall be taught by a highly qualified teacher. Outlines reporting requirements, and provides illustrative documentation.
http://170.94.37.152/REGS/005.15.11-005F-12886.pdf
Title: AR ADC 005.19.9-1.0 to AR ADC 005.19.9-5.0; AR ADC 005.19.9 Appendix A, B, C
Source: http://www.sos.arkansas.gov/rules_and_regs/
| |
| MN | Signed into law 07/2011 | P-12 | Removes previous language on the HOUSSE process and updates the current definition of a highly qualified teacher to include teachers holding valid licenses who are determined by local administrators as having highly qualified status according to the approved Minnesota highly qualified plan. Provides that teachers delivering core content instruction be deemed highly qualified at the local level and be reported to the state via the staff automated reporting system. (Article 2, Sec 11)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us
| |
| HI | Vetoed 07/2009 | P-12 | Clarifies that effective July 1, 2009, unlicensed teachers employed as emergency hires may be employed on an emergency basis for no more than four years.
Bill text: http://www.capitol.hawaii.gov/session2009/bills/SB1250_CD1_.pdf
Governor's veto message: http://www.capitol.hawaii.gov/session2009/bills/GM833_.PDF
Title: S.B. 1250
Source: www.capitol.hawaii.gov
| |
| OK | Signed into law 04/2009 | P-12 | Amends provisions concerning the application of the Teacher Due Process Act and teacher residency programs; allows a teacher hired on a temporary contract in a resident teacher position to be hired for an additional school year immediately after the resident year.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1070_int.rtf
Title: H.B. 1070
Source: http://webserver1.lsb.state.ok.us
| |
| UT | Adopted 04/2009 | P-12 | Provides changes in procedure and terminology to make the rule consistent with the federal No Child Left Behind Act. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32312.htm
Title: R277-510
Source: Lexis-Nexis/StateNet
| |
| HI | Signed into law 05/2008 | P-12 | Provides that unlicensed individuals who were hired on an emergency basis by the department of education prior to July 1, 2008 must attain licensure within four years from the date of their employment. http://www.capitol.hawaii.gov/session2008/Bills/SB2163_CD1_.htm
Title: S.B. 2163
Source: www.capitol.hawaii.gov
| |
| UT | Adopted 04/2008 | P-12 | Deletes provision that a teacher working under a letter of authorization who is not an alternative routes to licensing (ARL) candidate, cannot be designated highly qualified. Provides for a new K-6 license. Specifies that the "middle" license area of concentration is still valid, but not issued after 1988. Replaces Applied Technology license area of concentration with Career and Technical Education. Adds Speech-Language Pathologist and Speech-Language Technician license areas of concentration. Deletes provision providing that LEA and educator preparation institution resources may be used may be used to assist those educators experiencing significant problems as educator Level 1 license holders. Also deletes provision that the institution in closest proximity to the employing school district is the first choice for such district involvement and that the school district is encouraged to make a cooperative arrangement with the institution from which the educator graduated. Rewords so as to require LEAs and educator preparation institutions to cooperate in preparing candidates for the educator Level 1 license. Provides that a license applicant who has received or completed license preparation activities or coursework inconsistent with rule 277-504 may present compelling information and documentation for review and approval by the Utah State Office of Education (USOE) to satisfy the licensing requirements. Specifies that a Letter of Authorization is valid for one year and may be renewed for a total of three years.
Deletes section regarding School Counselor levels of licensure. Adds "Returning Educator Relicensure" section to provide a process for a previously licensed educator with an expired license to renew an expired license. Provides that returning educators who previously held a Level 2 or Level 3 license must be issued a Level 1 license during the first year of employment and that, upon completion of the requirements listed in R277-502-6A, the employing LEA may recommend reinstatement of licensure at a Level 2 or 3. Provides that the returning educator's license is valid for five years. Requires returning educators who taught for fewer than three consecutive years in a public or accredited private school to complete the Early Years Enhancement requirements before moving from Level 1 to Level 2 licensure. Also adds to professional educator license reciprocity provisions to authorize an applicant with fewer than three years of previous educator experience in a public or accredited private school to be issued a Level 2 license following satisfaction of the requirements of R277-522, Entry Years Enhancements (EYE) for Quality Teaching - Level 1 Utah Teachers.
Provides the circumstances under which an individual may change or add data in the Computer-Aided Credentials of Teachers in Utah Schools (CACTUS) system. Provides that interns and student teachers are included in CACTUS. Provides that training must be provided to designated individuals prior to granting access to CACTUS. Provides that CACTUS information belongs solely to the USOE, and that the he USOE shall make the final determination of information included in or deleted from CACTUS. Provides that CACTUS data under the Government Records Access and Management Act are public information and must be released by the USOE.
Title: R277-502
Source: www.lexis.com
| |
| UT | Adopted 09/2007 | P-12 | This rule adds new definitions including "teacher of record" and "veteran teacher" and deletes definitions including High Objective Uniform State Standard of Evaluation (HOUSSE) standards. The rule changes terminology from "highly qualified teacher" to a teacher's assignment designated as highly qualified. http://www.rules.utah.gov/publicat/bull_pdf/2007/b20070701.pdf (pg. 42+)
Title: R277-510
Source: http://www.rules.utah.gov
| |
| IL | Signed into law 08/2007 | P-12 | Relates to the Alternative Teacher Certification program. Provides that a provisional alternative teaching certificate may be issued to an applicant who has attained at least a cumulative "B" grade point average if the individual is assigned to a school district that has not met an objective for highly qualified teachers or to
a school district whose data filed with the state board of education indicates that the district's poor and minority students are taught by teachers who are not highly
qualified at a higher rate than other students
Provides that assignment may be made only if the district superintendent and the exclusive bargaining representative of the district's teachers jointly agree to permit the assignment. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0306lv.pdf
Title: S.B. 306
Source: www.ilga.gov/legislation
| |
| TX | Adopted 08/2007 | P-12 | Amends rules regarding generalist certificates to provide legal authority to school districts with approved waivers to extend the assignments of Generalist: Early Childhood-Grade 4 certificate holders to teach in self-contained classrooms for Grades 5 and 6 if assigned prior to the 2007-2008 school year at the discretion of the employing school district. TEXAS 12048
Title: 19 TAC 7.233.233.2
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 07/2007 | P-12 | Allows for the issuance of an Extended Endorsement License (EEL) to individuals who hold standard state teaching certificates (Level 1, Level 2, Level 3, Type C, Type B, Type A, or Out-of-State), pass the current PRAXIS content exam(s) required for the area in which the EEL is requested, and present detailed prescriptions that identify any additional coursework and/or exams needed to complete requirements for the area/level certification endorsement. Allows the EEL to be renewed annually, upon completion of renewal requirements, for up to three years.
This license will ensure that individuals teaching in core content areas have fulfilled highly qualified requirements by passing content area examination(s) of PRAXIS. Pages 5-6 of 68: http://www.doa.louisiana.gov/osr/reg/0707/0707RUL.pdf
Title: LAC 28:CXXXI.314
Source: www.doa.louisiana.gov
| |
| HI | Signed into law 06/2007 | P-12 | Provides an additional $5,000 bonus per year for each national board-certified teacher who teaches at:
(A) A school that is in restructuring under the No Child Left Behind Act (NCLB);
(B) A school with a high turnover rate, as determined by the department;
(C) A school that is not making adequate yearly progress, but is not in restructuring under NCLB; or
(D) A hard-to-fill school, as determined by the department. http://www.capitol.hawaii.gov/sessioncurrent/Bills/HB24_CD1_.htm
Title: H.B. 24
Source: www.capitol.hawaii.gov
| |
| TN | Signed into law 06/2007 | P-12 | During the first year a system or school is on probation, the commissioner of education shall: (A) Have the authority to approve a school system's allocation of financial resources to a system or school on probation; (B) Have the authority to appoint a local community review committee to approve and monitor the school improvement plan; and (C) Implement at least one (1) or more of the following corrective actions: (i) Replace or reassign staff; (ii) Mandate a new, research based curriculum; (iii) Significantly decrease management authority at the school;
(iv) Appoint instructional consultants; and (v) Reorganize the internal management structure.
Effective with school year 2007-2008, each school and LEA shall include in their annual school improvement plans specific goals for improvement, including, but not limited to, school
performance on value added assessment and other benchmarks for student proficiency, graduation rates and ACT scores where applicable, and student attendance. School improvement plans shall also identify areas of strengths and weakness as well as strategies to improve areas of weakness, how additional funds provided through the BEP as the result of changes made in the BEP formula for school year 2007-2008 will be used to address these areas and how the LEA will measure the improvements supported by these funds. Such strategies may include, but are not limited to: (1) Developing school or content-based professional development; (2) Developing teacher induction programs; (3) Increasing the number of reading and math specialists; (4) Increasing classroom equipment and supplies; (5) Reducing class size; (6) Using targeted tutoring and remediation; (7) Increasing numbers of school counselors and
social workers; (8) Providing principal professional development; (9) Using enhanced technology for remediation and re-testing; (10) Employing school attendance officers; (11) reorganizing the school day instructional time; and (12) Implementing a standards based curriculum and associated instructional strategies.
Requires the office of education accountability to review a sample of system and school improvement plans, determine what actions were taken in response to the annual plans, and report the results of its review to the select oversight committee on education and the house and senate education committees.
(1) Makes it discretionary, rather than mandatory, that principals' performance contracts provide for bonuses beyond base salary if performance standards are exceeded; (2) Removes the requirement that when a principal exercises the authority to make staff decisions regarding administrative personnel for the principal must do so "pursuant to local school board policy"; (3) Removes authorization for a principal's designee to provide assessments to teachers. The principals will be required to provide the written assessments and meet with teachers to discuss the assessments; and (4) Removes the requirement that the contract entered into between a school board and a director of schools specify duties other than those prescribed by statute and that it contain performance standards including, but not limited to, school system performance on value added assessment and other benchmarks for student proficiency, graduation rates and ACT scores where applicable, and student attendance. Also removes the requirement that the contract provide for consequences when such standards are unmet and provide for bonuses if performance standards are exceeded.
Requires the state board to develop the guidelines for differentiated pay plans by December 31, 2007, and requires each LEA to implement a differentiated pay plan before the beginning of the 2008-2009 school year. Requires the report card or assessments of the effectiveness of teacher training programs to be issued by November 1 of each year. Requires the first report cards or assessments to be issued no later than November 1, 2008.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0376.pdf
Title: H.B. 472
Source: http://www.legislature.state.tn.us
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| GA | Signed into law 05/2007 | P-12 | Subject to approval by the professional standards commission, authorizes a district to provide a secondary-level alternative teacher certification program for core academic subjects. Requires such alternative teacher certification candidates to:
(A) Possess a master´s degree, doctoral degree, or Juris Doctor in each academic subject in which the candidate will teach;
(B) Receive high-quality professional development that is sustained, intensive, and classroom focused;
(C) Participate in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or a teacher mentoring program;
(D) Assume functions as a teacher for a maximum of three years; and
(E) Demonstrate satisfactory progress toward full certification as prescribed by the professional standards commission.
Defines 'core academic subject' as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, or geography. Directs the professional standards commission to apply the least restrictive standards when approving a district-developed alternative teacher certification program. Provides that a teacher certified through such a program must be considered a highly qualified teacher for purposes of the No Child Left Behind (NCLB) Act.
Subject to approval by the professional standards commission, also authorizes a district to provide a secondary-level alternative teacher certification program for non-core academic subjects. Requires such alternative teacher certification candidates to:
(1) Possess a master´s degree, doctoral degree, or Juris Doctor in each academic subject in which the candidate will teach; and
(2) Demonstrates satisfactory progress toward full certification as prescribed by the professional standards commission.
Directs that a teacher receiving initial certification through a local alternative option be treated in the same manner as certificated professional personnel for purposes of statute or any local board policy, including receiving salaries in keeping with the minimum salary schedule.
http://www.legis.state.ga.us/legis/2007_08/pdf/sb72.pdf
Title: S.B. 72 (Section 4)
Source: www.legis.state.ga.us
| |
| SC | Signed into law 05/2007 | P-12 | (Joint Resolution) Teachers who hold a professional certificate and who have three or more years of experience teaching in middle grades within the past five years on or before July 1, 2009, will be awarded middle level certification in each subject area in which he or she has three or more years of successful experience according to the guidelines for Middle Grades Teacher Education and Certification. Prior to October 1, 2007, teachers who meet the experience requirement and are adding middle level certification will be exempt from the coursework, subject area exams, and the Principles of Learning and Teaching (middle level test) required for add-on certification in specific middle level areas. Between October 1, 2007, and July 1, 2009, teachers who meet the experience requirement and are adding middle level certification must pass the applicable subject area exam or exams and the Principles of Teaching and Learning test required by the State Board of Education in order to add subject-specific middle level certification. Teachers who have a teaching certificate but do not meet the three-year teaching requirement by July 1, 2009, must complete all coursework and examinations required for add-on certification in middle level areas.
http://www.scstatehouse.net/sess117_2007-2008/prever/702_20070502.htm
Title: S.B. 702
Source: http://www.scstatehouse.net
| |
| UT | Adopted 05/2007 | P-12 | Amends rules concerning licensing routes. Provides new requirementsfor testing in areas specific to No Child Left Behind.
http://www.rules.utah.gov/publicat/code/r277/r277-503.htm
Title: R277-503
Source: http://www.rules.utah.gov
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| IA | Adopted 12/2006 | P-12 | Adds a testing requirement for individuals who apply for licensureafter completing a teacher education program at a non-Iowa institution. IOWA 4607
Title: IAC 282-14.103(272), 14.103(1), 14.103(2), 282- 14.115(272),14.120(1)
Source: Lexis-Nexis/StateNet
| |
| ID | 11/01/2006 Pending Legislative Review 10/2006 | P-12 | Modifies teacher certification requirements to make it easier for teachers certified outside of Idaho meet the state's highly qualified teacher requirements for purposes of the No Child Left Behind (NCLB) Act. (pages 44-48 of 159)
Amends teacher certification requirements for teachers of K-12 bilingual education, English as a New Language, grades 6-12 Health, 6-12 and K-12 Physical Education. Amends principal and superintendent certification provisions to require all administrator certificate candidates to meet specific competencies of the Idaho
Foundation Standards for School Administrators. (pages 51-58 of 159)
Incorporates state content standards by reference rather than placing them in administrative rule. (pages 59-91 of 159)
http://adm.idaho.gov/adminrules/bulletin/bul/06jun.pdf
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| LA | Adopted 10/2006 | P-12 | The first update in many years. Identifies all certification guidelines for Louisiana school employees and administrators. Pages 1-52 of 133: http://www.doa.louisiana.gov/osr/reg/0610/0610RUL.pdf
Title: LAC 28:CXXXI.Chapters 1-10 (Bulletin 746)
Source: www.doa.louisiana.gov/
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| NH | Rule Adoption 10/2006 | P-12 | Clarifies competencies for all elementary teachers and increases emphasis on the content areas of language arts, mathematics, social studies and science for the purpose of insuring that elementary teachers certified in the state have the competencies in the content areas that are covered under the NCLB highly qualified teacher requirements.
http://www.ed.state.nh.us/education/laws/ElementaryEdEnglishLanguageArtsSocialStudiesMiddleSchools.htm
Title: Ed 507, Ed 612
Source: http://www.ed.state.nh.us
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| IL | Adopted 09/2006 | P-12 | New section (p 243 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) institutes a requirement that districts electronically report information used in determining whether teachers can be considered "highly qualified"
for their assignments in the core academic subject areas.
New section 1.242 (p 244 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) conveys the due process requirements that are applicable when districts elect to deny enrollment to high school students for failure to maintain academic or attendance standards, as permitted by Public Act 93-803.
