 |
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 |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
 | Teaching Quality--Induction Programs and Mentoring |
| |
| CA | Signed into law 06/2012 | P-12 | From section 56 of bill summary: Reduces by various amounts appropriations made for supplemental school counseling, special education, partnership academies, instructional support to help pupils pass the high school exit examination, English language tutoring to limited-English-proficient pupils, incentive grants to support the hiring of more K-8 physical education teachers, the Arts and Music Block Grant, certificated staff mentoring, and community colleges. Makes available for reappropriation the unencumbered balances of specified appropriations made in prior fiscal years for various educational purposes and would reappropriate $220,137,000 to the state department of education for apportionment for special education programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Appropriations and Reappropriations
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2011 | P-12 | From bill summary: Permits the commission on teacher credentialing to waive requirements relating to beginning teacher support and assessment for an individual who has completed a clear credential program after completion of a baccalaureate degree at a regionally accredited institution. (Existing law provides that any credential candidate who is eligible for a preliminary credential must be eligible for a classroom teaching position with beginning teacher support and assessment; however, requirements relating to beginning teacher support and assessment may be waived by the commission for individuals who are pursuing alternative entry programs, including the successful completion of at least 2 years of classroom instruction under a district intern certificate.)
Repeals provisions stating legislative intent that beginning teachers who have been issued a preliminary credential receive support and assistance, and that the commission establish procedures to assess the teaching performance of beginning teachers. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_941_bill_20110926_chaptered.pdf
Title: S.B. 941 - Beginning Teacher Support and Assessment
Source: www.leginfo.ca.gov
| |
| ND | Signed into law 05/2011 | P-12 | Requires the education standards and practices board (ESPB) to establish and administer a first-year teacher support (mentoring) program. Requires the employment of a coordinator who will select and train experienced teachers who will serve as mentors. If a district has no first-year teachers, the coordinator will select and train experienced teachers who will work with administrators to identify the needs of non-first-year teachers and help those teachers through the use of research-validated interventions and proven instructional methods. Permits ESPB to provide compensation, including stipends, to mentors and experienced teachers who assist beginning teachers. The board may not spend more than 5% of the moneys for administrative purposes. Expands the program to include districts, special education units, area career and technology education centers, regional education associations, and schools funded by the Bureau of Indian Education.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
| |
| CA | Vetoed 08/2010 | P-12 | Directs the commission on teacher credentialing to convene an advisory panel to consider:
(1) The various roles of teacher leaders in today's public schools (i.e., master teachers, mentors, induction support providers and fieldwork supervisors, instructional leaders, department chairs, curriculum coordinators, peer coaches, literacy or mathematics coordinators, assessment coordinators, and accreditation coordinators.)
(2) The use of teachers as instructional leaders and peer role models to foster innovation needed to effect change in turnaround schools.
(3) How recognition of teacher leaders may promote teacher retention.
(4) Formal preparation and recognition of the leadership roles that teachers assume.
(5) Application of adult learning theories to improve the instruction of teacher peers.
(6) Processes and procedures in other states for recognition of teacher leaders.
(7) The nexus of recognition of teacher leaders with the national board certification process.
(8) How the recognition, including an authorization, credential, recognition of study, special recognition, emphasis or specialization, could be developed while maintaining local flexibility in hiring and staffing needs.
(9) The feasibility of teacher leader career ladders that districts could use to align salary schedules or alternative salary structures.
(10) Current research and practices in teacher leader and mentor programs, including the Beginning Teacher Support and Assessment System standards for support provider and assessor training, statewide subject matter projects, and the Certificated Staff Mentoring Program.
Requires the commission to consider the findings of the advisory panel and report to the governor and the legislature by January 2012 on recommendations for the recognition of teacher leaders.
Bill text: http://leginfo.ca.gov/pub/09-10/bill/asm/ab_2001-2050/ab_2040_bill_20100806_enrolled.pdf
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2h9abfksypux2
Title: A.B. 2040
Source: leginfo.ca.gov
| |
| HI | Adopted 06/2010 | P-12 | Establishes the conditions under which state and county retirees may be reemployed while still receiving employees' retirement system benefits. Specifies that a retirant may be employed without reenrollment in the system and suffer no loss or interruption of benefits if the retirant is employed as a teacher or administrator in a teacher shortage area identified by the department of education or in a charter school or as a mentor for new classroom teachers, provided certain criteria are met. http://www.capitol.hawaii.gov/session2010/Bills/HB2533_CD1_.HTM
Title: H.B. 2533
Source: www.capitol.hawaii.gov
| |
| MD | Signed into law 04/2010 | P-12 | Requires the state board to establish standards for effective mentoring that is focused; is systematic; is ongoing; is high quality; is geared to the needs of each employee being mentored; includes observations; and includes feedback. Requires each school system to submit to the state board a description of the local system's teacher mentoring program, including data relating to the number of mentors assigned, the number of teachers to whom the mentors have been assigned, and how, if at all, the effectiveness of the mentoring program is measured.
http://mlis.state.md.us/2010rs/bills/hb/hb1263e.pdf
Title: H.B. 1263 - Induction and Mentoring Section
Source: http://mlis.state.md.us
| |
| NM | Signed into law 03/2010 | P-12 | District must provide for the mentorship and evaluation of level one teachers. At the end of each year and at the end of the license period, the teacher shall be evaluated for competency. If the teacher fails to demonstrate satisfactory progress and competence annually, the teacher may be terminated. If the teacher has not demonstrated satisfactory progress and competence by the end of the five-year period, the teacher shall not be granted a level two license.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0071.pdf
Title: H.B. 71
Source: http://nmlegis.gov/
| |
| IL | Adopted 01/2010 | P-12 | Amends provisions related to mentors assigned to new teachers. Provides that mentors holding a full-time teaching assignment may be assigned no more than one new teacher during any given year. Page 269-272 of 293: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue5.pdf
Title: 23 IAC 25.910
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 11/2009 | P-12 | Amends rule to eliminate the current focus of this program as a pilot program and restructure it along the lines of a continuing grant that will be expanded to encompass new applicants as the level of available funding permits. This change calls for the deletion of statements related to the three-year funding cycle and a revision indicating when requests for proposals will be issued. Eliminates provision specifying that each program serve at least 10 teachers. Existing provision required all teachers entering the program to be first-year teachers. This provision is replaced by a provision requiring teachers entering the program to be in the first two years of teaching, and clarifies that such teachers must hold an initial or provisional early childhood, elementary, secondary, special K-12 or special preschool-age 21 certificate. Removes requirement that participating teachers spend 1.5 hours/week in contact with his/her assigned mentor; replaces with requirement that each new teacher spend at least 60 hours in face-to-face contact with his/her assigned mentor. Adds provision requiring that mentors who provide at least 60 hours of mentoring service in a grant year be paid $1,200 from grant funds for this purpose.
