 |
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 |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
 | Teaching Quality--Professional Development |
| |
| PA | Signed into law 07/2012 | P-12 | Requires the Legislative Budget and Finance Committee to provide an interim report on the study being conducted on the costs and benefits of the continuing professional development program (study was authoried in Act 24 of 2011 and the study is due on November 30, 2012).
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1363&pn=3837
Title: H.B. 1363 - Professional Development Provision
Source: http://www.legis.state.pa.us
| |
| LA | Passed 06/2012 | P-12 | Urges and request the legislative fiscal office to update the report issued in March 2006 pursuant to House Resolution No. 133 of the 2005 Regular Session regarding the means and methods used to provide funding for the operation of laboratory schools around the state, including but not limited to issues concerning equity and fairness in funding methods and amounts, and to report its findings and recommendations in writing to the senate and house education committees by February 1, 2013. http://www.legis.state.la.us/billdata/streamdocument.asp?did=807015
Title: S.C.R. 137
Source: www.legis.state.la.us
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 5) Requires the Department of Education, by January 1, 2012, to develop and approve reading assessments that districts must use to identify kindergarten through third grade who are below proficiency in reading. Assessments must: 1) Include frequent student screening and progress monitoring; 2) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension; 3) allow for periodic formative assessment during the school year; 4) produce data that is useful for developing individual and classroom instruction; and 5) be compatible with best practices in reading instruction and research.
By February 1, 2013, the commissioner must submit the reading assessment to the Education Committee.
(Sec. 6) Requires all certified employees (i. e. teachers and administrators), beginning July 1, 2014, and each following school year, working in kindergarten through third grade to take a practice version of an SBE-approved reading instruction exam. Each local and regional board of education must annually report the results to the SDE.
(Sec. 7) Requires the education commissioner, by July 1, 2013, to establish a professional development program in reading instruction for teachers. The program must: 1) count towards professional development requirements established under the bill (§ 38), 2) be based on student reading assessment data, 3) provide differentiated and intensified training in teacher reading instruction, 4) be used to identify mentor teachers who will train teachers in reading instruction, 5) outline how model classrooms will be established in schools for reading instruction, and 6) inform principals on how to evaluate classrooms and teacher performance in scientifically-based reading research and instruction, and 7) be job-embedded and local whenever possible. Also, requires the education commissioner to annually review the professional development for teachers holding professional certificates with early childhood nursery through third grade or elementary school endorsements and holding jobs requiring such endorsements. The commissioner must assess whether the professional development meets state goals for student academic achievement through implementation of (1) the State Board of Education (SBE)-adopted common core standards, (2) research based interventions, and (3) the federal special education law.
(Sec. 4) Extends a pilot study under PA-1185 to promote best practices in early literacy and closing academic achievement gaps through July 1, 2013. (Not Codified)
(Sec. 89) Directs the commissioner to create a specified intensive reading instruction program to improve student literacy in grades kindergarten to three, inclusive, and close the achievement gap. Directs the commissioner to select five elementary schools that are either (1) located in an educational reform district, (2) participating in the commissioner's network of schools, or (3) among the lowest 5% of elementary schools SPI for reading and mathematics, to participate in an intensive reading instruction program for the school year beginning July 1, 2012 and permits the commissioner to select up to five such schools to participate in the intensive reading instruction program each year thereafter. A specified intensive reading intervention strategy will be used by each school. Provides that any student of a priority school that is selected for the intensive reading program who is reading below proficiency at the end of the school year must be enrolled in an intensive summer school reading program that includes specified components named in the bill. The components include, among other items, a comprehensive reading intervention and scientifically-based reading research and instruction strategies.
(Sec. 91) Requires the SDE by July 1, 2013, to develop a specified coordinated state-wide reading plan for students in grades K-3 that contains research-driven strategies and frameworks to produce effective reading instruction and improvement in student performance.
(Sec. 92 & 93) Requires certified teachers with the comprehensive special education or remedial reading and language arts endorsements to pass the reading instruction test approved by SBE on April 1, 2009.
(Sec. 94) Requires the education commissioner to establish an incentive program, within available appropriations, for schools that: increase by 10% the number of students who meet reading goals on Connecticut mastery tests and demonstrate the methods and instruction the school used to achieve those results. The incentives can include, at the commissioner's discretion, public recognition, financial rewards, and enhanced autonomy or operational flexibility.
(Sec. 94) Requires the SDE, by July 1, 2013 and in consultation with the Board of Regents for Higher Education, to design and approve a preliteracy course for inclusion in the bachelor's degree program with early childhood education concentration offered by a higher education institution accredited by the Board of Governors of Higher Education. The course must be practice-based and specific to preliteracy and language skills instruction for early childhood education teachers.