Sections 1.420 and 1.430 (pp 244-254 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) have been updated to acknowledge that, under Public Act 94-198, physical education is not required daily in cases of block scheduling.
Language has been inserted into Section 1.720 (pp 254-258 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) to clarify the long-standing policy that the "major field of teaching assignment" is the one in which a (middle-grades) teacher spends
the most time and is thus the field in which the teacher is generally required to have 18 semester hours of credit.
Title: 23 IAC 1.77, .242, .420, .430, .720
Source: www.cyberdriveillinois.com
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| WV | Rule Adoption 08/2006 | P-12 | Amends rules regarding performance evaluations of school personnel by requiring teachers with at least 5 years experience and no unsatisfactory evaluations for at least a period of 3 years to be evaluated only when the principal determines it to be necessary or or when a teacher exercises the option of being evaluated at more frequent intervals; also, incorporates the No Child Left Behind High Objective Uniform State Standard of Evaluation (HOUSSE) as an optional method of documenting subject matter competency in a core academic subject(s) for a teacher in order to meet the definition of highly qualified teacher. http://www.wvsos.com/csrdocs/pdfdocs/126-142.pdf
Title: Title 126, Series 142
Source: http://www.wvsos.com/csr/rules.asp?Agency=Education
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| NH | Emergency Rule Adoption 07/2006 | P-12 | Relates to eligibility requirements for highly qualified teachers. New Hampshire 6389
http://www.ed.state.nh.us/education/laws/StatementofEligibilityHighlyQualifiedTeachers.htm
Title: Ed 501.02, 508.06(c), 513.03
Source: http://www.ed.state.nh.us
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| AZ | Signed into law 06/2006 | P-12
Postsec. | Relates to the alternative teacher development program for placing highly qualified teachers into low income schools; provides for a matching grant to a nonprofit providing alternative teacher recruitment and placing; relates to public schools; requires demographic data concerning the aggregate composition of students in classrooms served by teachers placed by the service provider; provides for an evaluation of achievement gains; provides for public records.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1184s.pdf
Title: S.B. 1184
Source: Arizona Legislature
| |
| CA | Rule Adoption 06/2006 | P-12 | Adopts rules relating to rural flexibility and the No Child Left Behind Teacher requirements. Implements new timelines for middle and high schoolteachers employed by SRSA program schools to allow additional time for achieving NCLB highly qualified teacher certification. CALIFORNIA 17257
http://weblinks.westlaw.com/Find/Default.wl?DB=CA%2DADC%2DTOC%3BADCCATOC&DocName=5CAADCS6113&FindType=W&AP=&fn=_top&rs=WEBL6.06&vr=2.0&spa=CCR-1000&trailtype=26
Title: Title 5 CCR Section 6110, 6112, 6113
Source: California Regulations
| |
| FL | Signed into law 05/2006 | P-12 | The Legislature finds disparities between teachers assigned to teach in a majority of "A" graded schools and teachers assigned to teach in a majority of "F" graded schools. The disparities can be found in the average years of experience, the median salary, and the performance of the teachers on teacher certification examinations. It is the intent of the Legislature that district school boards have flexibility through the collective bargaining process to assign teachers more equitably across the schools in the district.
School districts may not assign a higher percentage than the school district average of first-time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers to schools with above the school district average of minority and economically disadvantaged students or schools that are graded "D" or "F." Each school district must annually certify to the Commissioner of Education that this requirement has been met. If the commissioner determines that a school district is not in compliance, the State
Board of Education will be notified and take action.
INCENTIVES District school boards are authorized to provide salary incentives to meet this requirement. A district school board may not sign a collective bargaining agreement that precludes the school district from providing sufficient incentives to meet this requirement.
Schools graded "D" or "F" must annually report their teacher-retention rate. Included in this report shall be reasons listed for leaving by each teacher who left the school for any reason.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 57)
Source: Florida Legislature
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| ID | Adopted 04/2006 | P-12 | Recommends Idaho teachers be highly qualified by end of 2005-2006 school year. http://adm.idaho.gov/adminrules/bulletin/bul/06apr.pdf (page 15 of 111)
Title: IDAPA 08.02.02
Source: Lexis-Nexis/StateNet
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| LA | Adopted 04/2006 | P-12 | Establishes procedures for hospital/homebound instruction for a student who is enrolled in regular or special education and who, as a result of health care treatment, physical illness, accident, or the treatment thereof, is temporarily unable to attend school. http://www.doa.state.la.us/osr/reg/0604/0604RUL.pdf
Title: LAC 28:CXV.1103
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
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| ND | Adopted 04/2006 | P-12 | Amends administrative rules pertainingto credentials for Title I coordinator, library media, special education director, special education strategist, and reconfiguration ofinstructional days, high school summer school payments, and entrance standards or high school, elementary and kindergarten students. Special education Director Credential (Ch. 67-11-08): http://www.dpi.state.nd.us/resource/rules/proposed/67-11-08.pdf
Paraprofessionals (sec. 67-11-14-05) : http://www.dpi.state.nd.us/resource/rules/proposed/67-11-14.pdf
Special education strategist credential (sec. 67-11-16-03): http://www.dpi.state.nd.us/resource/rules/proposed/67-11-16.pdf
*** Accreditation procedures ( Ch. 67-19-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-19-01.pdf
High school summer school, cooperative programs (67-2-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-20.pdf
Corrective action procedures (67-22-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-22-01.pdf
Elementary summer school (67-24-01): http://www.dpi.state.nd.us/resource/rules/proposed/67-24.pdf
Title: NDAC 67-11-01-01, thru 01-07.1 non-seq, 67-15-02-01 thru 02-07non-seq, 67-19-01-01 thru 01-43 non-seq, 67-20-01-01 thru 01-08, 67-22-01-01thru 01-03, 67- 24-01 thru -01-07
Source: Lexis-Nexis/StateNet
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| OH | Adopted 04/2006 | P-12 | A one-year supplemental teaching license, renewable two times, shall be issued at the request of the superintendent of a city, educational service center, local, exempted
village, non public, or joint vocational school district to an individual who is deemed to be of good moral character and who evidences completion of specified requirments.
http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-14_PH_FF_N_RU_20060412_1016.pdf
Title: OAC 3301-24-14
Source: http://www.registerofohio.state.oh.us/
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| UT | Adopted 04/2006 | P-12 | Provides definitions in the NCLB (No Child Left Behind).
http://www.rules.utah.gov/publicat/code/r277/r277-510.htm
Title: R277-510
Source: http://www.rules.utah.gov
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| IN | Signed into law 03/2006 | P-12 | Allows the governing body of a school corporation or an accredited nonpublic school to hire an individual who is in the process of obtaining a teacher's license under the transition to teaching program, if the individual is obtaining a license in a subject area, or will be teaching in a school that is located in geographic area in which there is an insufficient supply of licensed teachers. http://www.in.gov/legislative/bills/2006/SE/SE0172.1.html
Title: S.B. 172
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 3 provides that a teacher from any state meeting the federal standard for a highly qualified teacher is eligible for a standard license in Mississippi.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us/
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| NM | Adopted 03/2006 | P-12 | Relates to entry level licensure requirements for history, geography, economics, civics and government teachers K-12. Requires passage of content area assessment for endorsement.
http://www.nmcpr.state.nm.us/nmregister/xvii/xvii04/6.64.6amend.pdf
Title: 6.64.6 NMAC
Source: http://www.nmcpr.state.nm.us
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| OH | Adopted 03/2006 | P-12 | Provides rules for temporary licenses. Deletes a number of provisions that allowed temporary licenses to be issued in certain areas of teaching. Retains others. OHIO 12584
http://www.registerofohio.state.oh.us/pdfs/3301/0/23/3301-23-44_PH_FF_A_RU_20060314_1326.pdf
Title: OAC 3301-23-44
Source: http://www.registerofohio.state.oh.us
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| AK | Adopted 02/2006 | P-12 | Amends rules to the Department of Education and Early Development, dealing with setting out qualifications for special education teachers to meet highly qualified status under the No Child Left Behind Act. Requires school districts to ensure that special education teachers employed by the district meet highly qualified teacher status. Sets requirements for teachers and school districts regarding highly qualified status for special education teachers.
Title: 4 AAC 04.210(j), (k)
Source: Lexis-Nexis/StateNew
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| IL | Adopted 02/2006 | P-12 | Clarifies rules regarding criteria by which teachers may be identified as "highly qualified" in the core academic subject areas. Bars individuals serving on
special education teaching approval or short-term emergency certification in special education or teachers holding transitional bilingual certificates (unless they have passed the content-area test for the core academic subject taught) from being considered "highly qualified". Gives latitude to rural teachers and special education teachers who are new to the profession and who are "highly qualified" in one core academic subject.
Page 90-125 of 1528: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue10.pdf
Title: 23 IAC 25 Appendix D
Source: Lexis-Nexis/StateNet, www.cyberdriveillinois.com
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| OR | Adopted 02/2006 | P-12 | To be eligible for an Approved NCLB Alternative Route License, the applicant must:
(a) Hold a bachelor's degree; (b) Demonstrate core academic subject matter competency by: (A) Passing the TSPC approved rigorous state test required for the grade-level and subject-matter area; or (B) Holding an undergraduate major or coursework equivalent in the core academic subject in the teaching area (does not apply to elementary authorizations); or (C) Holding a graduate degree in the core academic subject in the teaching area (does not apply to elementary authorizations). Per federal law:
(a) Teachers on the Approved NCLB Alternative Route Teaching License are considered highly qualified for only three years; and (b) The license is not renewable and is not eligible for any extension. Teachers who have taught on a Restricted Transitional License for one-year or less, upon application with a district may be eligible for the Approved NCLB Alternative Route Teaching License provided the requirements of section (8)(a) and (b) of this rule are met.
Makes changes regarding Highly Qualified Teachers, the High ObjectiveUniform State Standard of Evaluation (HOUSSE) standards, and No Child Left Behind to meet federal requirements. Teachers new to the profession teaching core academic subjects in grades seven (7) and eight (8) in an Oregon middle or junior high school must meet the following criteria in order to meet the federal definition of "highly qualified teacher." The teacher must:
(1) Hold a Basic, Initial, Approved NCLB Alternative Route Teaching License or Preliminary Teaching License in any one of the core academic areas and satisfy one of the following: (a) Pass a rigorous state exam in the core academic subject matter area; or (b) Hold an undergraduate major in the subject core academic matter area; or (c) Hold a graduate degree in the core academic subject matter area; or (d) Complete coursework equivalent to an undergraduate majoring the core academic subject; and (e) Be properly assigned in the core academic subject matter area in grades seven (7) or eight (8).
(2) Teachers on an approved conditional assignment permit for any core academic subject are not considered highly qualified under any circumstances. Similar provisions apply to teachers not new to the profession.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_100.html
Title: OAR 584-100-0038
Source: http://arcweb.sos.state.or.us
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| TX | Adopted 02/2006 | P-12 | Addresses certificates for career and technology education. Requires experience and preparation in a skill area and languages other than english. Provides for the issuance of new categories of classroom teaching certificates beginning on September 1, 2005.Similar section (19 TAC 7.233.233.4) affects mathematics/physical science/engineering and chemistry.
Title: 19 TAC 7.233.233.3, .8, .10, .12, .14, .15
Source: Lexis-Nexis
| |
| 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. 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+CHAP0349
Title: H.B. 1057
Source: http://leg1.state.va.us/
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| OH | Adopted 01/2006 | P-12 | Rescinds rules relating to endorsement and validation of certificates for teaching, and requirements for certificate renewal.
Title: OAC 3301-23-20 thru -22
Source: Lexis-Nexis/StateNet
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| LA | Adopted 12/2005 | P-12 | Grants a school district the option of a two-year renewal of Out-of-Field Authorities to Teach (OFAT) for individual pursuing certification in special education areas.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28:I.903
Source: Lexis-Nexis/StateNet,
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| CA | Adopted 11/2005 | P-12
Postsec. | A new middle or high school teacher who meets NCLB requirements must have a bachelor's degree and either be enrolled in an approved intern program for less than three years or hold a credential in the subject taught, must also pass or complete one of the specified means to demonstrate subject matter knowledge. A new special education teacher who can demonstrate subject matter competence in mathematics, language arts, or science, may demonstrate competence in the other core academic subjects through the High Objective Uniform State Standard Evaluation.
Title: Title 5, Div.1: 6:7:3 sec. 6111
Source: Lexis-Nexis/StateNet
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| OK | Adopted 11/2005 | P-12 | Amends rules concerning teacher education and certification with regard to competencies for licensure. Adds the reading competencies for elementary teachers to the competencies for special education teachers.
Title: OAC 210:20-9-172
Source: Lexis-Nexis/StateNet
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| OR | Adopted 10/2005 | P-12 | Amends rules regarding licensing requirements. Incorporates fee increases due to finger printing cost increases with the State Police. Allows Teacher Standards and Practices Commission (TSPC) to add middle-level endorsements onto Basic and Standard Teaching Licenses to assist educators to meet the federal definitions of 'highly qualified teacher' under the No Child Left Behind Act. Makes the definition of acceptable Master's degree consistent with acceptable master's degree allowed for Initial and Continuing Teaching licenses. Amends when candidates are eligible to receive Preliminary Teaching Licenses. OREGON REG 26862 (SN)
Title: OAR 584-017-0110, -036-0055, -038-0004, -040-0005, - 060-0011, -0021, -100-0046
Source: StateNet
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| RI | Adopted 09/2005 | P-12 | Establishes rules regarding the requirements for Middle School Endorsement. Outlines completion of an approved college program of preparation of middle level educators. RHODE ISLAND REG 2448 (SN)
Title: Uncodified
Source: StateNet
| |
| RI | Adopted 09/2005 | P-12 | Establishes rules regarding the Individual Professional Development Plan (I-Plan) process for renewal of professional educator certificates. RHODE ISLAND REG 2444 (SN)
Title: Sections 1.0 through 9.0
Source: StateNet
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| TX | Adopted 09/2005 | P-12 | Establishes new rules regarding an emergency certificate for the 2005-2006 school year for educators serving in public schools affected by Hurricane Katrina. Provides for issuance of a nonrenewable certificate for the 2005-2006 school year for educators serving in public schools affected by Hurricane Katrina.
Title: 19 TAC 7.230.O.230.465
Source: StateNet
| |
| OR | Adopted 08/2005 | P-12 | Amends rules concerning continuing education and licensing requirements. Makes the continuing education (CE) rule the same for all categories (deletes the exemption for new graduates and the differences between licensees from other states). Creates a separate section for applications for licensure that require CE for those who have not been licensed for up to three years. Takes out 'handicapped' language for Occupational Therapists working in an educational setting. Changes how mentorship is used only for Continuing Education points. OREGON REG 26609 (SN)
Title: OAR 339-010-0005 thru -020-0100
Source: StateNet
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| TX | Emergency Rule Adoption 08/2005 | P-12 | Amends rules concerning the Educational Aide Exemption Program. Allows students who have met the requirement of employment as an educational aide one of the past five years who are applying for their first exemptions to continue to pursue their teaching credentials. TEXAS REG 97907 (SN)
Title: 19 TAC 1.21.II.21.1083
Source: StateNet
| |
| WV | Adopted 08/2005 | P-12 | Amends rules relating to minimum requirements for the licensure of professional and paraprofessional personnel. Amends rules regarding advanced salary classifications. WEST VIRGINIA REG 4652 (SN)
Title: Title 126, Series 136
Source: StateNet
| |
| CT | Signed into law 07/2005 | P-12 | For the period from July 1, 2005, to July 1, 2008, the State Board of Education is to require an applicant for certification as a bilingual education teacher to demonstrate competency in English and the other language of instruction as a condition of certification. Competency in English must be demonstrated by successful passage of the oral proficiency test in English and an essential skills test approved by the State Board of Education. Oral and written competency in the other language is to be demonstrated on an examination, if available, of comparable difficulty as specified by the Department of Education. If such an examination is not available, competency must be demonstrated by an appropriate alternative method as specified by the department. For the period from July 1, 2005, to July 1, 2008, the State Board of Education must require persons seeking to become (1) elementary level bilingual education teachers to be certified in (A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved assessment for elementary education, or (B) elementary education and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education, and (2) secondary level bilingual education teachers to be certified in A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved subject area assessment, or (B) the subject area they will teach and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education. Such certificates shall be valid for subject-specific bilingual education. Certification in elementary bilingual education shall be valid for grades kindergarten to eight, inclusive, and certification in secondary subject-specific bilingual education shall be valid for grades seven to twelve, inclusive.