Pages 389-395 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 65.20, .130, .140, .160
Source: www.cyberdriveillinois.com
| |
| CA | Signed into law 07/2009 | P-12 | From legislative analysis: Existing law sets forth the minimum requirements for the professional clear multiple or single subject teacher credential. Among those requirements is the completion of a program of beginning teacher induction. This requirement is contingent on the availability of funds in the annual Budget Act to provide statewide access to eligible beginning teachers. Removes the contingency of this requirement on the availability of funds. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/abx4_2_bill_20090728_chaptered.pdf
Title: A.B. 2 - Section 17
Source: www.leginfo.ca.gov
| |
| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | **No funds allocated in the current budget for this center, according to the DOE's H.B. 1 summary document http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635**
Authorizes the state superintendent to create the center for creativity and innovation in the department of education. Provides that, if created, the center must help schools in districts, educational service centers, community schools and STEM schools with any of the following:
(1) Designing and implementing strategies and systems that enable schools to become professional learning communities, including:
(a) Mentoring and coaching teachers and support staff
(b) Enabling school principals to focus on supporting instruction and engaging teachers and support staff as part of the instructional leadership team so that teachers and staff may share the responsibility for making and implementing school decisions
(c) Adopting new models for restructuring the learning day or year, such as including teacher planning and collaboration time as part of the school day
(d) Creating smaller schools or smaller units within larger schools to facilitate teacher collaboration to improve and advance the professional practice of teaching and to enhance instruction that yields enhanced student achievement.
(2) Using strategies in collaboration with the teach Ohio program to promote, recruit and enhance the teaching profession, including:
(a) Designing and implementing "grow your own" recruitment and retention strategies to support individuals in becoming licensed teachers, to retain highly qualified teachers, to assist experienced teachers in obtaining licensure in subject areas for which there is need, to assist teachers in earning senior professional educator and lead professional educator licenses, and to assist teachers to grow and develop in the profession
(b) Enhanced conditions for new teachers
(c) Incentives to attract qualified math, science or special education teachers
(d) Developing and implementing a partnership with teacher preparation programs at colleges and universities to help attract teachers qualified to teach in shortage areas
(e) Implementing a program to increase the cultural competency of both new and veteran teachers.
(3) Identifying state policies that impede the adoption of innovative practices and making recommendations to the superintendent of public instruction for the repeal, revision, or waiver of those provisions
(4) Identifying promising programs and practices based on high quality education research and developing models for their early adoption, including research and practices in arts education and creativity
(5) Other duties as assigned by the superintendent of public instruction.
If created, directs the center to promote collaboration between districts and community schools to enhance the academic programs of both and to broaden the application of successful and innovative academic practices developed by community schools. In doing so, directs the center to (1) Study and serve as a clearinghouse of best practices and innovative programming developed and utilized by community schools that could be adopted by school districts; and (2) Identify circumstances in which students could benefit from collaboration between the complementary programs of school districts and community schools.
Pages 1044-1045 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.82
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | By December 31, 2010, directs the department of education, in consultation with the educator standards board, to develop a model peer assistance and review program, and to develop recommendations to expand the use of peer assistance and review programs throughout the state. Requires the department, in developing the model program, to review existing peer assistance and review programs in the state and consult with districts about the operation of those programs. Requires the model program to include:
(1) Releasing experienced classroom teachers from instructional duties for up to 3 years to focus full-time on mentoring and evaluating new and underperforming veteran teachers through classroom observations and follow-up meetings
(2) Professional development for new and underperforming teachers targeted at areas of instructional weakness
(3) A committee comprised of representatives of teachers and the employer to review teacher evaluations and make recommendations regarding teachers' continued employment.
Requires recommendations to include:
(1) Identification of barriers to expansion of peer assistance and review programs, including financial constraints, labor-management relationships, and barriers unique to small districts
(2) Legislative changes that would eliminate barriers to expansion of programs
(3) Incentives to increase participation in the programs.
Requires the department to provide copies of its model program and recommendations to the governor and specified legislative leaders. Also requires the department to make the model program and recommendations available to districts and to post them to the department Web site.
Pages 2840-2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.70.50
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | New Chapter 3306.: As described in the bill analysis by the Ohio Legislative Service Commission (LSC), "The bill enacts a new R.C. Chapter 3306., and revises many other existing codified laws, to establish a new system of financing for school districts and other public entities that provide primary and secondary education. A detailed analysis of the current and proposed school funding systems is available in the LSC Redbook for the Department of Education, published on the LSC Web site at http://www.lsc.state.oh.us/budgetdocuments.html From DOE summary of H.B. 1: Also permits school districts to use state funds provided under the school funding formula for the modification or purchase of classroom space to provide all-day kindergarten or reduce class sizes in grades K-3 if those funds are not specifically allocated for another purpose and the district certifies to the department its need for additional space.
Section 3306.011: Requires that payments under the evidence-based model replace the former method of allocating funds to districts, beginning in FY 2010.
Section 3306.012: Specifies that the SF-3, the department of education form formerly used to calculate funding to a school district, after the effective date of this section will be known as the "PASS form", PASS being an acronym for "PAthway to Student Success". Requires the form to be available to the public in a format understandable to the average citizen.
Section 3306.02: Establishes certain definitions for funding purposes:
--"Building manager": Individual who supervises the administrative (non-curricular, non-instructional) functions of school operation so that a school principal can focus on supporting instruction, providing instructional leadership, and engaging teachers as part of the instructional leadership team. Specifies that a building manager is not required to be a licensed educator.
--"Category one ..." through "category six special education ADM", with category one being low-need students and category six being highest-need students.
--"Counselor": A licensed individual who provides pre-college and career counseling, general academic counseling, course planning and other counseling services that are not related to a student's individualized education plan.
--"Lead teacher": A teacher who provides mentoring and coaching for new teachers, and who also assists in coordinating professional development activities, developing professional learning communities and common planning time, and who assists teachers in developing project-based, real-world learning activities. Requires that the lead teacher position be a rotating position in which an individual serves no more than 3 years. Provides that, once lead teacher licenses become available under Section 3319.22, only teachers who hold such licensure may be appointed as lead teachers. Until that time, directs each district to designate qualifications for the lead teacher position and give preference for the position to national board-certified teachers or who meet the qualifications for a "master teacher" established by the educator standards board.
--"Ohio educational challenge factor": An index to adjust each district's funding amount to account for student and community socioeconomic factors affecting teacher recruitment and retention, professional development, and other factors related to quality instruction. Provides each district's challenge factor includes the district's college attainment rate, per-pupil wealth, and concentration of poverty (see new section 3306.051).
--"Organizational unit": Unit used to index a district's formula ADM in certain grade levels. In recognition of the fact that students have different educational needs at each developmental stage, organizational units group the grade levels into elementary school units, middle school units, and high school units. A district's "organizational units" is the sum of its elementary, middle and high school units.
Section 3306.051: Specifies that the Ohio educational challenge factor is based on:
(1) The college attainment rate of the school district's population
(2) The district's wealth per pupil, based on property valuation and federal adjusted gross income
(3) The district's concentration of poverty, based on its targeted poverty indicator.
Establishes each district's Ohio educational challenge factor for FY 2010 and 2011.