(Sec. 96) Requires the SDE to collaborate with the Governor's Early Care and Education Cabinet to develop an information-sharing system between preschool and school readiness programs and kindergarten about children's proficiency in oral language and preliteracy.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 35) Requires teacher preparation programs (Starting July 1, 2015) to require, as part of their curricula, that students have classroom clinical, field, or student teaching experience during four semesters of the program.
(Sec. 36) Connecticut has a three-level certification system for public school teachers and administrators: initial, provisional, and professional. Starting July 1, 2016, the bill raises the qualifications for a professional certificate by requiring applicants to hold a master's degree rather than, as current law requires, to successfully complete (1) before July 1, 2016, 30 hours of graduate or undergraduate credit beyond a bachelor's degree or (2) on or after July 1, 2016, 30 hours of graduate credit. The master's degree must be in a subject appropriate to the person's certification endorsement, as determined by SBE. The bill extends the same master's degree requirement to a certified teacher who has taught in another state, U. S. possession or territory, the District of Columbia, or Puerto Rico and applies for a Connecticut professional certificate.
Eliminates the requirement that a professional certificate holder complete 90 continuing education units (CEUs) in order to renew his or her professional certificate. Instead, it makes the certificate valid for five years and requires that it be continued every five years. Requires all certificate holders. including initial and provisional certificate holders, to participate in professional development activities, which replace the CEU requirements starting July 1, 2013. (Sec. 39) Revises professional development to emphasize improved practice and include 18 hours of individual and small-group coaching sessions. Specifies new design for professional development. Eliminates the following professional development requirements: for those with childhood nursery through grade three or elementary endorsements, at least 15 hours of training in teaching reading, reading readiness, and reading assessment; for those with elementary, middle, or secondary academic endorsements, at least 15 hours in how to use computers in the classroom unless they can demonstrate competency; and for those with bilingual endorsements, training in language arts, reading, or math for elementary school teachers and in the subject they teach, for middle and secondary school teachers. Requires SDE to audit district professional development programs and allows SBE to assess financial penalties against districts it finds out of compliance based on such an audit.
Exempts candidates for provisional educator certificates successfully complete the Teacher Education and Mentoring (TEAM) program in his or her endorsement area who have taught under an appropriate certificate from another U. S. state, territory, or possession, the District of Columbia, or Puerto Rico for at least three of the last 10 years or in an SBE-approved nonpublic school in Connecticut for at least three years in the last 10.
(Sec. 37) Establishes a new distinguished educator designation for a person who: 1) holds a professional educator certificate, 2)has taught successfully for at least five years in a public school or SBE-approved private special education facility, 3) has advanced education in addition to a master's degree from a degree or non-degree-granting institution that can include training in mentorship or coaching teachers, and 4) meets performance requirements established by SDE.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| DE | Adopted 05/2012 | P-12 | Amends Delaware's professional development standards to include prerequisites for professional learning, and define learning communities, leadership, resources, data, learning designs, implementation and outcomes.
http://regulations.delaware.gov/register/may2012/final/15%20DE%20Reg%201599%2005-01-12.htm
Title: 14 DE ADC 1598
Source: http://regulations.delaware.gov/register/
| |
| GA | Signed into law 05/2012 | P-12 | Section 1: Directs the department of education to establish the Professional Learning Rules Task Force to review state board professional learning rules, review current research regarding professional learning and provide suggestions for revisions, and provide suggestions for implementation. Establishes task force membership. By July 1, 2013, directs the task force to provide the state board with recommendations for professional learning rules. Requires recommendations to be included in revisions to state board rules by June 30, 2015. Repeals these provisions effective July 1, 2015. http://www.legis.ga.gov/Legislation/20112012/118157.pdf
Title: S.B. 184 - Professional Learning Rules Task Force
Source: www.legis.ga.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the state board of education, in consultation with the professional standards commission, to establish category-level expenditure controls to ensure that specified staff development funds are utilized in such a manner as to help align professional learning with results in improved student achievement. Requires that such category-level expenditure controls be established no later than July 1, 2015, and that the controls reflect the revised certification renewal rules established by the professional standards commission regarding the impact of professional learning on student achievement. Amends amount of funding to be allocated to districts for staff and professional development. Requires that, beginning in fiscal year 2014, such amount include funding for school level administrators in the same manner as for other certificated professional personnel. Beginning in Fiscal Year 2015, requires that such amount be at least equivalent to 0.9 percent of salaries of all certificated professional personnel, including school level administrators, used in the development of each respective program weight, subject to legislative appropriation (this bill reduces amount to be at least equivalent to 1.0 of salaries of all certificated professional personnel, down from 1.5).