For the period from July 1, 2005, to July 1, 2008, the State Board of Education shall require bilingual education teachers who hold provisional educator certificates for subject-specific bilingual education and who do not hold the endorsement in the subject area they are teaching to meet the requirements of this subsection in order to qualify for a professional educator certificate to teach bilingual education. (1) Elementary bilingual education teachers shall complete the course work requirements necessary for an endorsement in elementary education. (2) Secondary bilingual teachers shall complete the course work requirements necessary for an endorsement in the subject area they teach within the bilingual program. ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
Title: H.B. 6678
Source: ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
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| PA | Adopted 07/2005 | P-12 | Establishes emergency rules extending the deadline for certain teachers to become highly qualified, as required by the NCLB, through the Bridge Certificate process, an alternative evaluation system for certain teachers. Relates to highly qualified teachers to extend the deadline to July 30, 2006, for certain teachers to participate in the Department's Bridge certification program. PENNSYLVANIA REG 4036 (SN)
Title: 22 PA. Code Ch. 403
Source: StateNet
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| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
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| SC | Signed into law 06/2005 | P-12 | Joint resolution to approve regulations of the state board of education; The state board promulgated amendments to R 43-243.4, Utilization of Generic Teacher Certification, that will allow persons holding a generic teaching certificate issued by the state department to provide instruction to students with mild disabilities diagnosed as learning disabled, emotionally disabled, or educable mentally disabled through either a resource or an itinerant services delivery model. Persons holding a generic teaching certificate are also authorized to provide instruction in a self-contained setting for students diagnosed as learning disabled or educable mentally disabled. http://www.scstatehouse.net/sess116_2005-2006/prever/3892_20050519.htm
Title: H.J.R. 3892
Source: http://www.scstatehouse.net
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| MS | Rule Adoption 05/2005 | P-12 | Adds new formula for determining 'highly qualified' status for veteran teachers. Amends Highly Qualified Teacher Criteria to include an addendum to establish a High Objective Uniform State Standard of Evaluation (HOUSSE). The adoption of the HOUSSE plan would provide another option for Mississippi veteran teachers to meet the "highly qualified" teacher requirements through a high objective evaluation option. Candidates for HOUSSE could obtain the needed endorsement by earning points by submitting to their school districts documentation of: coursework in the needed endorsement subject area, coursework in related areas, years of teaching experience, professional development, professional activities and recognitions. MISSISSIPPI REG 9844 (SN)
Title: Uncodified
Source: StateNet
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| OK | Signed into law 05/2005 | P-12 | An Act relating to schools; amending 70 O.S. 2001, Section 6-101. Allows a board of education to enter into written contracts for the ensuing fiscal year prior to the beginning of the year with persons who are not certified or licensed to teach as long as the person is actively in the process of securing certification or licensure. The person is prohibited from teaching in the classroom until that person has met or completed all of the requirements for licensure, and if not certified by the first day of the ensuing year, the contract must be terminated. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1837.pdf
Title: H.B. 1837
Source: http://www.sos.state.ok.us
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| OR | Adopted 05/2005 | P-12 | Amends rules concerning authorizations and endorsements. Adds middle-level endorsements in Language Arts, Social Science and Science to Initial and Continuing Teaching Licenses. Clarifies scope of middle-level endorsement on a high school authorization. Adds middle school endorsement to Basic or Standards Teaching License, removes obsolete language, renumbers sections. Clarifies addition of middle-level endorsement requirements in licensure sections of the administrative rules. OREGON REG 26542 (SN)
Title: OAR 584-017-0130, -0140, -036-0015, -060-0051
Source: StateNet
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| SD | Rule Adoption 05/2005 | P-12 | Establishes rules regarding the department issuing one-year certificates to teachers who have let their certificates lapse. Grants an additional one-year extension on a one-year certificate to a teacher who has extenuating circumstances and references the alternative certification program. States that a teacher who lets his or her certificate lapse may be issued a one-year certificate by the department, during which time the teacher may complete the required six hours of transcripted coursework. States the type of certificate that is to be issued to a teacher who completes an alternative route to certification. SOUTH DAKOTA REG 4086 (SN)
Title: SDCR 24:03:01 thru 24:03:09 (Deleted); 24:43:01 thru 24:43:11, 24:15:02:03, 24:15:03:03.01, 09, 24:15:04:03
Source: StateNet
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| WV | Signed into law 05/2005 | P-12 | Amends §18A-3-1a .Provides for alternative program certificate, eligibility, issuance, scope and renewal limitation; changes activities, components and phases of training for alternative programs; provides for program coordination, training and approval; authorizes separate programs to prepare highly qualified special education teachers; requires position to be posted in certain instances; and establishes hiring preference. Instruction. Must provide a minimum of eighteen semester hours of instruction in the areas of student assessment; development and learning; curriculum; classroom management; the use of educational computers and other technology; and special education and diversity. All programs must contain a minimum of three semester hours of instruction in special education and diversity out of the minimum eighteen required semester hours. Three phases:
Phase I requires intensive on-the-job supervision for 2-4 weeks; Phase II is intensive on-the-job supervision for 10 weeks. During Phase II, the alternative program teacher must be visited and critiqued no less than one time per week by members of a professional support team, and be observed and formally evaluated at the end of five weeks and at the end of ten weeks by the appropriately certified members of the team. At the end of the ten-week period, the alternative program teacher is to receive a formal written progress report. Phase III consists of an additional period of continued supervision and evaluation of no less than twenty weeks duration, with at least one formal evaluation being conducted at the completion of the phase. http://www.legis.state.wv.us/Bill_Text_HTML/2005_SESSIONS/RS/BILLS/hb2528%20enr.htm
Title: H.B. 2528
Source: http://www.legis.state.wv.us
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| AR | Signed into law 04/2005 | P-12 | Renames the Teacher and Administrator Enhancement and Retraining Grant Program the Teacher Opportunity Program. Eliminates requirement that program applicant be a citizen of the United States or permanent resident alien. Establishes the Dual Certification Incentive Program to encourage classroom teachers currently employed in the state to return to college to obtain certification in one or more additional subject areas. Specifies conditions for a teacher to be eligible to receive program funding. Allows each district to fund up to four scholarships for teachers with at least three years of experience as a licensed classroom teacher in a public school in the state. States that any classroom teacher awarded a scholarship under the Dual Certification Incentive Program may be allowed administrative leave with pay as provided under the district's certified personnel policies as is necessary for the classroom teacher to attend college classes, travel to or from the college, and take state-mandated tests as may be necessary to obtain the additional certification. Sets forth circumstances under which a teacher having participated in the program must repay the amount of the scholarships received under the Dual Certification Incentive Program. Authorizes the state board of education to suspend the Arkansas classroom teacher's license of any individual who fails, when required to do so, to repay moneys contributed for participation in the Dual Certification Incentive Program.
States that upon earning dual certification under the Dual Certification Incentive Program, the dually certified classroom teacher must be paid a bonus of $3,000 each school year that the teacher: (A) Is employed full-time as a classroom teacher in an Arkansas public school district; and (B) Is teaching no fewer than two class periods in each of the different subject matter areas for which he or she received certification. Specifies circumstances under which an individual must lose eligibility for the annual incentive bonus.
States that the first priority for the award of funds under the Teacher Opportunity Program is the award of scholarships under the Dual Certification Incentive Program, and that any funds remaining after all awards are made under the Dual Certification Incentive Program may be made for specified other needs. Requires the department of higher education to determine priorities, based on the needs of the state, for awarding grants in the event there are more applicants than funds available.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1982.pdf
Title: H.B. 1982
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | States that teacher certification requirements do not apply to persons teaching concurrent credit courses or advanced placement courses who: (i) Are employed by a postsecondary institution; (ii) Meet the qualification requirements of that institution or the department of workforce education; and (iii) Are teaching in a course in which credit is offered by an institution of higher education or a technical institute.
Also states that grade level/subject matter teacher certification requirements do not apply to licensed teachers teaching in the following settings:
(i) An alternative learning environment;
(ii) A juvenile detention facility;
(iii) A residential and day alcohol, drug, and psychiatric facility program;
(iv) An emergency youth shelter;
(v) A facility of the Division of Youth Services of the Department of Human Services; or
(vi) A facility of the Division of Developmental Disabilities Services of the Department of Human Services; and
(E) A licensed special education teacher teaching two or more core academic subjects exclusively to children with disabilities.
Authorizes the department fo education to offer and operate a nontraditional teacher licensure program.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (sections 16-17)
Source: www.arkleg.state.ar.us
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| WV | Signed into law 04/2005 | P-12 | Adds possession of a bachelor's degree and a provision "holds a certificate of eligibility issued by another state and meets all of the requirements of the state for full certification except employment" to requirements for certification. http://www.legis.state.wv.us/Bill_Text_HTML/2005_SESSIONS/RS/BILLS/hb2350%20enr.htm
Title: H.B. 2350
Source: http://www.legis.state.wv.us
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| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
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| VA | Signed into law 03/2005 | P-12 | Revises the Standards of Quality to require local school boards to (i) provide for data collection and analysis and to use such results in instructional program evaluation; (ii) implement any actions identified through the academic review of schools accredited with a warning; (iii) analyze and report annually the results of industry certification examinations; (iv) annually review their professional development programs; and (v) report compliance with the Standards of Quality annually to the Board of Education. In addition, the bill (i) increases from 10 to 17 the full-time equivalent instructional positions for each 1,000 students identified as having limited English proficiency; (ii) provides that teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents developed by the Board of Education; (iii) replaces Board- and locally-adopted six-year statewide or divisionwide plans, as the case may be, (including those for educational technology) with "comprehensive" statewide or divisionwide plans; and (iv) replaces individual school six-year plans with "comprehensive" plans. Requires each local school board to annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0331
Title: S.B. 779, H.B. 1762
Source: http://leg1.state.va.us/
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| VA | Signed into law 03/2005 | P-12 | Requires the Board of Education, in its regulations governing teacher licensure, to establish criteria and a procedure to allow teachers seeking initial certification to substitute experiential learning in lieu of the coursework required under current teacher licensure standards. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+HB2790ER
Title: H.B. 2790
Source: http://leg1.state.va.us
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| NV | Temporary Rule Adoption 02/2005 | P-12 | Establishes rules which govern the development and issuance of middle school licenses pursuant to the Federal No Child Left Behind Act. NEVADA REG 3672 (SN)
http://www.leg.state.nv.us/nac/NAC-391.html#NAC391Sec339
Title: NAC 391, 391.339
Source: StateNet
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| OH | Adopted 12/2004 | P-12 | Rescinds rules regarding requirements to offer programs of internship, preparation of teachers, high school internship certificates, and provisional high school certificates subsequent to an approved internship program. Amends rules relating to teacher education programs, licensure, professional or associate license renewals, and educational aide permits. OHIO REG 11708 (SN)
Title: OAC 3301-21-10, -11, -23-30 thru -32, -24-01, -03 thru -05, -07, -08, -25-01 thru -05, -07, -08
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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| NH | Interim Rule Adoption 11/2004 | P-12 | Extends existing rules regarding Minimum Standards for School Approval, Individual Certification, and Standards for Graduate Preparation Programs. Provides standards required for the process of process of certification of individuals and requirements for the process of program approval for educational professionals. Some of the rules that will expire in October 2004 are being readopted with amendments in this filing. The amendments include clarification of a certificate issued for the life of the holder, recognition of a second national board certification for a master teacher, and a name change of references from "vocational" education to "career and technical" education. http://www.ed.state.nh.us/education/laws/AdoptionAmendmentorRepealofRules.htm#Packet1
Title: Ed 300, 500, 600
Source: http://www.ed.state.nh.us/education/laws
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| WV | Rule Adoption 11/2004 | P-12 | Establishes new rules relating to standards for subject-area content in secondary-level teacher preparation programs. WEST VIRGINIA REG 4544 (SN)
Title: Title 133, Series 46
Source: StateNet
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| WA | Rule Adoption 10/2004 | P-12 | Amends rules to allow educators in all three roles - teachers, administrators, and educational staff associates (ESAs) to be eligible for a transitional certificate as requested by an employing school district, approved private school or educational service district superintendent. WASHINGTON REG 23365 (SN)
Title: WAC 180-79A-231
Source: StateNet
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| WA | Rule Adoption 10/2004 | P-12 | Amends rules concerning certification. Updates rules relating to continuing education, definitions, credit hours, professional growth team consultation and collaboration, and school accreditation site visit team participation. WASHINGTON REG 23359 (SN)
Title: WAC 180-85-025, -033
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Existing law establishes the Public School Performance Accountability Program which consists of the Academic Performance
Index (API), the Immediate Intervention/Underperforming Schools Program, and the High Achieving/Improving Schools Program. The API
measures the performance of schools and the academic performance of pupils and consists of a variety of indicators.
This bill states the intent of the Legislature to establish the Opportunity for Teaching and Learning (OTL) index as part of the
Public School Performance Accountability Program to measure the opportunities for teaching and learning as evidenced by access to
high-quality learning resources, conditions, and opportunities, based on standards that specify what all schools should have available for
instruction and support.
This bill requires the Superintendent of Public Instruction to, beginning in 2006, publish OTL index values for each school at
the same time and in the same manner as the API. The superintendent is required to, no later than October 15, 2005, develop the OTL index that includes various specified indicators. The superintendent is required to determine a method for computing an OTL index for each school on an annual basis, and to determine minimal standards for indicators measured within the OTL index on a school-level basis.
This bill would provide that its provisions are to be implemented only if funds are appropriated for its purposes. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1419_bill_20040818_enrolled.html
Title: S.B. 1419
Source: California Legislative Web site
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| CA | Vetoed 09/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and
languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings.
Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met.
Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for
an additional year if the permitholder meets specified requirements.
Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.]
This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned.
This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf
Title: A.B. 242
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | SEC. 1: Existing law requires the county superintendent of schools to report to the Superintendent of Public Instruction on the financial condition of a school district if the county superintendent determines a school district may be unable to meet its financial obligations for the current or 2 subsequent fiscal years or if a school district has a qualified or negative certification. Existing law requires the county superintendent to take at least one of certain actions and all actions that are necessary to ensure that the district meets its financial obligations.
This bill requires those possible actions to include assigning the Fiscal Crisis and Management Assistance Team to review district teacher hiring practices, teacher retention rate, percentage of provision of highly qualified teachers, and the extent of teacher misassignment and
also to provide the district with recommendations to streamline and improve the teacher hiring process, teacher retention rate, extent of
teacher misassignment, and provision of highly qualified teachers. The bill requires a school district that is assigned this review to follow the recommendations made unless it shows good cause for failure to do so. 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 requires the county superintendent of schools to annually monitor and review school district certificated employee assignment practices according to certain priorities with first priority going to schools and school districts that are likely to have problems with teacher misassignment and teacher vacancies based on past experience or other available information. Existing law requires a county superintendent of schools to submit an annual report to the Commission on Teacher Credentialing summarizing the results of all assignment monitoring and reviews.