Pages 1060-1069 and 1071-1087 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3306.01, 3306.011, 3306.012, 3306.02, 3306.051
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Specifies that teachers eligible for mentors are those with less than two years' teaching experience in the subject or grade level to which the teacher is assigned. Allows teachers from outside the new teacher's school to be assigned as a mentor. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01290F.pdf
Title: S.B. 1290
Source: www.legis.state.tx.us
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| MN | Signed into law 05/2009 | P-12 | Allows school districts to have trained observers serve as mentors or coaches and to have probationary teachers participate in professional learning communities as part of the district's peer review process for probationary teachers. Peer coaching for continuing contract teachers. Allows school districts to have trained observers serve as mentors or coaches and to have continuing contract teachers participate in professional learning communities as part of the district's peer review process for continuing contract teachers. Makes this section effective for the 2009-2010 school year and later.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| WA | Signed into law 04/2009 | P-12 | Section 114 creates the quality education council and charges it with recommending and informing the ongoing implementation by the legislature of an evolving program of basic education and the financing necessary for that program. Using the capacity report required in Section 113, the council will develop strategic recommendations on the program of basic education for the public schools. Intent of these recommendations is defined. The council is to update the statewide strategic recommendations every four years. Initial report is due to the legislature and the governor by January 1, 2010 and is to include, at a minimum: consideration of how to establish a statewide beginning teacher mentoring and support system; recommendations for a program of early learning for at-risk children; a recommended schedule for the concurrent phase-in of the changes to the instructional program and implementation of funding formulas and allocations to support the new programs as established under this Act; phase-in is to have full implementation completed by September 1, 2018; and, recommended schedule for phased-in implementation of the new distribution formula for allocating state funds to school districts for transportation of students to and from school with phase-in beginning no later than September 1, 2013.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261-Section 114, Teacher Mentoring
Source: http://apps.leg.wa.gov
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| UT | Signed into law 03/2009 | P-12 | Requires a local school board to develop an educator evaluation program and provide for (1) the evalution of provisional and probationary educators at least twice each school year; (2) the ongoing evaluation of all career educators; and (3) an orientation on the educator evaluation program. Specifies that a local board's educator evaluation program must include the following components:
(1) A reliable and valid evaluation program consistent with generally accepted professional standards for personnel evaluation systems
(2) Systematic evaluation procedures for both provisional and career educators
(3) The use of multiple lines of evidence, such as self-evaluation, student and parent input, peer observation, supervisor observations, evidence of professional growth, student achievement data, and other indicators of instructional improvement
(4) A reasonable number of observation periods for an evaluation to insure adequate reliability
(5) Administration of an educator's evaluation by either the principal or his/her designee, the educator's immediate supervisor, or another person specified in the evaluation program.
Identifies timelines and procedures for individuals responsible for administering an educator's summative evaluation. Provides that an educator who is not satisfied with a summative evaluation may request a review of the evaluation within 30 days after receiving the written evaluation. Provides that if a review is requested, the district superintendent or the superintendent's designee must appoint a person not employed by the district who has expertise in teacher or personnel evaluation to review and make recommendations to the superintendent regarding the teacher's summative evaluation.
Requires individuals mentoring provisional educators to have received training or receive future training in mentoring educators. Adds provision that an educator who is assigned as a mentor may receive compensation for those services in addition to the educator's regular salary.
Repeals:
--Section 53A-10-104, Frequency of evaluations
--Section 53A-10-109, Final evaluation
--Section 53A-10-110, Review of evaluation -- Time limit on request
--Section 53A-10-111, Additional compensation for services
http://le.utah.gov/~2009/bills/hbillenr/hb0264.pdf
Title: H.B. 264
Source: le.utah.gov
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| IL | Signed into law 10/2008 | P-12 | Revises the Teaching Excellence Program. Provides an annual payment of $3,000 to a teacher or counselor who holds both a Master Certificate and a
corresponding certificate issued by the National Board for Professional Teaching Standards. Creates a $1,000 incentive for an active teacher or counselor who has a Master Certificate and agrees to provide at least 30 hours of mentoring during that year to teachers or counselors, as applicable. Creates similar incentive for a retired teacher or counselor who holds a Master Certificate and a current corresponding certificate issued by the National Board for Professional Teaching Standards. Provides an additional $1,000 to an eligible active or retired teacher or counselor who agrees to provide an additional 30 hours of mentoring during that year, for a total of 60 hours of mentoring and $2,000.
Increases incentive to $2,000 for active and retired teachers and counselors who meet the aforementioned criteria and who agree to provide at least 30 hours of mentoring in schoolsin on academic early warning status or in schools in which 50% or more of the students receive free or reduced lunch. Provides an additional $2,000 to an eligible active or retired teacher or counselor who agrees to provide an additional 30 hours of mentoring in schools on academic early warning status or
in schools in which 50% or more of the students receive free or reduced lunch for a total of 60 hours of mentoring and $4,000. Provides that mentoring under these provisions may include providing high quality professional development for new and experienced teachers or school counselors and/or assisting National Board for Professional Teaching Standards (NBPTS) candidates through the NBPTS certification process.
Specifies and prioritizes Master Certificate incentives if funds are available. Provides that if funds remain after all incentives and bonuses have been expended, up to $250,000 must be used for the continuation of an appropriate electronic system to process Master Certificates and various payments.
Revises the membership of the state P- 20 Council. http://www.ilga.gov/legislation/95/SB/PDF/09500SB2687lv.pdf
Title: S.B. 2687
Source: www.ilga.gov
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| CT | Signed into law 06/2008 | P-12 | Concerns the Beginning Educator Support and Training (BEST) Program; requires school boards and unions to bargain over compensation, hours and duties of teachers who train and evaluate student teachers or serve as mentors and assessors of beginning teachers under the BEST program, suspend the BEST program for the fiscal year ending June 30, 2009; creates a task force to develop a plan to replace the BEST program with a mentor assistance program; amends the video component; provides for full funding.
http://www.cga.ct.gov/2008/ACT/PA/2008PA-00107-R00HB-05871-PA.htm
Title: H.B. 5871
Source: http://www.cga.ct.gov/
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| LA | Signed into law 06/2008 | P-12 | Renames provisions of law providing for the rights of teachers to the Teacher Bill of Rights. Provides that teachers have a right to immunity and legal defense. Provides that a beginning teacher has the right to receive leadership, including the assignment of a qualified, experienced mentor to help him or her become a competent professional in the classroom. Requires school boards to post the rights in schools and to provide a copy to parents or legal guardians. Requires districts and schools maintaining a Web site to post such rights on their Web site. http://www.legis.state.la.us/billdata/streamdocument.asp?did=497678
Title: H.B. 672
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2008 | P-12 | Creates a certification incentive fund to provide grants for eligible recipients to conduct summer institutes. Specifies that the priority for the institutes in the 2008-2009 through 2011-2012 school years is the certification of teachers in high school mathematics, chemistry, integrated science, and physics, and middle school mathematics and earth science under option 7 of the alternative certification program, certification of a person in a field other than education to teach in elementary, middle or secondary programs. Provides that grant recipients may be nonprofit organizations, institutions, and agencies, including postsecondary education institutions, school districts, education cooperatives, and consortia of school districts. Requires the education professional standards board to determine priority for specific institutes at the end of the 2011-2012 school year.