Directs the state board, subject to appropriation, to provide professional development centered on state-wide strategic initiatives, including training on the new common core curriculum, support for under-performing educators, and mentoring programs in specific subject areas. Requires specified weights to be used in Fiscal Years 2014 and 2015 to determine funding amounts for state-wide strategic initiatives for professional development. http://www.legis.ga.gov/Legislation/20112012/127825.pdf
Title: S.B. 404
Source: www.legis.ga.gov
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| GA | Signed into law 04/2012 | P-12 | Repeals: (1) Section 20-2-212.3, relating to increasing teachers' salaries in areas of shortage; (2) Section 20-2-212.4, relating to an additional five percent increase in teacher salary based on student performance; (3) Section 20-2-213, relating to career ladder programs; (4) Section 20-2-231, relating to the Georgia Education Leadership Academy; (5) Section 20-2-232, relating to staff development plans by local school systems. Pages 4-5 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Repealing Various Teacher and Leader Provisions
Source: www.legis.ga.gov
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| AR | Adopted 03/2012 | P-12 | Provides guidelines for developing a high quality professional development system for all educators in order to facilitate individual, team, school-wide, and district-wide improvement designed to ensure that all students demonstrate proficiency on the state academic standards. Creates the Arkansas Online Professional Development Initiative and provides guidelines for the Initiative. Requires all school districts, schools and educators develop and implement a professional development plan, and outlines necessary components of this plan. Outlines the approval process for professional development programs as well as guidelines for funding, monitoring and evaluation.
Requires all educators to complete sixty hours of approved professional development each year in the areas of technology, Arkansas history, and parental involvement. Requires training every five years in teen suicide awareness and prevention, upon initial licensure and renewal - training in child maltreatment, managing disclosures regarding child victims and connecting a victim of child maltreatment to appropriate in-school services and other agencies, programs, and services.
Requires administrators to complete sixty hours of approved professional development each year in the areas of data disaggregation, instructional leadership, and fiscal management. Requires superintendents, assistant superintendents and principals, assistant principals and counselors for grades 7-12 to complete to participate in professional development on the availability of, eligibility requirements for, and the process of applying for state-supported student financial assistance.
Requires educators working solely in adult education to complete 30 hours of professional development. Outlines rules around what counts toward the requirement, who must participate, documentation requirements,
Requires all approved professional development to be aligned to standards developed by the National Staff Development Council. Lists approved focus areas for professional development activities and outlines appropriate activities. Allows up to twelve hours of professional development to be planning and preparing curriculum or developing instructional materials.
http://170.94.37.152/REGS/005.16.11-005F-12883.pdf
Title: AR ADC 005.22.7-1.0 to AR ADC 005.22.7-9.00; AR ADC 005.22.1-1.00 to AR ADC 005.22.1-5.00; AR ADC 005.01.11-1.00 to AR ADC 005.01.11-9.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| WA | Signed into law 03/2012 | P-12 | Provides a framework for professional development for implementation of new teacher and principal evaluation systems. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/5895-S.SL.pdf
Title: S.B. 5895
Source: apps.leg.wa.gov
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| WA | Signed into law 03/2012 | P-12
Postsec. | Creates the collaborative schools for innovation and success pilot project for colleges of education and school districts to collaborate to improve student and educator success. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/2799-S.SL.pdf
Title: H.B. 2799
Source: apps.leg.wa.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law provides for the establishment and maintenance of subject matter projects by the Regents of the University of California with the approval of the Concurrence Committee. Existing law provides that these subject matter projects are to create opportunities for researchers, higher education faculty, and K-12 school faculty to work together to identify exemplary teaching practices, examine and develop research on learning, knowledge, and educational materials, and provide support to teachers to develop and enhance content knowledge and pedagogical skills. Existing law authorizes 6 topical subject matter projects. Existing law requires the Concurrence Committee to provide a final report to the governor and to appropriate policy and fiscal committees of the legislature by January 1, 2011, including specified information relating to the subject matter projects. New provisions add 2 areas of emphasis for the subject matter projects. The first provides teachers with instructional strategies for delivering career-oriented, integrated academic and technical content in a manner that is linked to high-priority industry sectors identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. The Concurrence Committee, in consultation with specified entities, determines the priority of industry sectors. The 2nd provides teachers with instructional strategies for ongoing collaboration on the delivery of career-oriented, integrated academic and technical content.
Enlarges the Concurrence Committee by adding a representative appointed by the superintendent of public instruction, and makes other changes. Repeals the requirement of the January 1, 2011 report and instead requires a report on or before January 1, 2016. This provision is inoperative on January 1, 2018. Adds the goal of providing teachers with support in the implementation of career-oriented, integrated academic and technical courses that meet course requirements for admission to the University of California and the California State University, and that align with high-priority industry sectors. New provisions add physical education, arts, and world language as topical subject matter areas. Existing law establishes a project advisory board within each subject matter project. New provisions make various changes to the board structure, including decreasing representation of specified groups, and adding a representative selected by the advisory board who is from an industry sector that principally utilizes the discipline addressed by the project. Existing law requires the project advisory board of each statewide subject matter project to use specified criteria in recommending funding for local project sites. New provisions add a criterion for local project sites that serve middle or high school teachers and require the project advisory board to give special consideration to sites that utilize or are preparing to utilize instructional strategies to deliver career-oriented, integrated academic and technical content.