This bill requires the county superintendent of schools to give priority to schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, if those schools are not currently under review through a state or federal intervention program. The bill requires a county superintendent of schools to investigate school and district efforts to ensure that any credentialed teacher in an assignment requiring a certificate authorizing the holder to teach English language development to English learners or training that authorizes the holder to teach English language development to English learners completes the necessary requirements for one of those certificates or completes the required training.
This bill requires a county superintendent of schools to submit the annual report summarizing the results of assignment monitoring and reviews to the department. The bill requires that report to include information on certificated employee assignment practices in schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, to ensure that in any classes in these schools in which 20% or more pupils are English learners, the assigned teachers possess a certificate authorizing the holder to teach English language development to English learners or have completed training that would authorize them to teach English language development to English learners or are to the duties of county superintendents of schools, the bill imposes a state-mandated local program.
The bill requires the Superintendent of Public Instruction to submit a summary of the reports submitted by county superintendents of schools to the Legislature and requires the Legislature to hold public hearings on pupil access to teachers and to related statutory provisions. 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 | SEC. 2: Expands the kind of information to be included in the Commission on Teacher Credentialing's annual report to the Legislature and the Governor, including the number of teachers holding an authorization other than internship, emergency credential or credential waiver, that does not meet the definition of a highly qualified teacher under the No Child Left Behind Act of 2001. 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 requires the State Department of Education to establish a statewide system of school support that provides intensive and sustained support and technical assistance for school districts, county offices of education, and schools in need of improvement. Existing law requires the system to provide assistance by reviewing and analyzing all facets of a school's operation and by assisting the school in developing recommendations for improving pupil performance and school operations.
This bill requires the review and analysis to include the recruitment, hiring, and retention of principals, teachers, and other staff, including vacancy issues and the roles and responsibilities of district and school management personnel. The bill would authorize the system to access the assistance of the Fiscal Crisis and Management Assistance Team to review district or school recruitment, hiring, and retention practices. The bill would require the system also to assist schools and districts in efforts to eliminate misassignments of certificated personnel. 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 | 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 | SEC. 6: Requires the Commission on Teacher Credentialing to ensure that each district and university internship program in California provides program elements to its interns as required by the federal No Child Left Behind Act of 2001 and its implementing regulations. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3001_bill_20040929_chaptered.pdf
Title: A.B. 3001 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Requires that, commencing with the 2004–05 fiscal year, for a district with a school initially applying to participate in the High Priority Schools Grant Program on or after July 2004, the report include whether at least 80% of the teachers assigned to the school are credentialed and the number of classes in which 20% or more pupils are English learners and assigned to teachers who do not possess a certificate authorizing the holder to teach English language development to English learners or have completed training that would authorize them to teach English language development to English learners or are otherwise authorized by law to do so. 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 | SEC. 13: Requires the county superintendent of schools to include in the review of audit exceptions those audit exceptions related to use of instructional materials program funds, teacher misassignments, and information reported on the school accountability report card and to
determine whether the exceptions are either corrected or an acceptable plan of correction developed. Prohibits a local educational agency from being required to repay an apportionment based on a significant audit exception related to the verification of the sufficiency of textbooks and instructional materials, teacher misassignments, and the accuracy of the information reported on the school accountability report card if the county superintendent of schools certifies to the Superintendent of Public Instruction and the Controller that the audit exception was corrected or that an acceptable plan of correction was submitted to the county superintendent of schools. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Requires schools initially applying to participate in the High Priority Schools Grant Program on or after the 2004–05 fiscal year to include highly qualified teachers and appropriately credentialed teachers for English learners in the component on quality of staff in
the school action plan. Specifies that the mandatory school action plan components on facilities, curriculum, instructional materials, and support services for those schools be on facilities in good repair, curriculum, sufficient instructional materials, and support services. Requires schools initially applying to participate in the High Priority Schools Grant Program on or after the 2004–05 fiscal year to measure the availability of instructional materials against a specified definition of ''sufficient instructional materials.'' http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | SEC. 12: Requires a school district to use its uniform complaint process to help identify and resolve any deficiencies related to
instructional materials, conditions of facilities that are not maintained in a clean and safe manner or in good repair, and teacher vacancy or
misassignment. Requires a notice to be posted in each classroom in each school in the school district notifying parents and
guardians that there should be sufficient textbooks or instructional materials, school facilities must be clean, safe, and in good repair, and
the location to obtain a form to file a complaint in case of a shortage. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov/
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| CA | Signed into law 09/2004 | P-12 | SEC. 2: Requires a district compliance audit to include verification of the reporting requirements for the sufficiency of textbooks and instructional materials, teacher misassignments, and the accuracy of information reported on the school accountability report card. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | SEC. 10: Requires the school accountability report card to include information regarding the availability of sufficient textbooks and other instructional materials for each pupil, any needed maintenance of school facilities to ensure good repair, the misassignments of teachers, including misassignments of English learner teachers, and the number of vacant teacher positions for the most recent 3-year period. Defines ''misassignment'' and ''vacant position'' for this purpose.
Requires the template for the school accountability report card to include a field to report the determination of the sufficiency of textbooks and instructional materials and a summary statement of the condition of school facilities. Requires the department to provide examples of summary statements of the condition of school facilities that are acceptable and those that are unacceptable. Declares that these provisions further the purposes of the Classroom Instructional Improvement and Accountability Act. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2004 | P-12 | Consolidates the funding for programs aimed at promoting the development of teachers in specific areas, and establishes the Teacher Support and Development Act of 2005 to provide flexible professional development block grants to school districts. Requires the Superintendent of Public Instruction to annually award the block grants from funding provided in the annual Budget Act. Provides for the block grant amounts to be calculated according to a specified formula and would require a school district to demonstrate that its staff development programs meet
specified criteria prior to receiving a block grant. Requires the State Department of Education to conduct an evaluation to assess the impact of the act on teacher quality and pupil improvement and would require an interim report to be submitted to the Governor and the Legislature no later than January 1, 2007, and a final report to be submitted no later than January 1, 2009. http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1650_bill_20040826_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_1650_veto.pdf
Title: A.B. 1650
Source: www.leginfo.ca.gov
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| DE | Rule Adoption 09/2004 | P-12 | Amends regulations by replacing the Teacher Appraisal Process Delaware Performance Appraisal System, the Specialist Appraisal System, and the Administrator Appraisal System (DPAS II). Effective for only districts participating in the pilot of this process. DELAWARE REG 1542 (SN)
http://www.state.de.us/research/AdminCode/title14/100/106%20Teacher%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage and http://www.state.de.us/research/AdminCode/title14/100/107%20Specialist%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage and http://www.state.de.us/research/AdminCode/title14/100/108%20Administrator%20Appraisal%20Process%20Delaware%20Performance%20Appraisal%20System%20(DPAS%20II).shtml#TopOfPage
Title: 14 DAC Sections 106, 107, and 108
Source: Delaware State Web site
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| NM | Rule Adoption 09/2004 | P-12 | Establishes rules regarding general provisions, fees, license by exam, license by reciprocity, temporary license, license expiration and renewal, continuing education, lapse of license and reinstatement and disciplinary proceedings. NEW MEXICO REG 4195 (SN)
Title: NMAC 16.21.1, .2, .3, .4, .5, .7, .8, .10, .11
Source: StateNet
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| OR | Temporary Rule Adoption 09/2004 | P-12 | Establishes rules to allow form issuance of Emergency Licenses to educators, schools counselors, school psychologists, and administrators when a school district demonstrates extenuating circumstances that merit the issuance of the license in order to protect the district's programs or students. OREGON REG 25967 (SN)
Title: OAR 584-060-0210, -070-0130, -0410, -080-0171
Source: StateNet
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| AZ | Issued 08/2004 | P-12 | Establishes the Arizona Teacher's Excellence Program Coordination Council (AzTEP Council) to solicit, review and approve applications for federal and private grants for recruiting and placing qualified teachers in underserved communities and to oversee the administration of grants to high-needs local education entities. Establishes council membership and reporting requirements. http://www.governor.state.az.us/eo/2004_20.pdf
Title: Executive Order 2004-20
Source: www.governor.state.az.us
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| CA | Signed into law 08/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing to determine that a candidate has fulfilled the induction program requirement if the candidate earned a preliminary teaching credential by completing an accredited internship program of professional preparation and that internship program fulfills induction standards and is approved by the commission. Requires the commission to accept as fulfilling the induction program requirement completion of a 5th-year program after completion of a baccalaureate degree at an accredited institution if an approved induction program is verified as unavailable to a beginning teacher, or if a beginning teacher is required by federal law to complete subject matter coursework. http://www.leginfo.ca.gov/pub/bill/asm/ab_2201-2250/ab_2210_bill_20040830_chaptered.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2210_signing_message.pdf
Title: A.B. 2210
Source: California Legislative Web site
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| IL | Signed into law 08/2004 | P-12 | Provides that if a school district has a shortage of highly qualified teachers, as defined by the No Child Left Behind Act of 2001, or a shortage of highly qualified teachers in the subject area of mathematics, science, reading, or special education, then the school board must spend at least 40% of the money it receives from Title 2 grants on recruitment of teachers until the number of qualified teachers increases. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0997
Title: H.B. 6906
Source: Illinois Legislative Web site
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| NM | Rule Adoption 08/2004 | P-12 | AFTER JUNE 30, 2004: A. A teacher holding a valid level I license, seeking a level II license must meet the following requirements, which may not be waived or substituted by any other experience: (1) complete three full school years of teaching experience at level I New Mexico licensure with successful annual evaluations, except that a teacher who has completed two full school years of teaching experience in another state or country and has obtained level I New Mexico teaching licensure through reciprocity in 6.60.4 NMAC and who is seeking advancement to level II must still complete at least two full years of teaching experience in New Mexico before being eligible for licensure advancement to level II; and (2) submit, in a form acceptable to the director, a completed licensure application and professional development dossier (PDD), as provided in 6.69.4.11 NMAC; or only between February 1st and March 1st, and October 15th and November 15th of any year; the PDD may be submitted up to three months in advance of the completion of the requirement in Paragraph (1) of Subsection A of 6.60.6.9 NMAC with final PDD approval dependent upon the completion of three full years of teaching experience at level I licensure. B. A teacher holding a valid level II license and seeking a level III-A license pursuant to the provisions of this regulation must meet the following requirements, which may not be waived or substituted by any other experience: (1) complete three full school years of teaching experience at level II New Mexico licensure with successful annual evaluations, except that a teacher who has four or more full school years of teaching experience in another state or country and has obtained level II New Mexico teaching licensure through reciprocity in 6.60.4 NMAC and who is seeking advancement to level III must still complete at least two full years of teaching experience in New Mexico before being eligible for licensure advancement to level II; and (2) hold a post-baccalaureate degree from a regionally accredited college or university or hold certification from the national board for professional teaching standards. http://www.nmcpr.state.nm.us/nmregister/xv/xv16/6.60.6amend.pdf
Title: NMAC 6.60.6.1, .8, thru 12
Source: New Mexico Register
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| NM | Rule Adoption 08/2004 | P-12 | Amends issuing agency, statutory authority, definitions, and requirements relating to applicants seeking an initial educator license. NEW MEXICO REG 4166 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.060.0007.htm
Title: NMAC 6.60.7.1, .3, .7, .8, .10
Source: StateNet
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| UT | Rule Adoption 08/2004 | P-12 | Amends rules concerning entry years enhancement (EYE) for quality teaching. Provides clarification of who is required to complete the EYE including Level 1 teachers. UTAH REG 27211 (SN)
Title: R277-522
Source: StateNet
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| UT | Rule Adoption 08/2004 | P-12 | Amends rules concerning the appropriate licensing and assignment of teachers. Makes the rules consistent with current practices and state and federal law. UTAH REG 27210 (SN)
Title: R277-520
Source: StateNet
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| UT | Rule Adoption 08/2004 | P-12 | Repeals rules concerning special subject certification for small secondary schools. UTAH REG 27208 (SN)
Title: R277-510
Source: StateNet
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| UT | Rule Adoption 08/2004 | P-12 | Amends rules concerning educator licensing and data retention. Provides for consistency with other Board of Education rules. Provides for licensing fees. UTAH REG 27207 (SN)
Title: R277-502
Source: StateNet
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| WA | Emergency Rule Adoption 07/2004 | P-12 | Establishes emergency rules to allow teachers who hold the appropriate degree from a regionally accredited college/university, a teaching certificate comparable to the residency teacher certificate issued by another sate, who has practiced for at least three years as a teacher in grades P-12, and who completed a supervised, classroom-based internship to obtain their out-of-state teaching certificate, to obtain a Washington residency teaching certificate. WASHINGTON REG 23326 (SN)
Title: WAC 180-79A-257
Source: StateNet
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| WA | Emergency Rule Adoption 07/2004 | P-12 | Establishes emergency rules to allow teachers with endorsed certificates to add certain additional endorsements to their certificates through successful passage of the Praxis II subject knowledge test. WASHINGTON REG 23325 (SN)
Title: WAC 180-82A-204
Source: StateNet
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| WA | Emergency Rule Adoption 07/2004 | P-12 | Establishes emergency rules to grant individuals from out-of-state applying for a state residency teaching certificate up to one year to take and successfully pass the WEST-B basic skills test. WASHINGTON REG 23414 (SN)
Title: WAC 181-01-002
Source: StateNet
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| SD | Rule Adoption 06/2004 | P-12 | Amends rules to give the department the authority to grant endorsement level approval, rather than individual universities. Allows students with a previous content specific major to take additional coursework in pedagogy to complete their education degrees and pass a content exam to verify their content knowledge. Revises the rules so they are content standards based and allow preparing institutions the flexibility to vary their courses to meet the content standards. Allows principals to obtain preschool - 12 certification. SOUTH DAKOTA REG 4018 (SN)
Title: 24:15:06:01 thru 24:16:10:04 (Non-Seq.)
Source: StateNet
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| DE | Rule Adoption 05/2004 | P-12 | Amends rules that apply to the requirements for a standard certificate for an elementary teacher. Renames title and changes the grade span of the certificate for K-4 to K-6. http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf
Title: 14 DAC 1556
Source: Delaware State Web site
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulation relating to the requirements for a standard certificate for a middle level teacher. Changes grade span from 5-8 to 6-8. Aligns with the No Child Left Behind Act. http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf
Title: 14 DAC 1557
Source: Delaware State Web site
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| LA | Adopted 05/2004 | P-12 | Adds language for the implementation of Continuing Learning Units (CLUs) and High Quality Professional Development. Streamlines current policy and aligns these rules with the No Child Left Behind Act of 2001. LOUISIANA REG 9335 (SN)
Title: LAC 28:I.903
Source: StateNet
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| ND | Rule Adoption 05/2004 | P-12 | Repeals rules regarding instructional personnel - curriculum or instructional area director, secondary school teacher qualifications; specific subject area preparation. Addresses Middle Level or Junior High School Teacher Qualifications - general preparation; Elementary School Teacher Qualifications - general preparation and specific subject preparation. NORTH DAKOTA REG 3834 (SN)
Title: Repeals NDAC 67-19-01-23 thru -29
Source: StateNet
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| OR | Temporary Rule Adoption 05/2004 | P-12 | Implements new Highly Objective Uniform State Standards of Evaluation (HOUSSE) for teachers who are eligible for HOUSSE assessment with regard to meeting the definitions of Highly Qualified Teacher under the federal No Child Left Behind Act. OREGON REG 25595 (SN)
Title: OAR 584-100-0026
Source: StateNet
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| UT | Rule Adoption 05/2004 | P-12 | "Highly qualified" means a teacher has met the specific requirements of ESEA, NCLB. NCLB Highly Qualified - Secondary. In order to meet the federal requirements under a Highly Objective Uniform Statewide System of Evaluation (HOUSSE), a secondary educator shall have a bachelor's degree, an educator license and one of the following for each of the teacher's NCLB Core academic subject assignments: A. a University major degree or National Board Certification; or B. documentation that the teacher has passed an appropriate USOE-approved subject area test(s); or C. an endorsement in a subject area directly related to the educator's academic major; or D. documentation of coursework equivalent to a major degree (30 semester or 45 quarter hours); or E. documentation of satisfaction of Utah's HOUSSE requirements for assignments not directly related to the educator's academic major: (1) a current endorsement for the assignment; and (2) completion of 200 professional development points directly related to the area in which the teacher seeks to meet the federal standard, as applicable. (No more than 100 points may be earned for successful teaching in related area(s)); and (3) points and documentation are required for teachers of all NCLB content courses prior to June 30, 2006; and (4) documentation includes official transcripts, annual teaching evaluation(s), data of adequate student achievement.