Requires each individual completing a summer institute to have additional hours of formal instruction or assistance during the first year of teaching to reach the minimum number of clock hours. Provides that an alternative teacher certification candidate participating in the institute must not be required to participate in the teacher internship program until the second year of teaching. Requires the candidate to be assigned a teacher mentor by the grant recipient the first year of teaching, with payment of the teacher mentor coming from the summer institute grant.
Provides forgiveable loans to individuals accepted into an institute. Provides the loan will be forgiven if the participant teaches in a Kentucky public or certified nonpublic school for one year within the three years following the awarding of the loan. Also provides a stipend, equal to the loan award amount, for each individual who completes a summer institute. Provides that grant recipients and school districts may offer financial incentives to potential participants and individuals who complete an institute from fund sources other than the grant funds.
Provides that teachers' professional growth fund may be used to provide teachers with professional development that may lead to additional certification endorsements or renewal of certification. Adds that the professional development programs for which teachers may receive support from the fund must provide teacher participants with the opportunity to obtain certificate endorsements or extensions in critical shortage areas, with priority given to math and science through 2016, and in core content areas to their existing certifications through the TC-HQ process, established by the education professional standards board to meet the requirements of the No Child Left Behind Act. Specifies that beginning June 1, 2010, through the 2015-2016 school year, priority for the use of funds from the teachers' professional growth fund must be for the purpose of increasing the number of certified math and science teachers. http://www.lrc.ky.gov/record/08RS/SB64/bill.doc
Title: S.B. 64
Source: www.lrc.ky.gov
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| OR | Adopted 01/2008 | P-12 | Establishes requirements for teacher and administrator mentoring programs. OREGON 29089
Title: OAR 581-020-0085, -0090
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2007 | P-12
Postsec.
Community College | Subject to appropriation, requires the state board of education to develop a secondary-level agricultural science teacher training continuum and to provide incentive funding grants to the agriculture science teacher education programs at Illinois State University, Southern Illinois University, the University of Illinois, and Western Illinois University. Provides that public community colleges that provide an articulated agriculture science teacher education course of study are also eligible for funding.
Provides that program funds may be used for the following purposes:
(1) Teacher education candidate recruitment and retention incentives.
(2) Having master teachers and practitioners assist with the preparation, coordination, and supervision of student teachers.
(3) Establishing and delivering professional development experiences for new teachers during their first 5 years of teaching.
(4) Professional development for university agriculture education teacher education staff.
http://www.ilga.gov/legislation/95/HB/PDF/09500HB1922lv.pdf
Title: H.B. 1922
Source: www.ilga.gov/legislation
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| HI | Became law without governor's signature 07/2007 | P-12 | Appropriates $585,000 for fiscal year 2007-2008 for up to five complex areas to coordinate and expand complex-level resources for support services, including professional development, curriculum alignment and mentoring in schools, with allocations to each complex area based on the complex area's per pupil enrollment. Provides the complexes selected must be those serving hard-to-staff (or high teacher turnover) schools with few other resources for professional development.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/HB1014_CD1_.htm
Title: H.B. 1014
Source: www.capitol.hawaii.gov
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| OR | Signed into law 06/2007 | P-12 | Modifies the beginning teacher and administrator mentoring program; adds to the qualifications and specifies training for mentors; increases the amount of grants-in-aid per teacher or administrator that a school district may receive; allows the Department of Education to accept contributions for purposes of program evaluation; limits the amount the department may spend on evaluation.
Title: H.B. 2574
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 05/2007 | P-12 | Allocates $173,943,894 -- $69,600,000 above FY07. Includes $20 million for professional development; $250,000 for new administrator mentoring and induction; $1.8 Million for Teacher Development Academy expansion; $4.4 million for teacher mentoring and induction programs; $1 million for Career Ladder/Pay for Performance Pilot Planning Grants; $3.3 million for market pay factor. Ends the National Board Teacher stipend program effective December 31, 2007. Those awardees in the program prior to that time will continue to receive their stipend until complete. Imcreases minimum salary thresholds by $1,000. http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,3561/
Title: S.F. 277 - funding provisions
Source: Iowa State Department of Education
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| IA | Signed into law 04/2007 | P-12 | Strikes Section 284.4, subsection 1, paragraph c, which made a district eligible for student achievement and teaching quality monies if the district's submitted written statement included willingness to provide the equivalent of an additional contract day to provide supplemental time for teacher career development aligned with student learning and teacher development needs. (The student achievement and teacher quality program includes mentoring and induction programs, career paths, professional development and evaluation of teachers against the Iowa teaching standards.)
Replaces with requirement that written statement include district's willingness to create a teacher quality committee, with an equal representation of teachers and administrators. Provides for method of appointment of teacher and administrator members. Requires each teacher quality committee to:
(1) Monitor the implementation of the requirements of the student achievement and teacher quality program.
(2) Monitor the evaluation requirements of the program to ensure fairness and consistency throughout the district, and develop model evidence for the Iowa teaching standards and criteria.
(3) Determine the use and distribution of the professional development funds distributed to the district.
(4) Monitor the professional development in each school to ensure that district, school, and individual professional development plans are being met.
(5) Ensure a negotiated agreement determines the compensation owed teachers on the committee for work responsibilities required beyond the normal work day.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 17)
Source: coolice.legis.state.ia.us
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| NM | Signed into law 04/2007 | P-12 | Directs the department of education to distribute available funds for mentorship programs to school districts annually on a per-teacher basis according to the number of beginning
teachers on the 40th day of the school year. Also directs the department to require that teacher preparation programs collaborate with colleges of arts and sciences and high schools to develop a model to provide mentorship services with structured supervision and feedback to each of their graduates who have obtained a teaching position in a public high school, including charter schools.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0211.pdf
Title: S.B. 211
Source: http://legis.state.nm.us
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| KY | Adopted 10/2006 | P-12 | Establishes rules regarding the requirements for the Kentucky Teacher Internship Program. http://www.lrc.ky.gov/kar/016/007/010reg.htm
Title: 16 KAR 7:010
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 06/2006 | P-12 | Adds "evaluation of teachers against the Iowa teaching standards" as fifth element of the student achievement and teacher quality program. Clarifies that all districts must adopt a teacher evaluation plan that meets certain guidelines. Clarifies that every school district and area education agency must develop an initial beginning teacher mentoring and induction plan and must offer teachers a career development program incorporated into the district's comprehensive school improvement plan.
Clarifies that teachers in all districts must develop an individual teacher career development plan and a teacher career path, and that all districts must review a teacher's performance at least once every three years. Allows the definition of "beginning teacher" to include a holder of an intern teacher license.
Extends to July 1, 2007 deadline to develop and implement an evaluator training certification renewal program for administrators and other practitioners.
Governor line-item vetoed provision that an individual employed by an area education agency shall only be considered a teacher for purposes of the student achievement and teacher quality program if the individual directly delivers instruction to school or district students for at least 50% of the individual's contracted time.
Bill: http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Veto message: http://www.governor.state.ia.us/legislation/2006/veto/060601_HF2792_Item.html
Title: H.B. 2792 - Section 5 - 23
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12 | Rewrites section 284.11 (former "Pilot program for team-based variable pay for student achievement"). New section 284.11 encourages school districts to establish teacher compensation opportunities that recognize the need for geographic or other locally determined wage differentials and provides incentives for traditionally hard-to-staff schools and subject-area shortages. Provides for state assistance to allow school districts to add a market factor to teacher salaries paid by the school districts. Provides that funds are to supplement, but not supplant, wages and salaries paid as a result of a collective bargaining agreement.