Extends repeal date on the article relating to instructional strategies to January 1, 2018 (existing law repeals article on January 1, 2013). http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_612_bill_20111008_chaptered.pdf
Title: S.B. 612
Source: www.leginfo.ca.gov
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| CT | Signed into law 06/2011 | P-12 | To revise the requirements for early childhood educators and direct the Commissioner of Education to use unexpended funds for providing professional development to school readiness staff. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00054-R00SB-00927-PA.pdf
Title: S.B. 927
Source: http://www.cga.ct.gov
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| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2011 | P-12 | Removes the provisions creating the 10-member elected State Board of Education and provides for the election and appointment of members whose terms will commence on January 8, 2013. Bill provides for the appointment of the superintendent of public instruction by the governor from a list of candidates submitted by the state board. Further provides that the superintendent serves at the pleasure of the governor and is in the executive department of state government. Bill provides that the superintendent of public instruction is responsible for ensuring that the duties and responsibilities of the previously created Commission on Educational Excellence, Advisory Council on Parental Involvement, Commission on Educational Technology, Council to Establish Academic Standards for Public Schools, and the Commission on Professional Standards in Education are successfully carried out by the commissions, councils and programs. The bill further revises the qualifications and duties of the superintendent of public instruction to: (1) possess the knowledge and ability to carry out the duties of the position; (2) provide that the superintendent is the educational leader for the K-12 public education in the state; (3) require the superintendent to enforce the observations of statutes and regulations governing K-12 public education; and (4) request a plan of corrective action if the superintendent determines that a school district or charter school has not complied with those statutes and regulations. Provisions of the bill require the state board, in developing the plan to improve the academic achievement of pupils enrolled in public schools, to establish clearly defined goals and benchmarks for improving the achievement of pupils and prescribes those goals and benchmarks. Requires the Commission on Professional Standards in Education to submit annual reports to the State Board and the Legislative Committee on Education describing the status of the regulations adopted by the Commission and a work plan designating the proposed activities of the Commission during the next year. Provisions assign the three regional training programs for the professional development of teachers and administrators and designates the schools districts which will fall within the jurisdictions of the three programs. The bill requires the governing body of each of the regional training programs to establish an evaluation system for the teachers and other licensed educational personnel who participate in the program and prescribes the requirements of that evaluation system. The bill provides for the funding of the three regional training programs and requires the Department of Education to transfer sums to the appropriate districts for the purchase of professional development for teachers and administrators.
http://www.leg.state.nv.us/Sessions/76th2011/ Bills/SB/SB197_EN.pdf
Title: S.B. 197
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | P-12 | Provides that of a specified department of education appropriation, a portion in each fiscal year may be used to train district and regional specialists and district educators in the use of the value-added progress
dimension and in the use of data as it relates to improving student achievement. This training may include teacher and administrator professional development in the use of data to improve instruction and student learning, and teacher and administrator training in understanding teacher value-added reports and how they can be used as a component in measuring teacher and administrator effectiveness. A portion of this funding may be provided to a credible nonprofit organization with expertise in value-added progress dimensions. Requires that the remainder of the appropriation be used by the department to incorporate a statewide
value-added progress dimension into performance ratings for school districts and for the development of an accountability system that includes the preparation and distribution of school report cards and funding and
expenditure accountability reports. Page 982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Using Data to Improve Student Achievement
Source: www.legislature.state.oh.us
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| PA | Signed into law 06/2011 | P-12 | Section 1205.1 establishes a moratorium onteacher professional developoment required by Act 48/45 to provide mandate relief for school districts.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| OK | Signed into law 05/2011 | P-12 | Requires the Oklahoma Commission for Teacher Preparation to develop and administer mathematics professional development programs for any teacher who became licensed or certified to teach in elementary education or early childhood education prior to July 1, 2001, and is serving as a K-3 teacher in a public school. The purpose is to improve the knowledge and skills of the teachers and to ensure that the elementary grade students of the state are taught by professional educators fully prepared in the area of mathematics.Subject to availability of funding, but based on the number of teachers who would be eligible for such training, the Oklahoma Commission for Teacher Preparation would expect to train approximately 200 teachers per year at a cost of $1,800 per teacher, for a total cost of $260,000 per year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1918%20ENR.DOC
Title: H.B. 1918
Source: http://webserver1.lsb.state.ok.us
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| GA | Adopted 04/2011 | P-12 | Directs the professional standards commission to (1) Revise its certification renewal rules so that demonstration of the impact of professional learning on educator performance and student performance is required in order for certification to be renewed, effective July 2015; and (2) Establish a task force to determine the level of evidence necessary for educators to demonstrate the impact of professional learning and how this evidence will be collected and submitted for the purposes of certificate renewal. Directs the department of education and the professional standards commission to cooperatively develop a course on educator ethics to include information on the official Georgia Code of Ethics for educators and have as one area of emphasis best practices for administering state mandated tests.