NCLB Highly Qualified - Elementary and Early Childhood. A. To meet Highly Objective Uniform Statewide System of Evaluation (HOUSSE), an elementary/early childhood educator shall satisfy R277-501-5A (1) and (2) and (3)(a) or (b), and B or C as provided below: (1) the educator has a current Utah educator license; and (2) the educator is assigned consistent with the teacher's current state educator license; and (3) the educator shall: (a) have completed an elementary or early childhood major or both from an accredited college or university; or (b) the teacher's employer may review the teacher's college/university transcripts and subsequent professional development to document that the following have been satisfied with academic grades of C or better: (i) nine semester hours of language arts/reading or the equivalent; and (ii) six semester hours of physical/biological science or the equivalent; and (iii) nine semester hours of social sciences or the equivalent; and (iv) three semester hours of the arts or the equivalent; and (v) nine semester hours of college level mathematics or the equivalent as approved by the USOE; and (vi) six semester hours of elementary/early childhood methodology (block); and B. the educator has obtained a Level 2 license; or C. An elementary/early childhood teacher shall pass Board approved content test(s). B. Level 1 license holder with one year licensed educator experience within a three year period. (1) An active educator shall earn at least 75 license points in each three year period; and (2) any years taught shall have satisfactory evaluation(s). C. Level 1 license holder with two years licensed educator experience within a three year period. (1) An active educator shall earn at least 50 license points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). D. Level 1 license holder with three years licensed educator experience within a three year period. (1) An active educator shall earn at least 25 professional development points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). E. An educator seeking a Level 2 license shall notify the USOE of completion of Level 2 license prerequisites consistent with R277-522, Entry Years Enhancements (EYE) for quality Teaching - Level 1 Utah Teachers and R277-502, Educator Licensing and Data Retention. [D]F. Level 2 license holder: (1) An active educator shall earn at least 100 license points within each five year period. License points shall be earned in activities defined under this rule that contribute to competence, performance, and effectiveness in the education profession. (2) An inactive educator shall earn at least 200 license points within a five year period to maintain an active educator license. (3) An inactive educator who works one year within a five year period shall earn 165 license points within a five year period to maintain an active educator license. (4) An inactive educator who works two years within a five year period shall earn 130 license points within a five year period to maintain an active educator license. (5) Credit for any year(s) taught requires satisfactory evaluation(s). [E]G. Level 3 license holder: (1) A Level 3 license holder with National Board Certification shall meet the National Board for Professional Teaching Standards (NBPTS) requirements consistent with the NBPTS schedule available from the USOE Educator Licensure Section. A Level 3 license holder shall be responsible to provide verification of NBPTS status prior to the license holder's designated renewal date. (2) A Level 3 license holder with a doctorate degree in education or in a field related to a content area in a unit of the public education system or an accredited private school shall meet the active or inactive educator Level 2 license holder requirements within a seven year period. (3) An educator seeking a Level 3 license shall notify the USOE of completion of Level 3 license requirements. Level 3 license criteria apply to the license holder as of the license holder's renewal date following the notification to the USOE. H. Teachers seeking license renewal who do not meet NCLB standards shall focus 100 of the 200 required professional http://www.rules.utah.gov/publicat/bull_pdf/2004/b20040315.pdf UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7. R277-501-4.UTAH REG 26980 (SN)
Title: R277-501
Source: UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7.
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| KY | Signed into law 04/2004 | P-12
Postsec. | Specifies that there are persons who should be recruited to teach in Kentucky's public schools because they have academic majors, strong verbal skills as demonstrated on a verbal ability test, and deep knowledge of content, which characteristics are identified by empirical research as important attributes of quality teachers. Clarifies minimum grade point average and degree prerequisites for work experience-option candidates for the alternative teaching certificate. Adds that work experience-option candidate must possess academic major or passing score on the academic content assessment designated by the education professional standards board. Specifies that alternatively-certified "adjunct instructor" (in such areas as art, music, foreign language, drama, science and other speciality areas) cannot be designated "highly qualified" under the provisions of the No Child Left Behind Act.
Establishes two new options for alternative certification. 1): The "university alternative program" allows a university to offer an alternative program that enrolls students in a postbaccalaureate teacher preparation program concurrently with employment as a teacher in a local district. Specifies the parameters of this certification.
2): The certification of a person in a field other than education to teach at the elementary, middle or high school level, which option must not be limited to teaching in shortage areas. Specifies the parameters of this certification.
http://www.lrc.state.ky.us/RECORD/04RS/HB152/bill.doc
Title: H.B. 152
Source: www.lrc.state.ky.us
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| LA | Adopted 04/2004 | P-12 | Adopts rules to extend the deadline from July 1, 2004 to August 31, 2004, for teachers to complete requirements for adding endorsements. Allows candidates an additional summer semester to complete the old requirements.
Title: LAC 28:I.903
Source: StateNet
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| LA | Adopted 04/2004 | P-12 | Adopts rules to specify the exam and passing score(s) for the following certification areas: Business Education; Middle School Science; and Middle School Social Studies for the standards for certification of school personnel.
Title: LAC 28:I.903
Source: StateNet
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| MS | Rule Adoption 04/2004 | P-12 | Amends rules concerning a special education teacher unit methodology revision. Incorporates data retrieved electronically through the Mississippi Student Information Systems into the procedure. Changes the focus of the methodology to the amount of services a teacher provides to a student instead of the student's disability. MISSISSIPPI REG 9142 (SN)
Title: (Uncodified)
Source: StateNet
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| VA | Signed into law 04/2004 | P-12 | Prohibits local school boards from issuing a previously allowed, valid three-year nonrenewable local eligibility license to special education teachers or any teachers providing instruction in courses that do not represent core academic areas as defined by the federal No Child Left Behind Act. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+HB1048ER
Title: H.B. 1048
Source: http://leg1.state.va.us
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| WV | Signed into law 04/2004 | P-12 | Adds the following language: Any teacher who has graduated from a teacher preparation program at a regionally accredited institution of higher education and who holds a valid teaching certificate or certificates issued by another state shall be, upon application, awarded a teaching certificate or certificates for the same grade level or levels and subject area or areas valid in the public schools of this state, subject only to the provisions of section ten of this article. http://129.71.164.29/Bill_Text_HTML/2004_SESSIONS/RS/House/H_BILLS/hb4553%20enr.htm
Title: H.B. 4553
Source: http://www.legis.state.wv.us
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| NY | Emergency Rule Adoption 03/2004 | P-12 | Clarifies and corrects omissions in the new requirements for the certification of teachers in the classroom teaching service that became effective on February 2, 2004. NEW YORK REG 16620 (SN)
Title: Title 8 NYCRR 80-1.2, 80-2.12, 80-2.13, 80-3.1, 80- 3.5, 80-4.3, 80-5.6 and 80-5.13
Source: StateNet
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| OR | Temporary Rule Adoption 03/2004 | P-12 | Establishes temporary rules which will grant teacher education institutions authority to determine teaching competency if the required 15 weeks of student teaching cannot be met due to a shortened school year imposed on school districts by budget restraints. Grants a licensed educator that possesses any initial license on or before October 3, 2003, one extra year on the life of their license to complete the CTL requirements. Requires teachers to provide evidence of completion of an inservice program in their underlying subject-matter area. OREGON REG 25513 (SN)
Title: OAR 584-017-0042, -036-0067, -040, -0005
Source: StateNet
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| UT | Rule Adoption 03/2004 | P-12 | Eliminates old definitions and adds the following definitions required by state and federal law including 'core academic subjects,' 'demonstrated competency,' 'highly qualified,' 'HOUSSE standards,' 'No Child Left Behind Act,' and 'State qualified.' Provides procedures for alternative license routes, both district/charter-school-specific and state. Provides standards for both highly qualified and state qualified teachers. UTAH REG 26851 (SN)
Title: R277-520
Source: StateNet
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| UT | Signed into law 03/2004 | P-12 | Modifies the State System of Public Education by distinguishing between teachers and associate teachers; requires school districts and schools to identify and distinguish between teachers and associate teachers; requires schools to maintain lists of teachers and associate teachers which shall be available for review by any person upon request.
Title: H.B. 126
Source: StateNet
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| UT | Signed into law 03/2004 | P-12 | Modifies the membership and terms of the nominating and recruiting committee that selects candidates for membership on the State Board of Education (from 4 year terms to 2-year terms, nominated by the governor); provides definitions: "Competency" means a demonstrable acquisition of a specified knowledge, skill, or ability that has been organized into a hierarchical arrangement leading to higher levels of knowledge, skill, or ability. (b) "Competency-based education" means an education approach that requires students to acquire a competency and includes a classroom structure and operation that aid and facilitate the acquisition of specified competencies on an individual basis wherein students are allowed to master and demonstrate competencies as fast as they are able. (c) "Gain score" means the measured difference of a student's score at the beginning and end of a time period that may be aggregated at the class, grade, school, and school district levels.; requires the state board to assist school districts and charter schools to develop and implement:competency-based education; and the use of gain scores; modifies educator licensing provisions (requires an endorsement to be issued upon completion of a competency-based teacher preparation program from a regionally accredited university that meets state content standards). Includes provision that a teacher development program focused on achieving progress in core academics include instruction in explicit, systematic, and intensive phonics for teachers in grades kindergarten through 3); requires the state board to develop and use monetary and nonmonetary incentives, tools, and rewards; requires documentation verifying the qualifications of a person before a competency-based license to teach may be issued; and delays the implementation of new curriculum and graduation requirements. http://se10.utahsenate.org/ptext/enrolled.pdf/sb0185.pdf
Title: S.B. 185
Source: StateNet
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| WA | Signed into law 03/2004 | P-12
Postsec. | Relates to residency teacher certification partnership programs; provides partnerships between school districts and state-approved higher education teacher preparation program to provide alternative routes programs.
Title: S.B. 6245
Source: StateNet
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| WV | Signed into law 03/2004 | P-12 | Amends Chapter 18A-2-12 to provide that, for school personnel with five or more years of experience, who have not received an unsatisfactory rating, evaluations must be conducted no more than once every three years, unless the principal determines more frequent evaluation is necessary. A classroom teacher, however, may exercise the option of being evaluated more frequently.
Title: H.B. 4001
Source: WV Legislative Web Site
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| CA | Rule Adoption 02/2004 | P-12 | Implements federal mandates in the No Child Left Behind Act (NCLB) by adopting California's requirements for qualifying as a 'highly qualified teacher' under that act. http://ccr.oal.ca.gov/cgi-bin/om_isapi.dll?clientID=139019&E22=title%205&E23=6100&E24=&infobase=ccr&querytemplate=%261.%20Go%20to%20a%20Specific%20Section&record={FC28}&softpage=Document42
Title: Title 5 CCR 6100-6014, 6110-6112, 6115
Source: California State Web site
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| SC | Became law without GOVERNOR'S signature. 02/2004 | P-12 | (Joint Resolution) Approves regulations of the Board of Education; relates to requirements for certification.