Authorizes department to spend up to $250,000 of an allocation to support the implementation of a national board certification support program.
Authorizes area education agencies to receive funds to support beginning teacher mentoring and induction programs.
Deletes selected provisions from section 284.13 on authorized allocations for teacher salaries, professional development, etc.
Requires a preliminary study to measure the cost and effectiveness in raising student achievement of a compensation system that provides financial incentives based on student performance. Beginning July 1, 2006, requires the commission to gather sufficient information to identify a pay-for-performance program based on student achievement gains and global content standards where student achievement gains cannot be easily measured. Directs the commission to review pay-for-performance programs in both the public and private sector. Based on this information, requires the commission to design a program utilizing both individual and group incentive components. Requires at least half of any available funding identified by the commission to be designated for individual incentives. Commencing with the school year beginning July 1, 2007, requires the commission to initiate demonstration projects, in selected kindergarten through grade twelve schools, to test the effectiveness of the pay-for-performance program. Directs the commission to select 10 school districts as demonstration projects. To the extent practicable, requires participants to represent geographically distinct rural, urban, and suburban areas of the state. Requires the commission, beginning in the 2008-2009 school year, to select twenty additional school districts as demonstration projects.
Requires the commission to prepare an interim report by January 15, 2007, followed by interim progress reports annually, followed by a final study report analyzing the effectiveness of pay-for-performance in raising student achievement levels. Requires the final study report to be completed no later than six months after the completion of the demonstration projects. Directs the general assembly to consider implementing the pay-for-performance program statewide for the 2009-2010 school year.
Governor vetoed provisions establishing a pay-for-performance commission to design and implement a pay-for-performance program and provide a study relating to teacher and staff compensation containing a pay-for-performance component. Governor directs the Institute for Tomorrow's Workforce to take the lead on this study. Governor likewise vetoed provisions directing the department to create a teacher remediation program to provide counseling and assistance for teachers whose students do not demonstrate adequate increases in achievement.
Bill: http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Veto message: http://www.governor.state.ia.us/legislation/2006/veto/060601_HF2792_Item.html
Title: H.B. 2792 - Section 24 - 27
Source: coolice.legis.state.ia.us
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| IL | Adopted 06/2006 | P-12 | Establishes rules regarding the "Beginning Teacher Induction Pilot Program," which provides for statewide induction and mentoring programs but also permits competitive grant programs in any year when the appropriation is not sufficient for that purpose.
Emergency Adoption: Pages 315-324 of 591: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue27.pdf
Final Adoption: Pages 287-295 of 554: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue44.pdf
Title: 23 IAC 65.10, .20, .110, .120, .130, .140, .150, .160
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/2006 | P-12
Postsec. | The Department of Education, public postsecondary educational institutions, public school districts, public schools, state education foundations, consortia, and professional organizationsls in this state will work collaboratively. The system of professional development must align to the standards adopted by the state and support the framework for standardsadopted by the National Staff Development Council.
The department will and disseminate to the school community research-based professional development methods and programs that have demonstrated success in meeting identified student needs. The methods of dissemination must include a web-based statewide performance support system, including a database of exemplary professional development activities, a listing of available professional development resources, training programs, and available assistance.
The professional development system also must include a master plan for inservice activities for all district employees from all fund sources. The master plan must be based on input from teachers and district and school instructional leaders, and must use the latest available student achievement data and research to enhance rigor and relevance in the classroom.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 62)
Source: Florida Legislature
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| MD | Signed into law 04/2006 | P-12 | Establishes a comprehensive induction program in the State Department of Education for new teachers employed by hard-to-staff schools; requires that the comprehensive induction program include mentoring, professional development training and support, and formal assessments of teachers participating in the program.
http://mlis.state.md.us/2006rs/bills/sb/sb0238t.pdf
Title: S.B. 238
Source: Maryland Legislature
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| DE | Signed into law 07/2005 | P-12 | Adds a new section that reads: "(r) For purposes of the State educator mentoring program, a retired educator engaged in mentoring activities shall be entitled to the same stipends as otherwise provided for non-retired educator mentors. Such retired educators shall be considered a casual employee under § 5502(3) of Title 29 for purposes of pensions.
http://www.legis.state.de.us/LIS/lis143.nsf/vwLegislation/SB+163/$file/legis.html?open
Title: S.B. 163
Source: http://www.legis.state.de.us
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| AZ | Issued 06/2005 | P-12 | Creates and defines membership of the Governor's Committee for Teacher Quality and Support, the purpose of which is to: (1) develop teacher training delivery system to addresss the lack of uniform access to quality induction, mentoring and ongoing professional development; (2) identify opportunities and obstacles in teacher preparation programs to recruit highly qualified students; (3) identify pay gaps and systems concerns that lead to pay disparities across counties and districts for the same performance and experience; (4) identify possible governance issues and solutions related to teacher quality and support; and (5) facilitate a survey of the state's certified teachers and identify working condition impediments. Committee is to report preliminary recommendations for action or additional study by December 1, 2005, and every September 1st thereafter.
http://www.governor.state.az.us/press/June05/060805~2005-11~EO.pdf
Title: Executive Order 2005-11
Source: http://www.governor.state.az.us
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| HI | Signed into law 06/2005 | P-12
Postsec. | Section 1: Establishes need for improvement in teacher recruitment, compensation, support and peer mentoring.
Section 2: Creates a new section establishing the Hawaii teacher cadet program fund, originally a department initiative, as a separate fund of the Hawaii Alliance for Future Teachers, a nonprofit organization. Authorizes the alliance to expend funds to establish partnerships with organizations or private vendors to encourage high school students with teaching potential to consider teaching as a career. Establishes and sets responsibilities for the Hawaii teacher cadet program advisory board.
Section 3: Requires the University of Hawaii to review its admission policies for the college of education.
Section 4: Requires the University of Hawaii to review its college of education's admission standards and consider allowing
incoming freshman to declare education as their major and enable them to graduate within four years.
Section 5: Requires the University of Hawaii to increase the full time equivalent teacher education faculty positions by 5 additional full-time equivalent positions each year until fiscal year 2014-2015, to allow the number of participants who complete the program to increase by one hundred per cent over the year 2004 total.
Section 6: Establishes need to eliminate specified barriers to interest in and entry of the teaching profession.
Section 7-8: Mandates that the department establish policies, procedures, technology, and accountability measures to ensure that newly hired employees receive timely and accurate wages. Establishes an alternate option if the department is unable to pay the total wages due a newly hired employee. Requires the department to establish rules by December 31, 2005 to implement these changes.
Section 9: Requires the department to provide each newly hired teacher with the new teacher orientation handbook to serve as a reference guide and provide the new employees with information on:
(1) Professional development and incentive programs;
(2) License requirements; and
(3) Other useful information to assist new teachers with their familiarity of the department's organization and educational system.