Directs the state board of education to revise its professional learning rules so that it is the responsibility of principals, district and state leaders to ensure teacher opportunities for professional learning that (1) reflect the findings of the House Study Committee on Professional Learning and (2) are consistent with major research findings and best practices regarding professional learning. Directs the state board to align its rules with the new Professional Standards Commission certification renewal rules requiring the demonstration of the impact of professional learning on educator and student performance when the commission's rules take effect. Directs the department of education to establish the Professional Learning Rules Task Force, in order to review current state board of education professional learning rules, review current research regarding professional learning, and provide suggestions for revisions to the rules and for implementation. Establishes the membership of the task force. Directs the task force to present recommendations for professional learning rules to the state board by July 1, 2013. Requires that recommendations be included in revisions to the state board professional learning rules and be adopted by June 30, 2015. Directs the department of education to provide written guidance aligned to revised state board of education professional learning rules.
Title: H.R. 489
Source:
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| GA | Adopted 03/2011 | P-12 | Strongly encourages the development of performance-based coaching programs that are designed for principals and district administrators to impact school-wide improvement by developing the organizational culture and the capacity of other educators to improve teaching and learning; and for other purposes.
Title: H.R. 491
Source: Westlaw/StateNet
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| FL | Signed into law 06/2010 | P-12 | Requires the commissioner of education to develop recommendations for incorporating training related to autism and other developmental disabilities into continuing education or inservice training requirements for instructional personnel; requires recommendations to address specific topics and beginning with the 2010-2011 school year; requires the department of education to incorporate the course curricula recommended by the commissioner into existing requirements for the continuing education and inservice training of instructional personnel; grants the state board of education rulemaking authority for the continuing education and inservice requirements related to teaching students with developmental disabilities. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1073er.docx&DocumentType=Bill&BillNumber=1073&Session=2010
Title: H.B. 1073 - Sec. 6
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 06/2010 | P-12 | Requires that district school boards provide access to suicide prevention educational resources, as approved by the Statewide Office of Suicide Prevention, to all instructional and administrative personnel as part of the school district professional development system. http://laws.flrules.org/files/Ch_2010-204.pdf
Title: S.B. 434
Source: http://laws.flrules.org
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| FL | Issued 06/2010 | P-12 | Establishes Florida's Task Force on Excellent Teaching. Directs the task force to:
(1) Review performance appraisal systems and teacher certification systems
(2) Identify initiatives and strategies that honor Florida's quality teachers for dedicating their careers to teaching
(3) Examine the positive impact teachers have on the state's ability to compete in a global economy
(4) Identify methods for establishing differential and performance-based merit pay for classroom teachers
(5) Develop workable measures of student learning gains, including special education students
(6) Formulate strategies for identifying and dealing with low-performing teachers
(7) Identifying successful strategies and initiatives for improving the recruitment, development and retention of quality teachers through:
--Reviewing teacher preparation programs
--Identifying linkages between teacher merit and student learning
--Identifying effective peer-delivered professional development and support and the essential components of new teacher support programs
--Identifying, disseminating and replicating effective teaching practices, including strategies for teachers to collaborate
--Identifying technologies proven to support teacher productivity, efficiency and effectiveness
--Identifying effective working conditions to retain beginning teachers
--Examining compensation, benefits and incentive issues
--Examining options to define, recognize and reward effective teachers
By December 2010, directs the task force to provide recommendations to the governor, president of the senate, speaker of the house and state board of education that address the goals and objectives of the task force, including recommendations regarding changes to statute and administrative rule. Provides the task force must continue in existence until its objectives are achieved but no later than June 2011, unless extended by a subsequent executive order. http://flgov.com/pdfs/orders/10-126-teaching.pdf
Title: E.O. 10-126
Source: flgov.com
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| LA | Signed into law 06/2010 | P-12 | Requires local school districts to provide certain classroom management training to school personnel. School master plans must make provision for pre-service and ongoing grade appropriate classroom management training for teachers, principals, and other appropriate school personnel regarding positive behavioral supports and reinforcement, conflict resolution,mediation, cultural competence, restorative practices, guidance and discipline, and adolescent development.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=711335
Title: S.B. 527
Source: http://www.legis.state.la.us
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| OK | Signed into law 06/2010 | P-12 | For the fiscal years ending June 30, 2011, and June 30, 2012, a licensed or certified teacher is not be required to complete any points of the total number of professional development points required.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2928_ENR.RTF
Title: H.B. 2928
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 06/2010 | P-12 | For the fiscal years ending June 30, 2011, and June 30, 2012, a school district board of education may elect not to adopt and offer a professional development program for certified and licensed teachers and administrators of the district. If a school district elects not to adopt and offer a professional development program, the district may expend any monies allocated for professional development for any purpose related to the support and maintenance of the school district as determined by the board of education of the school district. Also suspends (for this time period) sanctions against districts for failing to meet the media materials and equipment standards and media program expenditure standards as set forth in the accreditation standards adopted by the Board.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB3029_ENR.RTF
Title: H.B. 3029
Source: http://webserver1.lsb.state.ok.us
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| OR | Signed into law 04/2010 | P-12 | Establishes Task Force on Education Career Preparation and Development for purpose of improving effectiveness of school teachers, administrators and counselors by building stronger connections between education career preparation institutions and employers of education professionals; sunsets task force on date of convening of next regular biennial legislative session; declares emergency, effective on passage.