Title: H.B. 3877
Source: StateNet
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| TX | Rule Adoption 02/2004 | P-12 | Repeals commissioner's rules concerning school district staff development. Concerns minimum staff development standards for school district personnel. TEXAS REG 94371 (SN)
Title: 19 TAC 2.153.BB.153.1011
Source: StateNet
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| DE | Rule Adoption 01/2004 | P-12 | Establishes rules concerning the requirements for certification of educational personnel. Addresses ways in which educators may acquire the prescribed knowledge, skill and/or education to practice in a particular area, to teach a particular subject or to instruct a particular category of students by adding graduation from an NCATE specialty organization recognized educator preparation program or from a NASDTEC approved educator preparation program offered by a regionally accredited college or university outside of the State of Delaware. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%201500%20Professional%20Standards%20Board.htm#P744_88974
Title: 14 DAC 1516
Source: Delaware State Web site
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| ND | Rule Adoption 12/2003 | P-12 | Establishes rules regarding definitions, certificate of completion required, issuing agency, certificate of completion standards, verification process - exclusion, effective dates, reconsideration, and use of federal rules and policies. NORTH DAKOTA REG 3676 (SN)
Title: 67-11-14-00.1, -01, -02, -03, -04, -05, -06, -07
Source: StateNet
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| OR | Temporary Rule Adoption 12/2003 | P-12 | Amends rules concerning a limited teaching license. Removes the requirement of passing the Basic Skills Test for renewal of the Limited Teaching License. OREGON REG 25067 (SN)
Title: 584-060-0171
Source: StateNet
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| DE | Rule Adoption 11/2003 | P-12 | Establishes rules concerning the requirements for standard certificates for educational personnel. Amends existing requirements for standard certificates to reflect these changes and to provide an interim set of requirements for individuals who are in the process of acquiring the necessary content knowledge or pedagogy under the regulations that are currently in place. Provides that individuals currently working toward a standard certificate in a given area have ample opportunity to complete the requirements. Notice that such requirements will change effective June 30, 2006. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20300%20Certification%20Part%201.htm#P4_57 and http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%201500%20Professional%20Standards%20Board.htm#P4_57
Title: 14 DAC 321 thru 1542 (non-seq)
Source: Delaware State Web site
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| SC | Rule Adoption 11/2003 | P-12 | Amends rules relating to teacher credential classification. Clarifies the types of educator credentials and aligns state regulation with related federal rules. SOUTH CAROLINA REG 2504 (SN)
Title: R. 43-53
Source: StateNet
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| SD | Rule Adoption 10/2003 | P-12 | Establishes rules requiring that a minimum of three of the six renewal hours be college transcripted hours and that all six hours be related to the applicant's field of teaching when renewing a certificate. SOUTH DAKOTA REG 3948 (SN)
Title: 24:15:03:06
Source: StateNet
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| AL | Rule Adoption 09/2003 | P-12 | Establishes rules regarding the changes including the addition of wording to address THE NO CHILD LEFT BEHIND ACT OF 2001. Changes the name of the Alternative Fifth-Year Program to the Alternative Class A Program. Modifies relevant forms, and other minor changes for consistency. ALABAMA REG 6255 (SN)
Title: AAC 290-3-2, -3
Source: StateNet
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| CA | Signed into law 09/2003 | P-12 | Authorizes the evaluation and assessment at least every 5 years of personnel with permanent status who have been employed at least 10 years with the school district, are highly qualified, and whose previous evaluation rated the employee as meeting or exceeding standards, if the evaluator and certified employee being evaluated agree to this term, with certain exceptions. Makes a conforming change. http://www.leginfo.ca.gov/pub/bill/asm/ab_0951-1000/ab_954_bill_20030929_chaptered.html
Title: A.B. 954
Source: California Legislative Web site
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| NM | Rule Adoption 09/2003 | P-12 | Establishes a 3-level licensure system for New Mexico's teachers and establishes the HOUSSE (High Objective Uniform State System of Evaluation) for determining subject matter competence. NEW MEXICO REG 3784 (SN)
Title: 6.60 et seq NMAC
Source: StateNet
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| NV | Rule Adoption 09/2003 | P-12 | Modifies rules governing endorsements for teaching exceptional pupils. Changes from three years to one year of experience in teaching exceptional pupils (serious emotional disturbances, mental retardation, autism) and requires endorsement in those areas. NEVADA REG 3296 (SN)
Title: NAC 391.350, .356, .360, .378
Source: StateNet
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| NV | Rule Adoption 09/2003 | P-12 | Adds a new section: The Commission on Professional Standards in Education determines that a person has obtained "full state certification" for purposes of the No Child Left Behind Act of 2001 if he satisfies all the requirements for the issuance of a renewable license to teach in the state, regardless of whether he has: (1) submitted fingerprints or (2) complied with the requirements prescribed by NRS 391.090 (other licensure requirements). Prohibits the state superintendent from issuing a provisional nonrenewable license after July 1, 2005 to a person who is applying for an elementary license or to a person applying for a secondary license with an endorsement in one or more of the following fields: art, biological science, chemistry, English, French, general science, history, mathematics, music, physical science, reading, social studies, Spanish, speech and drama. For comprehensive majors or minors, which require 36 or 24 semester hours of credit respectively, a person who holds a BA or higher degree with a major or minor conferred by a regionally accredited college or university, if he has satisfied the requirements of NAC 391.120 (other licensure requirements). (NEVADA REG 3292 (SN)
Title: NAC 391.010, .056, .1301, .392, .156
Source: StateNet
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| NV | Rule Adoption 08/2003 | P-12 | Amends exemptions for tests of competency required for initial license. NEVADA REG 3211 (SN)
Title: NAC 391.036
Source: StateNet
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| OK | Emergency Rule Adoption 08/2003 | P-12 | Establishes emergency rules concerning the Teacher Preparation Act. Develops and administers a competency-based system of teacher assessment. Allows for flexibility for school districts in Oklahoma in hiring teacher certified in other states and may assist in supply and demand problems in critical teacher shortage areas. Lessens the financial burden for teacher certified in other states that have successfully completed comparable assessments who are seeking Oklahoma certification. OKLAHOMA REG 12811 (SN)
Title: OAC 712:10-7-1
Source: StateNet
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| OR | Temporary Rule Adoption 08/2003 | P-12 | Establishes temporary rules relating to the requirements and procedures for highly qualified teachers under the No Child Left Behind Act. New teachers must hold a basic, initial or preliminary teaching license. Establishes "Approved NCLB Alternative Route Teaching License." Upon filing a correct and complete application in form and manner prescribed by the Commission, a qualified applicant shall be granted an Approved NCLB Alternative Route Teaching License. (1) The application must be filed jointly by the hiring district and the teacher seeking the license. (2) Districts hiring a highly qualified teacher based on the Approved NCLB Alternative Route Teaching License must ensure that the license has been obtained by the teacher prior to assignment within the district. (3) The Approved NCLB Alternative Route Teaching License shall be restricted to use within the district that has jointly applied for it with the teacher. (4) The license is not transferable to another district. (5) The district must submit an approved plan with the licensee's application that describes how the teacher will receive high-quality professional development that is sustained, intensive and classroom-focused before and while teaching in the district. The plan must also include how the teacher will be making progress toward completing full state licensure requirements in the next three years. (6) The license expires exactly three-years from the date of issue and is not subject to the 120-day grace period.Should the teacher seek to obtain another Approved NCLB Alternative Route Teaching License with another district, the license is only valid for the remainder of the three years from the initial date of the license. Also establishes the Highly Objective Uniform STate Standard of Evaluation (HOUSSE) for teachers who have taught three years or more. Elementary HOUSSE standards: (A) Complete an approved elementary teacher education program or the coursework equivalent to sixty quarter hours distributed as follows: (i) Eighteen quarter or twelve semester hours in language arts; (ii) Twelve quarter or eight semester hours in mathematics; (iii) Nine quarter or six semester hours in science; (iv) Nine quarter or six semester hours in U.S. history, cultural geography, and other social sciences; (v) Three quarter or two semester hours in health education; (vi) Three quarter or two semester hours in physical education; (vii) Three quarter or two semester hours in music education; (viii) Three quarter or two semester hours in art education; or (B) Complete the TSPC Alternative Assessment procedure; or (C) Obtain a certificate as Early Childhood Generalist, Early Childhood Art, Early Childhood Music, or Early Childhood ESOL from the National Board for Professional Teaching Standards; or (D) Hold a Standard Elementary License; or (E) Hold a master's degree; and (c) Be properly assigned to a self-contained classroom in grades preprimary through eight. (Stat. Auth: ORS 342) Highly Qualified Middle Level Teacher (departmental grades 5-8) New to the Profession: A teacher who has been teaching on an approved license in a U.S. jurisdiction less than three complete school years must meet the following criteria: (1) Hold a Basic, Initial, Approved NCLB Alternative Route Teaching License or Preliminary Teaching License in the core academic area(s) and satisfy one of the following: (a) Pass the prescribed rigorous state exam in the subject area(s) (See OAR 584-100-0022 details related to the MSAT and subject-matter competency); or (b) Hold an undergraduate major in the subject area(s); or (c) Hold a graduate degree in the subject area(s); or (d) Complete coursework equivalent to an undergraduate major; and (2) Be properly assigned in the subject area in a departmental classroom in grades five through eight. Multiple Subject Assessment for Teachers (MSAT) Test for Middle-Level Subject-Matter Competency. A teacher who has passed the Multiple Subjects Assessment for Teachers (MSAT) test as a rigorous state test may be qualified to teach multiple core academic subjects in math, language arts, social studies and science only. Sets cut scores.
OREGON REG 24835 (SN)
Title: OAR 584-100-0001 thru 584-100-0110
Source: StateNet
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| SD | Adopted 08/2003 | P-12 | Establishes rules requiring that the Professional Teachers Practices and Standards Commission and the Professional Administrators Practices and Standards Commission hold their respective meetings annually. Requires teachers new to the profession to pass the state licensure exam in the pedagogy and content areas in which they will be certified. Allows teachers with National Board Certification to obtain five-year teaching certificates. Ensures that alternative certification teacher candidates are highly qualified. Improves the retention and success of teachers in their profession. SOUTH DAKOTA REG 3921 (SN)
Title: 24:15:01:01, :02:08, :03:01, :03:02, :03:06, :03:07, :03:11, :04:01; 24:16:05:03, :05:05; 24:41:01:01 to :03:01,
Source: StateNet
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| WA | Emergency Rule Adoption 08/2003 | P-12 | Amends rules to allow teacher candidates to provide a letter to their employing school district to be admitted to the professional certificate program prior to the completion of their provisional status. WASHINGTON REG 22069 (SN)
Title: WAC 180-78A-505, -535
Source: StateNet
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| WA | Emergency Rule Adoption 08/2003 | P-12 | Amends rules to establish a list of endorsement related assignments and to allow a school district to assign a teacher to an endorsement related area when no teacher with an endorsement in the assignment area is available. WASHINGTON REG 22071 (SN)
Title: WAC 180-82-105
Source: StateNet
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| CA | Vetoed 07/2003 | P-12 | Exempts from the basic skills proficiency requirement for hiring by a school district, a retired certificated employee who has taught 15 years or more in a California public school and who meets other specified requirements. http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=sb_45&sess=CUR&house=B&author=vincent
Title: S.B. 45
Source: California Legislative Web site
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| HI | Vetoed 07/2003 | P-12 | Defines "teaching out-of-field" as teaching outside the authorized licensing field indicated on an individual's license and "out-of-field teacher" as an individual who is teaching outside the authorized licensing field indicated on the individual's license. Includes language to provide for the enforcement of the penalty for hiring unlicensed individuals or for posing as a licensed teacher. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=SB1237&showstatus=on&showtext=on&press1=docs
Title: S.B. 1237
Source: Hawaii Legislative Web site
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| IL | Emergency Rule Adoption 07/2003 | P-12 | Establishes rules assuring Illinois school districts that individuals they hire will be considered highly qualified under the federal No Child Left Behind Act (NCLB). Clarifies current policies and practices for issuing elementary, secondary, special, and early childhood certificates. Makes explicit how the requirements are applied to various groups of candidates, including those who are completing approved programs, those who come to Illinois with comparable credentials from other states or countries, and those who are seeking 'subsequent' certificates, i.e., those that are not their first certificates. http://www.isbe.net/nclb/pdfs/highly_qualified_teacher_criteria.pdf and http://www.isbe.net/rules/proposed/pdfs/252003emergcompanion.pdf and http://www.isbe.net/rules/archive/default.htm
Title: 23 IAC 25.11, .20, .30, .40, .80, 92
Source: Illinois State Board of Education Web site
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| LA | Signed into law 07/2003 | P-12 | Creates the Teach Louisiana First Program to reduce the shortage of teachers certified to teach certain subjects in public schools designated as failing by the state board. Provides for incentive pay to certified teachers willing to teach in rural public schools that have not been labeled as failing but are in disadvantaged geographic areas. Program teachers must teach in subject in which he or she is certified and which subject has been identified by the state board as critical to the school's recovery, and must meet one of the following criteria: 1) Have graduated from a nationally or regionally accredited teacher training program with at least a 3.0 grade point average (on a 4.0 scale), have passed the state teachers' test, meet the federal requirements for a highly qualified teacher in a Title I school and have held a valid Louisiana teaching certificate for less than two years immediately preceding the execution of a teaching contract with a board for participation in the program; or 2) Have at least four years of teaching experience, have a valid Louisiana teaching certificate in the subject area or areas in which the applicant is contracted to teach and meet the federal requirements for a highly qualified teacher in a Title I school. In addition, all applicants must submit to a criminal background check, meet all other state teacher certification requirements and adhere to all local board employment contract provisions. Specifies that if at any time there is a lack of funding to provide for the participation of all eligible applicants, including those already participating in the program, first priority must be given to the best qualified teachers already participating in the program, then to the best qualified new applicants. Establishes $4,000 incentive payment in first year for every eligible applicant who meets the requirements of 1) above, and $4,000 every year for the next three consecutive years if the local board decides the teacher's performance and adequate program funding warrant continuing the participant in the program. If the participant meets the qualifications under 2) above, the participant is to receive $6,000 a year. Forbids any program participant from receiving any incentive payment for more than four consecutive years or receiving more than $24,000 over such four-year period. Allows any program participant who has incurred federal student loan debt prior to program participation to choose to apply program payments to the loan debt, such that the administering agency forwards the participant-designated amount, up to the maximum due the participant, to the holder of the federal student loan. Requires every participant to sign a contract stipulating that the participant agrees to pay the state the amount of the incentive payment received for any program year in which the participant does not teach the full year unless the debt is partially or fully forgiven by the administering agency for justifiable cause as established by the administering agency. Requires program to be administered by the Louisiana Student Financial Assistance Commission, which must adopt regulations governing specified areas of the program. Allows the commission to seek, accept and spend funds from any source, including foundations and the private sector, as well as any federal or other governmental funding, to implement the program.
Requires the state board of elementary and secondary education to annually submit a report to the commission identifying 1) every school designated a failing school and every rural school not designated as failing but located in a disadvantaged geographical area; 2) the number of certified and highly qualified teachers needed in every failing school and every rural school in a disadvantaged geographical area to teach subject areas the board has designated as critical to the improvement of student performance and the school's recovery; 3) the order of priority in which failing schools and rurla schools in disadvantaged geographical areas may be allocated program teaching positions.
Requires the state board to submit a written report by March 1, 2008 to the house and senate education committees on board-collected data, to determine whether significant student test score improvements were made by students who were taught by teachers in the program and whether these improvements justify continuation of the program.
Requires every local board allocated a program position by the commission to employ a person to fill a critical classroom teaching position. if the board does not employ a qualified applicant within a prescribed period, the board must return its program allocation to the commission for reallocation.
Requires every college of education at any public postsecondary institution in the state to encourage teacher education students to participate in the program.
http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=HB1923&doctype=BT
Title: H.B. 1923
Source: www.legis.state.la.us
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| NH | Became law without governor's signature 07/2003 | P-12 | Defines "Highly qualified teacher" as a person who is certified by the local school board and who has demonstrated, through a process approved by the department of education, teaching skills in the core subjects of instruction. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (Section 193-G:1)
Source: http://gencourt.state.nh.us
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| NY | Emergency Rule Adoption 07/2003 | P-12 | Repeals rules eliminating the current provision for the issuance of temporary licenses. Adds a new rule establishing requirements for the issuance of modified temporary licenses. Permits uncertified teachers who meet prescribed requirements to teach in subject matter shortage areas in the schools of the State. NEW YORK REG 16028 (SN)
Title: NYCRR 8 80-5.10
Source: StateNet
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| RI | Signed into law 07/2003 | P-12 | Provides that (a) No person who obtained an initial certificate prior to January 8, 2002 shall be barred from certification under this chapter solely because of his or her score on any standardized teacher's examination; provided, however, that he or she successfully completes an assessment, based on criteria established by the board of regents for elementary and secondary education. (b) Allows the board of regents for elementary and secondary education to administer a written examination to prospective teachers seeking certification. http://www.rilin.state.ri.us/PublicLaws/law03/law03165.htm
Title: S.B. 595
Source: http://www.rilin.state.ri.us
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| RI | Signed into law 07/2003 | P-12 | Amends the requirements for being a teacher's assistant. If hired after January 8, 2002 and providing an instructional service, staff must have completed at least two (2) years of study at an institution of higher education, obtained an associate's (or higher) degree; or otherwise met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment an appropriate level of: (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. Assessments developed at the local level may consist of performance assessments documenting teacher assistant skills. If hired on or before January 8, 2002, and providing instructional service, assistants must meet the requirements set forth in subsection (4) herein not later than January 8, 2006. The Employer shall
pay for up to two (2) test administration fees for all teacher assistants hired prior to July 1, 2003. Does not include noninstructional assistants. http://www.rilin.state.ri.us/PublicLaws/law03/law03136.htm
Title: H.B. 5825, S.B. 415
Source: http://www.rilin.state.ri.us
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| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
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| CT | Signed into law 06/2003 | P-12 | Requires teachers to achieve a satisfactory evaluation on a professional knowledge clinical assessment no later than the end of the second year of teaching in a public school if hired prior to January 1; or if hired on or after January 1,no later than the end of the second full school year of teaching following the year in which the person was hired. The clinical assessment requirement does not apply to teachers who have successfully completed three years of teaching in a public or nonpublic schools approved by the appropriate state board of education during the 10 years preceding the application or who successfully taught with a provisional certificate during the year preceding the application for a provisional certificate. Provides exceptions.
http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 2
Source: Connecticut Legislative Web site
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| FL | Rule Adoption 06/2003 | P-12 | The current model for certification in physical education is replaced by a new comprehensive, grades K-12, physical education certification area effective July 1, 2003 as adopted in Rule 6A-4.0283, F.A.C. FLORIDA REG 27169 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.028
Source: StateNet
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| FL | Rule Adoption 06/2003 | P-12 | A new certification subject area in general science was approved by the State Board of Education to be effective July 1, 2003. Leadership of the agency has since determined that the current system of offering certification in the four separate areas of science: physics, biology, chemistry, and earth-space science would be retained, and that an additional science area requiring the development of a subject area test would not be needed. FLORIDA REG 27170 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.0323
Source: StateNet
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| FL | Rule Adoption 06/2003 | P-12 | The current model of social science certification is replaced by a new comprehensive social science certification effective July 1, 2003. The new social science certification allows various social science majors, such as history, political science, etc. eligibility for the general Social Science (Grades 6-12) certification. FLORIDA REG 27171 (SN) http://fac.dos.state.fl.us/
Title: FAC 6A-4.0332
Source: StateNet
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| MO | Signed into law 06/2003 | P-12 | Requires rules for classifying public schools to be in place for two years prior to implementation; specifies that this condition does not apply to any requirement for which a timeline for adoption is mandated in either state or federal law. http://www.senate.state.mo.us/03info/billtext/tat/sb296.htm
Title: S.B. 296 (multiple provisions)
Source: www.senate.state.mo.us
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| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the regional training programs for the professional development of teachers and administrators and the Statewide Council for the Coordination of the Regional Training Programs. Amends NRS 391.544 to provide that through the Nevada Early Literacy Intervention Program established for the regional training program, training for teachers who teach kindergarten and grades 1, 2 or 3 on methods to teach fundamental reading skills, including, without limitation:
(1) Phonemic awareness;
(2) Phonics;
(3) Vocabulary;
(4) Fluency;
(5) Comprehension; and
(6) Motivation.