Section 10: Requires the department to establish a standardized statewide teacher induction program for every newly hired teacher. Requires the program to ensure that the new teacher to mentor ratio does not exceed 15:1 and that all mentors are specially skilled and trained to work effectively with newly hired teachers as determined by the department.
Section 11: Establishes legislative intent to improve student achievement by adopting policies that promote teacher quality.
Section 12: Requires the state board to adopt policies to:
(1) Develop a plan for licensing more individuals with practical experience for teaching in vocational/technical programs;
(2) Develop a plan to accept teachers from any state as long as they have completed state-approved teacher education programs and pass relevant Hawaii teacher examinations or their equivalent;
(3) Clarify the requirements, on a state-by-state basis, for out-of-state licensed teachers to obtain a license in Hawaii;
(4) Develop a plan to facilitate licensing for those who intend to teach in Hawaii immersion programs, the island of Niihau, or any other extraordinory situation as defined by the superindent or the superintendent's designee; and
(5) Pursue full teacher license reciprocity with the mid-Atlantic states, California, Colorado, Illinois, Michigan, New York, Oregon, and Washington.
Section 13: Requires the Hawaii Teacher Standards Board to submit to the legislature a report of its progress and recommendations regarding its licensing standards and development of its policies before the 2006 regular session.
Section 14: Requires the Hawaii Teacher Standards Board to review alternative licensing requirements to replace the PRAXIS examination requirement. Requires the review of alternative requirements to include to the consideration of requiring a minimum amount of years of teaching experience to replace the PRAXIS examination requirement.
Section 15: Authorizes the conversion of Hawaii teacher standards board's nine temporary positions to nine permanent full-time equivalent positions.
http://www.capitol.hawaii.gov/sessioncurrent/bills/hb844_cd1_.htm
Title: H.B. 844
Source: www.capitol.hawaii.gov
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| OK | Signed into law 05/2005 | P-12 | Revises mentor teacher selection process. A mentor teacher is to be selected by the principal from a list of qualified teacher volunteers who have submitted their names for that purpose. After compilation of the list, the principal must provide opportunity for input from the bargaining agent, where one exists. Membership or nonmembership in a professional teacher organization may not be considered as a factor in selecting a mentor teacher. No teacher may serve as a mentor teacher for more than one resident teacher at a time. When possible, a mentor teacher shall have successfully completed a mentor teacher professional development institute and be assigned to the same school site and have similar certification as the resident teacher. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1235.pdf
Title: H.B. 1235
Source: http://www.sos.state.ok.us
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| ID | Signed into law 04/2005 | P-12 | Enhanced mentoring during the first two years of teaching, deleted the requirements for mentoring and urged the State Board of Education to create a task force to develop a test program modeling teacher mentoring and encouraging participation and cooperation from the Department of Education. (H 315, HCR 20)
Title: H.B. 315
Source: Sine Die Report
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| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
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 2)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 1, 2006.
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 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. 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 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | (8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources, whenever possible, to supplement or match state and federal resources to support teachers, school administrators, and school councils in helping students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraphs 8-10)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Allows a one-year certificate to be granted an individual bearing all other qualifications except the assessments and selected as an assistant principal in a district where the superintendent certifies to the Education Professional Standards Board that there is a limited number of applicants to meet the requirements. Exempts a person employed in Kentucky as a principal or assistant principal who was certified in another state and practiced in that state for two or more years from taking the state principal certification assessment.
Bars a student from participating in the teacher internship program until the student has successfully completed the assessments required by the education professional standards board.
Allows a candidate for alternative certification to serve his or her internship in a nonpublic school.
Provides that a teacher who is fully certified in Kentucky and who is seeking an additional certification is not required to repeat the Kentucky teacher internship program.
Extends for one year (to June 30, 2007) the pilot teacher internship program for beginning teachers established under KRS 161.1222.
Full text of enacted bill: http://lrc.ky.gov/RECORD/05RS/HB183/bill.doc
Title: H.B. 183
Source: lrc.ky.gov
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| 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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| NY | Vetoed 08/2004 | P-12 | One new section (83-A) of this large bill authorizes the state commissioner to award additional 2004-05 grants for teacher mentors, not to exceed $4,667,000 for a total 2004-05 program of $6 million. A second new section (83-B) provides additional funding for the teacher resources and computer training centers program by authorizing the state commissioner of education to approve applications for funding not to exceed $21 million for a total 2004-05 school year program of $31 million. http://assembly.state.ny.us/leg/?bn=S06059&sh=t
Title: S.B. 6059
Source: StateNet
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| DE | Rule Adoption 07/2004 | P-12 | Establishes regulations concerning the duties and responsibilities of educator lead mentors, mentors, and new educators. All educators serving on an Initial License must successfully participate in educator mentoring in order to be eligible for a continuing license. In addition, educators new to Delaware or new to roles or districts within the state must participate in mentoring activities. DELAWARE REG 1534 (SN) http://www.state.de.us/research/AdminCode/title14/1500/1502%20Educator%20Mentoring.shtml#TopOfPage
Title: 14 DAC 1502
Source: Delaware State Web site
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| FL | Signed into law 06/2004 | P-12 | Relates to education personnel; provides for expunging of criminal history records of applicants for employment at certain education related offices; requires background screening for charter school employees and board members; amends requirements for admission to teacher preparation programs; authorizes programs providing experiences as teacher assistants prior to entering teacher preparation programs for individuals meeting specified criteria; creates teacher preparation institutes that provide professional development, instruction for substitute teachers, alternative certificate programs and establishes criteria for applicants; provides for the creation of guidelines for mentoring of first-time teachers and other programs geared toward the recruitment and retention of quality teachers; requires background screenings and fingerprinting of instructional and noninstructional hires or contractual employees who come in contact with students; specifies a school district's performance assessment may include criteria for assessment of instructional and administrative personnel and student performance; requires training in teaching of reading for certified personnel who teach students who have limited English proficiency; establishes qualifications, requirements and evaluation of substitute teachers; provides for educator discipline by the Education Practices Commission and the Department of Education; amends the Recovery Network Program that assists educators impaired as the result of alcohol abuse, drug abuse or a mental condition. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2986er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 2986
Source: Florida Legislative Web site
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| IL | Signed into law 07/2003 | P-12 | Provides a public school that has an existing teacher induction and mentoring program that does not meet program requirements may have two additional school years to develop a program that does meet those requirements and may receive funding if made by the state board of education from an appropriation for that purpose. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=533&GAID=3&DocTypeID=SB&LegID=3163&SessionID=3
Title: S.B. 533
Source: Illinois Legislative Web site
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| CT | Signed into law 06/2003 | P-12 | Allows the department of education to fund (within available appropriations) in cooperation with one or more regional educational service centers: (1) a cooperating teacher training program; (2) institutes to provide continuing education; and (3) a beginning teacher support and assessment program. http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 3
Source: Connecticut Legislative Web site
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| MO | Signed into law 06/2003 | P-12 | Specifies that all valid teaching certificates issued prior to September 1988 are exempt from the professional development requirement that follows. Narrows types of teacher licences available to an initial professional certificate and a career continuous professional certificate. Specifies that the state board must require holders of the four year initial professional certificate to: (a) Participate in a mentoring program approved and provided by the district for a minimum of two years; (b) Complete thirty contact hours of professional development, which may include hours spent in class in an appropriate college curriculum; and (c) Participate in a beginning teacher assistance program. Changes requirements for receipt of the career continuous professional certificate to: four years of teaching under the initial professional certificate and upon verification of the completion of the requirements articulated in paragraphs (a), (b), and (c) of subdivision (1) of this subsection. (b) The career continuous professional certificate shall be continuous based upon verification of actual employment in an educational position as provided for in state board guidelines and completion of fifteen contact hours of professional development per year which may include hours spent in class in an appropriate college curriculum. Should the possessor of a valid career continuous professional certificate fail, in any given year, to meet the fifteen-hour professional development requirement, the possessor may, within two years, make up the missing hours. In order to make up for missing hours, the possessor shall first complete the fifteen-hour requirement for the current year and then may count hours in excess of the current year requirement as make-up hours. Should the possessor fail to make up the missing hours within two years, the certificate shall become inactive. In order to reactivate the certificate, the possessor shall complete twenty-four contact hours of professional development which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate. The requirements of this paragraph shall be monitored and verified by the local school district which employs the holder of the career continuous professional certificate.