Chapter 64
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3619.en.pdf
Title: H.B. 3619A
Source: http://www.leg.state.or.us
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| TN | Signed into law 04/2010 | P-12 | Requires approval by the director of schools or the director's designee for a teacher to take personal leave on days when professional development, in-service training, or parent-teacher conferences are scheduled, according to a school calendar adopted by the local board of education prior to the commencement of the school year.
http://www.capitol.tn.gov/Bills/106/Bill/SB2630.pdf
Title: S.B. 2630
Source: http://www.capitol.tn.gov
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| CO | Issued 03/2010 | P-12 | The purpose of the Council is to provide a forum for considering options and providing recommendations to ensure that every educator (teachers and principals) is: Evaluated using multiple fair, transparent, timely, rigorous, and valid methods, at least 50% of which is determined by the academic growth of their students; afforded a meaningful opportunity to improve their effectiveness; and provided the means to share effective practices with other educators statewide.
http://www.colorado.gov/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobheadername1=Content-Disposition&blobheadername2=MDT-Type&blobheadervalue1=inline%3B+filename%3D780%2F593%2FB+2010-001+%28RTTT%29+Search.pdf&blobheadervalue2=abinary%3B+charset%3DUTF-8&blobkey=id&blobtable=MungoBlobs&blobwhere=1251606172565&ssbinary=true
Title: Exec. Order B 2010-001
Source: http://www.colorado.gov
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| NM | Signed into law 03/2010 | P-12 | Adds the use of certain professional development to the standards of annual performance evaluation for teachers; relates to accountability, peer intervention and mentoring.The state education department will adopt criteria and minimum highly objective uniform statewide standards for the annual performance evaluation of licensed school employees. The professional development plan for teachers will include documentation on how a teachers incorporate the results of required professional development in the classroom. At the beginning of each school year, teachers and principals shall devise professional development plans for the coming year, and performance evaluations shall be based in part on how well the professional development plan was carried out.
http://nmlegis.gov/Sessions/10%20Regular/final/SB0111.pdf
Title: S.B. 111
Source: http://nmlegis.gov/
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| NJ | Signed into law 02/2010 | Postsec. | Requires certain conditions be met in order for school districts to provide their employees with tuition assistance for coursework or additional compensation upon acquisition of academic credits or completion of a degree program.
http://www.njleg.state.nj.us/2010/Bills/S1000/826_I1.PDF
Title: S.B. 826
Source: http://www.njleg.state.nj.us/
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| CA | Vetoed 10/2009 | P-12 | Relates to standards and procedures for the issuance and renewal of teaching credentials. Specifies that an individualized program of professional growth may include a course in negotiation, meditation, and conflict resolution, including peer meditation training, the theory and practice of nonviolence, basic negotiation skills, communication skills, basic meditation and peer meditation, and theory and practice of nonviolence peace building. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ab_1_bill_20090827_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ab_1_vt_20091011.html
Title: A.B. 1
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Amends provisions concerning average daily attendance under the state aid formula. Makes changes with respect to days that are used for an in-service training program for teachers and parent-teacher conferences. Authorizes a school board to hold school or schedule teachers' institutes, parent-teacher conferences, or staff development on the third Monday in January (Dr. Martin Luther King, Jr.'s birthday); February 12 (Abraham Lincoln's birthday); the first Monday in March (known as Casimir Pulaski's birthday); the second Monday in October (Columbus Day); and November 11 (Veterans' Day), provided that (1) the person(s) honored by the holiday are recognized through instructional activities conducted on that day or, if school is not in session, the school day before or after that day, and (2) a public hearing is held for educators and parents. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1956lv.pdf
Title: S.B. 1956
Source: www.ilga.gov/legislation
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | **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 | 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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| FL | Signed into law 06/2009 | P-12 | Damaged Textbooks:
- Deletes a provision that requires a public school principal to collect a percentage of a textbook's purchase price from a student who has lost, destroyed, or damaged a textbook.