Also requires an evaluation of training. http://www.leg.state.nv.us/72nd/bills/SB/SB210_EN.pdf
Title: S.B. 210
Source: http://www.leg.state.nv.us
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| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the qualifications required of certain teachers in core academic content areas, and for paraprofessionals in Title I Schools, as required for compliance with the federal No Child Left Behind Act. A new middle school license is authorized to comply with the federal law. Further, each school district must develop a plan to ensure students in schools receiving federal Title I funds are being taught by experienced teachers. Senate Bill 1 also revises existing provisions governing regional professional development training programs for teachers and administrators and provides for additional duties for the Statewide Coordinating Council for these regional training programs. The act also revises various other provisions governing education to comply with the federal No Child Left Behind Act of 2001 and repeals certain provisions related to the current system of accountability. In addition, the measure clarifies that no provisions will supersede, negate, or limit collective bargaining agreements. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
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| TX | to governor 06/2003 | P-12 | Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 21.005)
Source: http://www.capitol.state.tx.us
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| WA | Emergency Rule Adoption 06/2003 | P-12 | Amends rules establishing a list of endorsement- related assignments and allows a district to assign a teacher to an endorsement related area when the district does not have a certified teacher with that endorsement available. WASHINGTON REG 21791 (SN)
Title: WAC 180-28-105
Source: StateNet
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| ND | Signed into law 05/2003 | P-12 | Adds new section: 15.1-18 to address elementary and secondary teacher qualifications. Elementary teachers 1. Must be licensed to teach by the education standards and practices board and a. Have a major in elementary education; or b. Have a major equivalency in elementary education. 2. To teach any grade from one through three in an elementary school, must be licensed to teach by the education standards and practices board and: a. Have a major in early childhood education; or b. Have a major equivalency in early childhood education.
3. In order to teach any grade from one through eight in a self-contained classroom, must be licensed to teach by the education standards and practices board and: a. Have a major in elementary education; or b. Have a major equivalency in elementary education.
Middle school teacher qualifications. In order to teach any grade from five through eight in a middle school, must be licensed to teach by the education standards and practices board and: 1. Have a major in middle level education, with content in the areas taught by the individual and defined by the education standards and practices board as core academic areas; 2. Have a major equivalency in middle level education, with content in the areas taught by the individual and defined by the education standards and practices board as core academic
areas; or 3. Have a major, a major equivalency, a minor, or a minor equivalency in each area taught by the individual and not defined by the education standards and practices board as a core academic area.
To teach grades 7-12, an individual must be licensed to teach by the education standards and practices board and must: 1. Have a major in the areas taught by the individual and defined by the education standards and practices board as core academic areas; 2. Have a major equivalency in the areas taught by the individual and defined by the educational standards and practices board as core academic areas; or 3. Have a major, a major equivalency, a minor, or a minor equivalency in each area taught by the individual and not defined by the education standards and practices board as a core academic area.
A specialty teacher (art, business education, computer education, a foreign language, music, physical education, and special education) at any grade level from 1-8, may teach provided the individual:
a. Is licensed to teach by the education standards and practices board;
b. Is approved to teach in that area by the education standards and practices board; and
c. Meets all requirements set forth in rule by the superintendent of public instruction.
2. An individual may teach Native American languages provided the individual is an
eminence credentialed teacher.
3. An individual may teach in the areas of trade, industry, technical occupations, or health
occupations, provided the individual has been issued a license to teach in such areas by
the education standards and practices board.
http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBGS0700.pdf
Title: H.B. 1489
Source: North Dakota Legislature Web Site
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| NV | Temporary Rule Adoption 05/2003 | P-12 | Sets forth provisions governing provisional 1-year endorsements to teach English as a second language and to teach program of bilingual education. NEVADA REG 3150 (SN)
Title: NAC 391.237, 391.242
Source: StateNet
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| OH | Rule Adoption 05/2003 | P-12 | New definition states that a highly qualified teacher is one who holds at least a bachelor's degree and has full state certification through a Board-approved certificate or license, such as a professional teaching license for Pre K-3 or 4-9 at the elementary level, or for K-12 or 7-12 at the middle and secondary level. Also has conditions for teachers who are new and not new to their particular fields and for teachers who have an alternative educator license. Teachers who are not considered to be highly qualified include those who hold conditional permits or temporary licenses, and those teaching outside their field. Passed a resolution of intent to adopt model curricula for math and English Language Arts for the purpose of meeting the requirements of 3301.07.09. Also passed resolution to establish "basic" and "below basic" levels of skill for the 4th -grade proficiency test in mathematics, writing, scence and citizenship and for the 6th-grade proficiency tests in reading, mathematics, writing, science and citizenship for the purpose of implementing the performance index that is a component of Ohio's statewide school building and school district accountability system. OHIO REG 10455 (SN) http://www.ode.state.oh.us/board/meetings/april03/minutes.asp and http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4b31/4d32/4d49?fn=document-frame.htm&f=templates&2.0
Title: OAC 3301-24-05
Source: StateNet
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| OR | Rule Adoption 05/2003 | P-12 | Establishes emergency license, not to exceed one year, when a school district demonstrates extenuating circumstances that merit the issuance of the license in order to protect the district's programs or students. Revises the Reading endorsement content area to align with the International Reading standards. Stipulates the number of practice required to obtain authorization for K-12 in the specialty areas. OREGON REG 24264 (SN)
Title: OAR 584-005-0005, 584-017-0150, 584-060-0071, 584- 065-0050 584-060-0210
Source: StateNet
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| TN | Signed into law 05/2003 | P-12 | Requires the state board of education, with the assistance of the commissioner of education, to study and determine the key academic teaching fields with the most critical shortages of highly qualified, licensed elementary and secondary teachers in the state. The board and commissioner will review, devise, and propose alternative plans for recruiting and retaining highly qualified teachers in fields with critical shortages, particularly with respect to recruiting and retaining highly qualified teachers in schools or school districts that are low performing. The board and commissioner must report such alternatives to the senate and house education committees before the second Tuesday in January 2004. http://www.legislature.state.tn.us/bills/currentga/BILL/SB1627.pdf
Title: S.B. 1627
Source: http://www.legislature.state.tn.us
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| TX | Signed into law 05/2003 | P-12 | Amends Sec. 21.0031. (a) An employee's probationary, continuing, or term contract under this chapter is void if the employee: (1) does not hold a certificate or permit issued by the State Board for Educator Certification; or (2) fails to fulfill the requirements necessary to
extend the employee's temporary or emergency certificate or permit. (b) After an employee receives notice that the employee's contract is void under Subsection (a): (1) a school district may:
(A) terminate the employee; (B) suspend the employee with or without pay; or (C) retain the employee for the remainder of the
school year on an at-will employment basis in a position other than classroom teacher at the employee's existing rate of pay or at a
reduced rate; and (2) the employee is not entitled to the minimum salary prescribed by Section 21.402. (c) A school district's decision under Subsection (b) is not subject to appeal under this chapter, and the notice and hearing requirements of this chapter do not apply to the decision. (d) This section does not affect the rights and remedies of a party in an at-will employment relationship. (e) This section does not apply to a certified teacher assigned to teach a subject for which the teacher is not certified. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01022&VERSION=5&TYPE=B
Title: H.B. 1022
Source: http://www.capitol.state.tx.us
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| WA | Emergency Rule Adoption 05/2003 | P-12 | Establishes emergency rules allowing candidates full admission to the professional certificate program, prior to completion of a provisional status, if the candidate provides a letter from the candidate's employing school district, private school, or state agency providing educational services for students, documenting the employer's support for the candidate's full admission to the professional certificate program. WASHINGTON REG 21714 (SN)
Title: WAC 180-78A-505
Source: StateNet
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| WV | Rule Adoption 05/2003 | P-12
Postsec. | Provides rules relating to the approval of educational personnel preparation programs. WEST VIRGINIA REG 4244 (SN)
§126-114 Outlines the framework for developing, implementing and approving educational personnel preparation programs. Major program components are defined, assessment instruments and/or procedures are identified, and the minimum proficiency levels are prescribed for the WVBE adopted instruments. Program approval criteria for program implementation are also identified. http://wvde.state.wv.us/policies/p5100_ne.pdf
Title: Title 126, Series 114
Source: http://wvde.state.wv.us/policies
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| AZ | Signed by Governor 04/2003 | P-12 | Provides that the governing board of a school district shall develop a definition of inadequacy of classroom performance relating to the board's intention not to reemploy teachers. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=SB1330
Title: S.B. 1330
Source: State legislative web site
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| ND | Signed into law 04/2003 | P-12 | Before October 1 of each year, districts must report a separate list of the professional development activities in which the district participated during the preceding school year; and the amount of time committed to the activities. (This is is addition to already-established reporting requirements: The amount and source of funds that were made available to the district for professional development during the preceding school year; the amount and source of funds that were expended by the district for professional development during the preceding school year.) http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBBI0300.pdf
Title: H.B. 1296
Source: http://www.state.nd.us
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| TN | Rule Adoption 04/2003 | P-12 | Amends rules relating to licensure, general requirements and effective dates regarding teacher education and licensure. http://www.state.tn.us/sos/rules/0520/0520-02/0520-02-03.pdf
Title: TAC 0520-2-3-.01, -.21
Source:
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| WA | Emergency Rule Adoption 04/2003 | P-12 | Establishes emergency rules to revise the procedures by which college/universities will seek approval for their competency-based endorsement programs and to allow teacher candidates enrolled in endorsement programs under certain chapters to have until August 31, 2005 to complete their programs. WASHINGTON REG 21516 (SN)
Title: WAC 180-82A-206, -215
Source: StateNet
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| AR | Signed into law 03/2003 | P-12 | Allows the state board of education to waive examination requirements for individuals seeking an Arkansas teaching license who have an out of state teaching license and experience. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB1512.pdf
Title: H.B. 1512
Source: State legislative web site
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| KY | Adopted 03/2003 | P-12 | Establishes rules regarding the written examination prerequisites for teacher certification, including the required tests, the minimum acceptable level of achievement on each test, the fee for each test, and the procedure for retaking the test. http://www.lrc.state.ky.us/kar/016/006/010.htm
Title: 16 KAR 6:010
Source: StateNet
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| NM | Signed into law 03/2003 | P-12
Postsec. | Amends Section 22-2-2 (Z)(BB and CC) to require the state board to approve education curricula and programs
offered in all two-year public post-secondary educational institutions, except those in Chapter 21, Article 12 NMSA 1978, that lead to
alternative licenses for degreed persons or licensure for educational assistants; and (CC.) withhold program approval from a college of
education or teacher preparation program that fails to offer a course on teaching reading that: (1) is based upon current scientifically based
reading research; (2) aligns with state board-adopted reading standards; (3) includes strategies and assessment measures to ensure that beginning teachers are proficient in teaching reading; and (4) was designed after seeking input from experts in the education field.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-2-2 (Z)(AA) to add guidelines for developing extensive professional development activities for districts that: (a) improve teachers' knowledge of the subjects they teach and the ability to teach those subjects to all of their students; (b) are an integral part of the public school and school district plans for improving student achievement; (c) provide teachers, school administrators and instructional support providers with the strategies, support, knowledge and skills to help all students meet New Mexico academic standards; (d) are high quality, sustained, intensive and focused on the classroom; and (e) are developed and evaluated regularly with extensive participation of school employees and parents.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| 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
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-10A-6 to require the state board to set requirements that provide a reasonable period of time for teachers to comply with the reading course (3 hours) requirement. Adds new section (22-10A-7), which establishes requirements for level one licensure - a three-year license. Districts must provide for mentorship and evaluation of level one teachers. At the end of this term, teachers must be evaluated for competency, and unless progress has been satisfactory, should not be granted a level two license. Level one requires: BA, successful completion of a state-board approved teacher preparation program from a nationally accredited or state-approved institution; has passed the New Mexico teacher assessments examination; meets other requirements such as background checks. Allows department to issue alternative level one licenses to applicants who meet requirements of 10A-8: BA, masters, including 12 graduate hours in subject area of instruction for which applying for a license or doctoral or law degree; passed New Mexico teacher assessments examination; 12 semester hours in teaching principles in an approved program or demonstrated that has met the state board-approved competencies for level one teachers that correspond to the grade level that will be taught. Requires state board to establish competencies for specific grade levels, types and subject areas. Sets minimum salary for a level one teacher at $30,000 - beginning with 2003-2004 school year (with state board adoption of highly objective uniform statewide standard of evaluation). Level two and Level three licenses (22-10A-10) are established. Both are nine-year license. Sets minimum salary requirements for each. Level 3 licenses have levels A & B. 22-10A-12 adds limited license reciprocity. 22-10A-13 adds Native American Language and Culture Certificates for persons proficient in Native American language and culture who meets criteria established by the state board. Does not require a BA. 22-10A-14 allows emergency waivers for persons with BAs who do not meet other requirements for one year. Renewable if holder makes continued progress. Assignment waivers also available. 22-10A-15 establishes Substitute Teacher Certificate, for which state board is to set requirements. 22-10A-16 requires parental notification re: teacher qualifications in district and for notices to be made to parents when children have had less than qualified teachers for four consecutive weeks. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-3. Requires any person teaching, supervising an instructional program, providing instructional support services, administering, providing health care or administering medications to hold a valid license or certificate from the department authoring the person to perform that function. Does not apply to practice (student) teachers. For anyone not holding a license within the first three months, compensation must be withheld. Section 22-10A-4 establishes a progressive career system in which licensees are required to demonstrate increased competencies and undertake increased duties as they progress through the licensure levels. All teacher and administrator salary systems must be aligned with this framework. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| UT | Signed into law 03/2003 | P-12 | Section 53A-3-411 prohibits local boards from entering into a collective bargaining agreement that prohibits or limits individual contracts of employment. (Contract terms were already limited to no more than five years.) Defines alternative certification to include competency-based licensure. Section 53A-6-104.5 defines competency-based licensing. Local boards or charter schools may request a competency-based license for a person who meets the following qualifications: elementary staff must hold at least a bachelor's degree and have demonstrated, by passing a rigorous state test, subject knowledge and teaching skills in core areas of the elementary curriuclum; middle or secondary candidates must hold at least a bachelor's degree and have demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by passing a rigorous state academic subject test in each area taught and completed an academic major, graduate degree, course work equivalent to an undergraduate academic major, or advance certification in subjects taught. A license candidate who teaches subjects other than a core academic subject at any level must hold a bachelor's degree, associate's degree or skill certification; and have skills, talents, or abilities, as evaluated by the employing entity, that make the person suited for the teaching position. Section 53A-8-106 says that employees holding competency-based licenses are at-will employees and are not eligible for career employee status (unless they hold a level 1, 2 or 3 license.) 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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| NM | Rule Adoption 02/2003 | P-12 | Implements rules regarding primary and secondary education, education standards, Bilingual Multicultural and Language Revitalization programs, licensure requirements for ancillary and support personnel, and licensure for school counselors K-12. Old rules were: Old 6 NMAC 4.2.3.12. NEW MEXICO REG 3666 (SN)
Title: 6.32.2, 6.63.6, 6.64.12
Source: StateNet
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| NM | Adopted 02/2003 | P-12 | For alternative licensure, candidates must pass New Mexico teacher assessments (or similar state assessments). Elementary candidates must have a BA, 24-36 hours in subject, 6 hours of reading and pass assessments. Secondary candidates must have a BA, 36 semester hours in subject, 3 hours in reading and pass state-board approved assessment. NEW MEXICO REG 3639 (SN)
Title: NMAC 6.60.5, 6.61.9
Source: StateNet
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| PA | Adopted 02/2003 | P-12 | The standards proposed by the department and approved by the state board affirm the use of flexibility in the current certification system and approve additional certification avenues designed to provide new routes for becoming certified. More specifically, the standards support the continued use of the intern certificate to provide flexible and accelerated pedagogical training and the structuring of the student teaching semester to include assessments of pedagogical skills in lieu of a written test. In regard to additional certification avenues, the standards provide that: 1) individuals holding Pennsylvania instructional certificates are eligible to add additional subject areas to existing certificates by means of satisfactory performance on an appropriate subject-matter test or tests; 2) individuals certified in other states who have 3 years of teaching experience in another state during the 7 years immediately prior to application are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements; and 3) those individuals completing a Board approved National teacher-training program are eligible to obtain Pennsylvania certification without meeting further academic and testing requirements. The standards also establish that the Department will develop a process for reviewing local assessments designed to determine whether Title I funded instructional paraprofessionals demonstrate the rigorous standard of quality required by NCLB.