(c) A holder of a career continuous professional certificate shall be exempt from the professional development contact hour requirements of paragraph (b) of this subdivision if such teacher has a local professional development plan in place within such teacher's school district and meets two of the three following criteria:
a. Has ten years of teaching experience as defined by the state board of education;
b. Possesses a master's degree; or
c. Obtains a rigorous national certification as approved by the state board of education.
Allows a teacher who has not been employed in an educational position for three years or more to reactivate his or her last level of certification by completing twenty-four contact hours of professional development which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate.
Requires the state board to, upon an appropriate background check, issue a professional certificate classification in the areas most closely aligned with an applicant's current areas of certification, commensurate with the years of teaching experience of the applicant, to any person who is hired to teach in a public school in this state and who possesses a valid teaching certificate from another state, provided that the certificate holder shall annually complete the state board's requirements for such level of certification.
Adds that pleading guilty or being found guilty of enticement of a child or attempting to entice a child are offenses that will cause a teaching license to be revoked. Adds that when a teaching certificate holder pleads guilty or is found guilty of any offense that would authorize the state board of education to seek discipline against that holder's certificate of license to teach, the local board of education or the department of elementary and secondary education shall immediately provide written notice to the state board of education and the attorney general regarding the plea of guilty or finding of guilty.
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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| IA | Signed into law 05/2003 | P-12 | Eliminates provision that the three years of successful teaching experience that exempts a teacher who previously taught in an accredited nonpublic school or another state or country from completing state beginning teacher mentoring and induction program must have taken place within the past five years.
See Section 18: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
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| IA | Adopted 03/2003 | P-12 | Amends rules regarding the Teacher Quality Program. Includes preschool teachers in "beginning teacher" definition for purposes of beginning teacher mentoring and induction program adopted in statute. Specifies that beginning teachers are the teachers who must undergo "comprehensive evaluation," and specifies that this evaluation is conducted to determine a beginning teacher's level of competency as measured against the Iowa teaching standards. Specifies that the "evaluator" is, per Iowa statute, an administrator or other practitioner who successfully completes an evaluator training program. Defines "intensive assistance" as the provision of organizational support and technical assistance to teachers, other than beginning teachers to ameliorate identified instruction and classroom concerns, for a period of not more than one calendar year. Replaces requirement that "mentor" have at least two of four years on nonprobationary status with requirement that mentor have four years of employment as teacher with nonprobationary status. Defines "performance review" as summative evaluation of a teacher who is not a beginning teacher, to determine whether the teacher's abilities are equal to district expectations and state teaching standards, adn to determine whether the teacher's practice is level with district expectations for career advancement as set out in statute. Specifies that "teacher" is defined as a person filling a nonadministrative position and may be a preschool teacher. Changes language to render district offering of beginning teacher mentoring and induction program mandatory rather than optional, and beginning July 1, 2002 rather than 2001 and 2003. Specifies that the evaluation of the beginning teacher must be conducted before the end of the beginning teacher's second year of teaching. Specifies that beginning teacher who completes the program must have met the Iowa teaching standards and must be recommended by the district for a standard teaching license.
Specifies that if any beginning teacher taking part in a mentoring and induction program leaves the participating district or area educational agency before completing the program, the participating district or area educational agency later hiring the beginning teacher must credit the beginning teacher with the time earned in a program before the hiring. If money is appropriated, a district or area education agency may receive state aid for up to two years for each beginning teacher the district or area education agency employs who was formerly working in an accredited nonpublic school or in another state as a first-year teacher. Requires the district or area education agency hiring the teacher to establish the conditions and requirements of a teacher in a mentoring and induction program.
Specifies that, in addition to any district, an area education agency is also eligible to offer a teacher a third year in the program, notify the board of educational examiners of the teacher's third year of particiaption in the program, participate in state program evaluations, develop a sequential two-year beginning teacher mentoring and induction plan, have the board adopt a beginning teacher mentoring and induction program plan, may choose to use or revise the model plan provided by the area education agency or develop a local plan and abide by specifications for required program components as set out in regulation. Specifies that successful completion of a teacher mentoring and induction program means the teacher's meeting the state teaching standards, and that a third year of eligibility may offered a participating teacher at the employing district's expense. Specifies that a teacher granted a third year of program eligibility must, in conjuction with the teacher's evaluator, work out a plan to meet the Iowa teaching standards and district career expectations, which plan will be implemented by the teacher and supported by the district's mentoring and induction program.
Adds new rule that the local board must provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria as listed in state board rules. For performance reviews of teachers other than beginning teachers, the board must provide evaluations that include at a minimum the Iowa teaching standards and criteria found in state board rules. Allows a local board and its certified bargaining representative to negotiate further teaching standards and criteria to apply in a performance review. Allows the board of a district where no certified bargaining unit exists to determine supplemental standards and criteria.
Adds new rule requiring the department to approve eligible providers and their programs to carry out evaluator training. Establishes requirements for trainers and programs. Adds new rule establishing application requirements for providers of evaluator approval training and department process for the approval of evaluator approval training program applications. Establishes new rule requiring districts to develop and implement a teacher evaluation plan by July 1, 2004. Plan must include: 1) use of the Iowa teaching standards and criteria; 2) provisions for the comprehensive evaluation of beginning teachers that comprises a review of the teacher's progress on the Iowa teaching standards and the use of the department-created comprehensive evaluation instrument; 3) performance reviews of teachers other than beginning teachers once every three years; evaluations must include at least a classroom observation of the teacher, a review of the teacher's progress on the state teaching standards established in rule and additional standards and criteria if adopted, a review of the implementation of the teacher's individual career development plan and supporting documentation from other evaluators, teachers, parents and students; 4) provisions for individual career development plans for teachers other than beginning teachers; 5) provisions for an intensive assistance program as provided in statute that aims at the remediation defined in rule or any other standards or criteria adopted in a collective bargaining agreement. Allows a local board and its certified bargaining representative to open evaluation and grievance processes for beginning teachers and for teachers other than beginning teachers to negotiation. When a supervisor or evaluator at any time deems a teacher's performance to be below district expectations or other standards or criteria approved in the collective bargaining agreement, the evaluator is required to advise the district to place the teacher in an intensive assistance program. States that the intensive assistance program and its implementation are not subject to negotiation or grievance procedures established in statute.