Service-learning Programs:
- Encourages school districts to initiate, adopt, expand, and institutionalize service-learning programs, activities, and policies in grades K-12.
- Provides that, upon request, the state department of education will assist districts in securing financial assistance for service-learning programs.
- Directs the department of education to develop and adopt elective service-learning courses for inclusion in middle and high school course code directories.
- Provides that the hours that high school students devote to course based service-learning activities may be counted toward meeting community service requirements for high school graduation.
Charter Schools:
- Provides that for charter schools that meet the definition of an alternative school pursuant to State Board of Education rule, the decision to receive a school grade is the decision of the charter school governing board.
Regional Professional Development Academies:
- Amends statute governing regional professional development academies.
- Provides that contracts between district school boards and each regional professional development academy must include certain requirements.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb1248er.html&Directory=session/2009/Senate/bills/billtext/html/
Title: S.B. 1248
Source: http://www.flsenate.govt
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| NY | Adopted 06/2009 | P-12 | Amends rule to extend to 2013 the provision allowing use of up to two professional development days for teacher scoring of state assessments. Adopted as published on pages 21-22 of 43: http://www.dos.state.ny.us/info/register/2009/apr8/pdfs/rules.pdf
Title: Title 8 NYCRR 175.5
Source: Lexis-Nexis/StateNet
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| OR | Signed into law 06/2009 | P-12 | Establishes the State Educator Professional Development Commission for the purpose of providing statewide leadership in school improvement and technology; requires the commission to develop and maintain a public website and to assist local school districts in developing professional development plans to meet school improvement objectives. Chapter 802
http://www.leg.state.or.us/09reg/measpdf/sb0400.dir/sb0443.en.pdf
Title: S.B. 443
Source: http://www.leg.state.or.us/
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| TX | Signed into law 06/2009 | P-12
Postsec. | Section 35: Directs the commissioner to establish rules regarding procedures for verifying that teachers of electronic courses through the state virtual school network successfully completed the required professional development before teaching the course. Requires the commissioner to establish by rule qualifications
and professional development requirements applicable to college instructors providing dual credit courses for high school and college credit through
the state virtual school network.
Section 36: Authorizes districts or open-enrollment charter schools to offer professional development courses to teachers seeking authorization to teach electronic courses through the state virtual school network. Requires the state education agency to review each district or charter school's professional development course to ensure it meets state-set quality standards before the course may be offered.
Section 37: Specifies that for a full-time grade 3-8 course offered through the state virtual school network, the district or charter school is eligibile for federal, state and local funding for that student at a level equal to the funding the district or school would otherwise receive for the student. Provides the student's average daily attendance may be calculated based on hours of contact with the student, student's completion of a course, or a method approved by the commissioner.
Section 38: Authorizes a district or charter school to charge a fee to a student who enrolls in a state virtual school network course during the summer. Authorizes a district or charter school that is not providing the course to charge a nominal fee to a student who enrolls in a state virtual school network course that exceeds the course load normally taken by students in the equivalent grade level.
NOTE: This bill also repeals Section 29.909, "Electronic Courses."
Pages 24-28 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 35-38
Source: www.legis.state.tx.us
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| TX | Adopted 06/2009 | P-12 | Repeals rules concerning Centers for Professional Development of Teachers because these centers no longer exist.
Title: 19 TAC 7.230.E.230.121
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2009 | P-12
Postsec. | Transfers 21.462, "Mathematics, Science and Technology Teacher Preparation Academies," to 61.0766. Allows a teacher with at least two years experience to participate in an academy program (prior legislation required eligible teachers to have at least five years experience). http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02262F.pdf
Title: S.B. 2262
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends action that triggers a teacher's participation in a teacher reading academy. Former provision required teacher to participate in reading academy if teacher provided instruction in reading, math, science or social studies to students in any grades 6-8 and campus was considered "academically unacceptable." New provision deletes "academically unacceptable" and requires participation in reading academy if campus failed to satisfy any standard under Section 39.054(d).