Title: Sections 403.2; Sections 403.4 and 403.5
Source: PSBA Bulletin
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| TX | Adopted 01/2003 | P-12 | Proposes rules related to the reading specialist certificate and student services certificates. Specifies the rules for general provisions for issuance of the reading specialist certificate, minimum requirements for admission to a reading specialist preparation program, and transition and implementation dates. TEXAS REG 84539 (SN)
Title: 19 TAC 239.90 thru 239.95
Source: StateNet
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| TX | Adopted 01/2003 | P-12 | Amends rules relating to the generalist certificates for teaching in early childhood programs through grade 4 or in grades 4-8. Relates to certificates for teaching English language arts and reading, social studies, or history in grades 4-8 or 8-12. Relates to certificates for teaching mathmatics or science in the same grades. Relates to certificates for teaching technology application, bilingual education, English as a second language, and special education. TEXAS REG 84618 (SN)
Title: 19 TAC 233.2 thru 233.8
Source: StateNet
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| TX | Adopted 01/2003 | P-12 | Amends rules relating to the number of required continuing professional education hours by classes of certificates. Requires holders of the new standard reading specialist certificate to complete 200 hours of continuing professional education every five years in order to renew the certificate. TEXAS REG 84538 (SN)
Title: 19 TAC 232.851
Source: StateNet
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| TX | Adopted 01/2003 | P-12 | Amends rules relating to the assignment of public school personnel certified by the State Board for Educator Certification (SBEC). Ensures the continued alignment of assignment rules with the state public school curriculum, the Texas Essential Knowledge and Skills (TEKS), adopted by the State Board of Education (SBOE) or, in the case of special education assignments, alignment with state and federal requirements. TEXAS REG 84617 (SN)
Title: 19 TAC 230.601
Source: StateNet
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| NY | Adopted 12/2002 | P-12 | Establishes rules relating to renewal of a provisional teaching certificate. Specifies: requirements for the renewal of an expired provisional teaching certificate for an additional five-year term and for the issuance of a limited certificate in the classroom teaching service which would permit candidates to teach for the period Sept. 1, 2003 through Aug. 31, 2004, while they are completing academic requirements for the provisional certificate. NEW YORK REG 15373 (SN)
Title: 8 NYCRR 80-1.7(a)(2), 80-5.15
Source: StateNet
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| OR | Adopted 12/2002 | P-12 | Allows more options for teachers to meet the educational experience requirements in order to move the Initial Teaching License. Allows use of national certificates to clear the advanced competency requirements for a Continuing License. Amends the requirements for an individual continuing professional development plan by designating the educator, the supervisor, or the advisor provide evidence to the Superintendent that the educator has successfully completed his/her plan. Allows experience on a Transitional or Initial License to be used toward obtaining a Continuing License. Clarifies alternative assessment procedures to include applicants for all types of initial licenses.
Title: OAC 850-010-0210
Source: StateNet
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| TX | Adopted 12/2002 | P-12 | Replaces rules pertaining to Board contracted Continuing Professional Education (CPE) Sponsors. Allows contracting with providers and sets out requirements, most of which concern contractual obligations. Section 523.25 deals with evaluation. TEXAS REG 84215 (SN)
Title: 22 TAC 523.71
Source: StateNet
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| AL | Adopted 11/2002 | P-12 | Authorizes the superintendent to initiate discussions and negotiations with the plaintiff parties in Allen v. State Board of Education in order to move as expeditiously as possible toward the implementation of the regulations for the No Child Left Behind Act of 2001 and toward the development of subject-specific tests for use in the Alabama Prospective Teacher Testing Program. Providing the discussions and negotiations are successful, the state board authorizes the state superintendent to pursue the development of subject-specific tests for use in the implementation of the regulations for the No Child Left Behind Act of 2001 and for use in the Alabama Prospective Teacher Testing Program.
Title: N/A
Source: http://www.alsde.edu/html/boe_resolutions2.asp?id=754
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| UT | Adopted 11/2002 | P-12 | Provides school districts with a comprehensive list of required assurances and provides for accountability to the State Board of Education. These include: (1) the National motto is displayed in schools; (2) a policy has been developed, in consultation with school personnel, parents, and school community, to provide for effective implementation of student education plans/student education occupation plans (SEPs/SEOPs) consistent with Section 53A-1a-106(2)(b); (3) a plan is in place for the expenditure of Interventions for Student Success Block Grant Program funds consistent with Section 53A-17a-123.5; (4) a policy has been developed for Quality Teaching Block Grant Program consistent with Section 53A- 17a-124; (5) a policy has been developed on education association leave consistent with Section 53A-3-425; and (6) each public school within the district has established a community council consistent with Section 53A-1-606.5, and the community council members have been advised of their responsibilities consistent with Sections 53A-1a-108 and 53A-1a-108.5; (7) the district has provided the USOE with required Utah Performance Assessment System for Students (U-PASS) statistical data in order for the USOE to fulfill the requirements of 53A-1-605. http://www.rules.utah.gov/publicat/code/r277/r277-108.htm UTAH REG 25325 (SN)
Title: R277-108
Source: StateNet
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| UT | Adopted 11/2002 | P-12 | Establishes rules relating to assistance for entry level teachers to increase their expertise and confidence in their beginning teaching years. http://www.rules.utah.gov/publicat/bull_pdf/2002/b20021001.pdf and http://www.rules.utah.gov/publicat/code/r277/r277-522.htm UTAH REG 25328 (SN)
Title: R277-522
Source: StateNet
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| AL | Passed 10/2002 | P-12 | Resolution requires prospective state teachers to be tested in basic math and reading skills. The tests are a precondition for all teachers who apply for certification beginning January 1, 2003. A writing test also is expected to be implemented next spring. Teachers must score at least at Level 4 to pass each section of the test. Currently, there are two components of the test: the Reading for Information Test and the Applied Mathematics Test. Both were developed using the WorkKeys System established by ACT Inc., and validated by Worldwide Interactive Network, for use in Alabama. A writing test is expected in the spring of 2003. ftp://ftp.alsde.edu/documents/55/10-10-02%20Teacher%20Testing.doc
Title: Resolution
Source:
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| NV | Temporary Rule Adoption 10/2002 | P-12 | Amends rules concerning extension of time prescribed for renewal of license or for validity of provisional license. NEVADA REG 3152 (SN)
Title: NAC 391.077
Source: StateNet
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| OR | Adopted 10/2002 | P-12 | Allows more options for teachers to meet the educational experience requirements for the Initial Teaching License. Middle level teachers required to pass PRAXIS and/or have a subject major. Elementary teachers must pass MSAT (Multiple Subject Matter Assessment for Teachers). Secondary teachers may pass the subject area PRAXIS test, but it is not required. Waivers are allowed under certain conditions. Allows use of national certificates to clear the advanced competency requirements for a continuing license. Adds the Commission on Indian Services to the Commission's notice list. OREGON REG 23641 (SN)
Title: OAR 584-001-0000, -005-0005, 584-017-0001 thru 584- 090-0040 (non seq)
Source: StateNet
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| IL | Adopted 09/2002 | P-12 | State Board of Education adopted their definition of "highly qualified teacher on September 19, 2002: http://www.isbe.state.il.us/news/2002/sept19-02c.htm
Title: N/A
Source: Illinois State Board of Education web site
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| TX | Active 09/2002 | P-12 | Texas currently has no state academic assessment for paraprofessionals. However, the LEA may create its own academic assessment that documents a paraprofessional's knowledge and ability as described in statute. The Agency is still in discussions with the USDE on what flexibility may be available to LEAs in implementing the qualification requirements for paraprofessionals hired after January 8, 2002. The expected timeline on this guidance is October 2002. As soon as guidance on this issue is received, the Agency will provide the information to LEAs. (http://www.tea.state.tx.us/nclb/hottopics/hot.topics.paras.html)
Title: N/A
Source: Texas Department of Education Web site
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| FL | Signed into law 08/2002 | P-12 | According to legislative summary: "Amends ... to clarify that a statement of status of eligibility for a subject area authorized at the time of application may be reissued. Amends ... to allow for demonstration of subject area expertise with approval of superintendent for those subject areas without a test (i.e., Japanese or Hebrew language teacher.) Amends ... to require completion of graduate level courses for those certificates that require master's or higher degree (i.e., school psychologist, guidance counselor, etc.). Amends ... to allow an additional option for individuals to demonstrate professional competency by completing professional preparation courses. This provision allows allows individuals who have a subject area degree to become certified by taking pedagogical courses... Amends ... to require teacher preparation program students to achieve a passing score on the professional education competency exam ... Amends ... to allow school districts to use their own alternative certification program (instead of department's) as long as department approves. (Some districts, such as Hillsborough have already developed their own alternative certification program. This allows them to modify their current program to meet state standards.) ... Amends ... to allow state supported public schools or private schools to develop an alternative certification program to be approved by department." See bill section 728, page 1347, line 10 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| MA | Signed into law 08/2002 | P-12 | Districts are required to provide teachers with development in second language acquisition techniques, and professional development plans are to be filed annually with the state commissioner. http://www.state.ma.us/legis/bills/house/ht05010.htm
Title: H.B. 5010
Source: http://www.state.ma.us
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| NM | Adopted 08/2002 | P-12 | Adds to components necessary for K-12 licensure (Bachelor's, student teaching, 24 to 36 semester hours in at least one field, 12 of which must be upper division courses). Adds requirement of three hours of reading in subject matter content for those entering teacher preparation programs after August 1, 2001. Also requires passage of all portions of the New Mexico teacher assessments. 6.60.5.7 defines the New Mexico Content Knowledge Assessments (NMCKA) and the New Mexico Teacher Assessments (basic skills, general knowledge and teacher competency - elementary and secondary levels).
Title: 6.61.5.7 and 6.61.5.8
Source: State Net
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| IL | Signed into law 07/2002 | P-12 | Amends the Teacher Certification Article of the School Code. Provides that a student may not enroll in a teacher preparation program at a recognized teacher training institution until he or she has passed the basic skills test required for teacher certification.
Title: S.B. 1953
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 07/2002 | P-12 | Requires that the department and Professional Standards in Teaching Education Board develop a certificate for middle school teachers. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf
Title: H.B. 661
Source: mlis.state.md.us
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| TX | Active 07/2002 | P-12 | Several issues still require clarification through regulations or non-regulatory guidance from the U.S. Department of Education related to the definition of "highly qualified." Preliminary guidance states that teachers hired under an alternative certification program will be considered to meet the definition of "highly qualified" and will be able to teach in Title I, Part A programs. However, further guidance is needed regarding teaching permits. As soon as guidance is available in this area, the information will be posted on this web site. http://www.tea.state.tx.us/nclb/hottopics/hot.topics.hqteachers.html
Title: N/A
Source: Texas Department of Education Web site
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| AK | Adopted 06/2002 | P-12 | Waivers are allowed if districts are (A) recruiting through the University of Alaska Fairbanks Alaska Teacher Placement program; or
(B) advertising in one or more newspapers of general circulation; and (3) official transcripts and a letter from an approved teacher training program, evidencing that the person for whom the waiver is requested (A) has completed a minimum of nine semester or 12 quarter hours of special education coursework; and (B) is enrolled in an individualized special education training program that will qualify the person to receive a special education endorsement. May be renewed for up to three years as long as annual evidence that applicant continues to be enrolled in and is making satisfactory yearly progress on the individualized special education program set out in the application, and can complete the program within three years.
Title: 4 AAC 12.025 (a)
Source: http://www.eed.state.ak.us/regs/4aac12027specialedendorsefinal102001.pdf
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| MO | Signed into law 06/2002 | P-12 | Out-of-state certified teachers with five years of experience and an appropriate background check may receive provisional certification, which will become permanent after five years of teaching in Missouri. The department must promulgate rules that allow teaching assistants with appropriate experience who are pursuing certification to bypass their practice teaching.
Title: H.B. 1711
Source: House Research Staff Summaries
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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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| OK | Signed into law 05/2002 | P-12 | Allows sixth grade mathematics teachers to obtain middle level endorsement by successfully completing a professional development institute in middle level mathematics. Such teacher shall be eligible to participate in a professional development institute in middle level mathematics developed and administered by the Oklahoma Commission for Teacher Preparation one time free of charge.certain institute; allows participation in institute one time free of charge; directs the state board and the Oklahoma Commission for Teacher Preparation to conduct a joint study relating to school psychologists and speech pathologists; states purpose of study; requires a report.
Title: H.B. 2625
Source: http://www2.lsb.state.ok.us/2001-02HB/hb2625_enr.rtf
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| OK | Signed into law 05/2002 | P-12 | Requires successful completion of the competency examination for licensure except for Alternative Placement Program candidates; adds additional professional days for teachers for certain purposes.
Title: S.B. 1595
Source: http://www2.lsb.state.ok.us/2001-02SB/sb1010_enr.rtf
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| KY | Signed into law 04/2002 | P-12 | Makes it explicit that the Office of Education Accountability has a responsibility to periodically review personnel policies and practices relating to recruitment, selection, evaluation, termination, and promotion of personnel.
Title: S.B. 166
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2002 | P-12 | Permits the Education Professional Standards Board to issue a conditional one-year certificate to a teacher who has completed teacher preparation program but has not successfully completed the required assessments if the employing school district and teacher preparation institution agree to provide technical assistance and mentoring support to the new teacher. Teacher must successfully complete required assessments before entering the internship program. Bill also revises duties and powers of Education Professional Standards Board as well as powers of the executive director of such. http://www.lrc.state.ky.us/RECORD/02RS/SB192/bill.doc
Title: S.B. 192
Source: www.lrc.state.ky.us
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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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| CA | Signed into law 10/2001 | P-12 | Chapter No.576, Authorizes the Los Angeles Unified School District to develop, on a pilot project basis, a 30-day training program for the teachers it hires on an emergency basis and who will be assigned to schools that have 20% or more teachers on emergency permits. Appropriates funds for implementation of the program.
Title: S.B. 321
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2001 | P-12 | Authorizes an intern to choose an early teacher internship program completion option if the intern passes certain assessments and meets the requirements for teacher fitness.
Title: S.B. 57
Source: Lexis-Nexis/StateNet
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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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