Requires each school or district to support the development and implementation of the individual teacher career development plan for teachers who are not beginning teachers. Establishes that the purpose of the individual plan is to offer individual and collective professional development. Establishes that the aims of an individual teacher career development plan must at a minimum be founded on the relevant Iowa teaching standards supporting the school's and district's student achievement goals as developed in the comprehensive school improvement plan, as well as the teacher's needs. Requires that, to the extent practicable, the learning opportunities offered to meet the goals of the individual teacher plan incorporate individual study and collaborative study of district-approved content. Requires the individual plan to be designed jointly by the teacher and the teacher's evaluator. Requires that a yearly meeting take place between the teacher and the teacher's evaluator to go over the goals and adjust the plan.
Title: 281 IAC 83.2 thru 83.6
Source: Iowa State Board of Education Rule Adoption
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| KY | Signed into law 03/2003 | P-12 | Authorizes the education professional standards board to conduct a two-year internship pilot program for new teachers between July 1, 2003 and June 30, 2006. Requires the board to promulgate administrative regulations defining the program and implementing components. Requires the board to report preliminary findings to the interim joint committee on education by October 1, 2005, and a final report by October 1, 2006. http://www.lrc.state.ky.us/RECORD/03RS/SB95/bill.doc
Title: S.B. 95
Source: www.lrc.state.ky.us
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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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| 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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| 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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| HI | Signed into law 04/2002 | P-12 | Allows the Department of Education to rehire retired teachers who have been retired for at least one calendar year to work in teacher shortage areas identified by the department of education and to serve as mentors for new classroom teachers with the prior approval of the superintendent of education. Retired teachers who are hired under this section shall not earn retirement service credit, contribute to the retirement system, or gain additional retirement system benefits as a result of their employment; provided that the retired teachers shall continue to receive entitled normal retirement benefits without penalty. Retired teachers may begin mentoring immediately upon retirement. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2163_.htm
Title: H.B. 2163
Source: www.capitol.hawaii.gov
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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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| SD | Signed into law 02/2002 | P-12 | Establishes a Teacher Mentor Program in school districts which elect to participate; establishes duties and qualifications for mentor teachers.
Title: S.B. 5
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 01/2002 | P-12 | Not more than 5 percent of the funds received by a school district for the Peer Assistance and Review Program for Teachers may be expended for administrative expenses. For the purposes of this article,
administrative expenses shall include expenditures for the personnel costs of program administration and coordination, the cost of consulting teacher selection, and indirect costs associated with the Peer Assistance and Review Program for Teachers.
Title: A.B. 804
Source: California Legislative Web Site
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| OR | Signed into law 05/2001 | P-12 | Directs Department of Education to award grants to school districts to support teachers in obtaining national board certification; expands teacher mentorship program to include beginning administrator mentoring.
Title: S.B. 250
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 04/2001 | P-12 | Requires a statewide 1 to 3 year mentorship program for certain beginning teachers.
Title: H.B. 47
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12 | Section 36, mandates a statewide mentorship program for beginning teachers, including those entering the system with an alternative teaching license.
Title: S.B. 308
Source: New Mexico Legislative Web Site
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| CA | Signed into law 09/2000 | P-12 | Establishes the gender equity train-the-trainer grant program for the award of grants from funds available for that purpose to the governing boards of school districts and county offices of education. Requires the Superintendent of Public Instruction, with the approval of the State Board of Education, to develop criteria for the grant applications, and the superintendent would select grant recipients.
Title: A.B. 908
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 06/2000 | P-12 | Requires statewide teacher recruitment plan; requires state department to establish teacher academies in core disciplines; makes funds available for improvement of teacher preparation programs; establishes comprehensive statewide system for collecting and using data to plan for teaching needs; requires professional standards board to establish criteria for approving colleges of education that include national standards, to define out-of-field teaching and identify the number of teachers in that category and to conduct an annual review of diversity in colleges of education.
Title: S.B. 77
Source: Prichard Committee for Academic Excellence, Summer 2000
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| KS | Signed into law 05/2000 | P-12 | Concerns schools and school district; relates to employment of personnel; includes incentives for national certification and mentoring of first year teachers.
Title: S.B. 432
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/1999 | P-12 | Establishes the California Teacher Cadet Program for the purpose of introducing high school students to the teaching profession.
Title: A.B. 192
Source: California State Assembly
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| CA | Signed into law 04/1999 | P-12 | Replaces existing Mentor Teacher Program in July 2001. Strongly urges districts to designate "consulting" teachers who will assist other teachers and be involved in their performance evaluation. Districts encouraged to participate to avoid losing specific categorical funding. Implementation details subject to negotiation through collective bargaining process. Target date is 7/01/2001 - $6,680 per consulting teacher. Districts with program in place by July the previous year get extra $1,800 per consulting teacher. Considered voluntary, but state to withhold certain categorical funds in those districts that do not implement the program by 7/01/2001.
Title: A.B. 1A
Source: "EdSource," May 1999
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| MS | Signed into law 03/1999 | P-12 | Authorizes local school districts to compensate mentor teachers for additional duties performed under the Beginning Teacher Support Program; grants additional release time for such mentor teachers; employ substitute teachers for assuming the regular teaching duties of mentor teachers; clarifies that mentor teachers may be retired teachers meeting certain qualifications.
Title: H.B. 694
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 06/1998 | P-12 | Creates the educational credential of master teacher which allows properly certified teachers to mentor, supervise, and evaluate other teachers, under the supervision of a building principal.
Title: H.B. 1226
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 06/1998 | P-12 | Outlines the duties of the SBE regarding teacher education program, teacher examinations, and teacher evaluation and training procedures. The SBE must develop and implement a plan for the continous evaluation and upgrading of standards for undergraduate and graduate education training programs, adopt a basic skills examination in reading, writing, and mathematics that is suitable for applicants to undergraduate teacher education programs and use nationally recognized teaching examination to determine competencies for initial job assignments. Further, induction programs and provisional contracts are covered under the law.
Title: S.B. 559
Source: National Conference of State Legislatures
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| NC | Signed into law 06/1997 | P-12 | Mentor and orientation program - each newly certified teacher will have a qualified mentor. The state board is required to develop guidelines for local boards of education which address issues related to working conditions for new teachers.
Title: Excellent Schools Act-Mentor and Orientation Program
Source: Legis. Educ. Staff Network-Kory Goldsmith, NC Research Division
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| IN | Signed into law 05/1997 | P-12 | Increases state contribution for adult education programs; creates a state-level alternative education grant program; increases assessment funding to account for graduation exam; appropriates money for early intervention programs for reading in K-3; appropriates money for nonpublic teacher mentor program; allows nonpublic school students to have their Advanced Placement tests paid for by the state; appropriates $30 for the Technology Plan Grant Fund; provides 100% reimbursement funding for the expense of providing free textbooks to students who qualify for the federal free lunch program.
Title: S.B. 6 Budget Bill
Source: Indiana Department of Education
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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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