New 39.054(d) standards: Page 80 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Section 24: Page 24 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 24
Source: www.legis.state.tx.us
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| KY | Adopted 05/2009 | P-12 | Specifies dollar amounts to be paid certified or equivalent career/technical education staff for
(1) Administering the National Occupational Competency Testing Institute Performance Test
(2) Each lesson plan used as a model for other classes in area technology centers
(3) Participating in specific projects relating to professional or curriculum development, staff exchange, and the integration of academics in career and technical education outside of normal working hours, subject to the state plan for career and technical education
Adds salary provisions for full-time employees working as a dual appointment (employees serving in two positions). http://www.lrc.ky.gov/kar/780/003/020.htm
Title: 780 KAR 3:020
Source: www.lrc.ky.gov
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| ND | Signed into law 05/2009 | P-12 | Requires districts to adopt a professional development plan. The plan must include a description of the professional development activities that the district offers or makes
available, the district's requirements for participation by teachers, and the manner in which participation is documented. 2. Each school district is required to review and if necessary modify its plan at least once every five years. 3. Requires each district to file a copy of its most recent professional development plan with the superintendent of public instruction. Requries the state superintendent to review plans. Also requires the state superintendent to appoint a professional development advisory committee to: a. Examine the delivery of professional development in this state; b. Review professional development needs from the perspective of teachers, school administrators, school board members, and parents; c. Review the professional development plans filed by school districts and propose changes to improve the opportunities for professional development; and d. Advise the superintendent regarding regulatory and statutory measures that could be pursued to improve the quality and availability of professional development opportunities.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Section 13, Prof. Devt.
Source: http://www.legis.nd.gov
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| ND | Signed into law 05/2009 | P-12 | For 2009-10, requries 180 days in the calendar, with 173 days used for instruction. Three must be used for holidays; up to two must be used for parent-teacher conferences or compensatory time for conferences held outside school day; and two days must be used for professional development. For 2010-11, requires at least 181 days in the calendar. 174 days must be used for instruction; three days for holidays; up to two days must be used for: 1) Parent-teacher conferences; or (2) Compensatory time for parent-teacher conferences held outside of regular school hours; and d. Two days must be used for professional development. Sec. 5 defines a full day of instruction as at least 5.5 hours for kindergarten and elementary students and at least six hours for high school students.
Beginning with the 2011-12 school year, requires districts to provide a school calendar of at least 182 days.
a. 175 must be used for instruction; b. Three must be used for holidays, c. Up to two days must be used for: (1) Parent-teacher conferences; or (2) Compensatory time for parent-teacher conferences held outside of regular school hours; and d. Two days must be used for professional development.
4. A day for professional development must consist of: a. Six hours of professional development, exclusive of meals and other breaks, conducted within a single day; or b. Two four-hour periods of professional development, exclusive of meals and other breaks, conducted over two days.
5. If a school district offers a four-hour period of professional development the district may schedule instruction during other available hours on that same day and be credited with providing one-half day of instruction to students. This subsection does not apply unless the one-half day of instruction equals at least one-half of the time required for a full day of instruction, as defined in this section.
Beginning with the 2010-11 school year, if a district elects to provide an optional third day of professional development, the school district shall do so by: a. Meeting the requirements for a day of professional development as set forth in subsection 4; or b. Shortening four instructional days, for the purpose of providing for two-hour periods of professional development, provided: (1) Each instructional day on which such professional development occurs includes at least four hours of instruction for kindergarten and elementary students and
four and one-half hours for high school students; (2) The instructional time for each course normally scheduled on that day is reduced proportionately or the daily schedule is reconfigured to ensure that the same course is not subject to early dismissal more than one time per school calendar, as a result of this subdivision; and (3) All teachers having a class dismissed as a result of this subdivision are required to be in attendance and participate in the professional development.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Calendar Section
Source: http://www.legis.nd.gov/
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| ND | Signed into law 05/2009 | P-12 | Beginning with the 2010-11 school year, each district must have available one full-time equivalent student performance strategist for every four hundred students in average daily membership in kindergarten through grade three. Each school district shall submit documentation to the superintendent of public instruction, at the time and in the manner directed by the superintendent, verifying the amount of time that each student performance strategist expended in tutoring students on a one-to-one basis or in groups ranging from two to five, or in providing instructional coaching to teachers. For purposes of this section, a "student performance strategist" must meet the qualifications of an elementary school teacher as set forth in
section 15.1-18-07 and serve as a tutor or an instructional coach.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 8, Strategist
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2009 | P-12 | Reorganizes the Regional Training Programs for the Professional Development of Teachers and Administrators. Chapter 320
http://leg.state.nv.us/75th2009/Bills/AB/AB560_EN.pdf
Title: A.B. 560
Source: http://www.leg.state.nv.us
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| AR | Signed into law 04/2009 | Postsec.
Community College | Amends the Teacher Opportunity Program; provides scholarships to teachers returning to college to receive an additional certification.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1214.pdf
Title: S.B. 852
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | Postsec.
Community College | Consolidates the Teacher Education Recruitment Programs by repealing the Minority Teachers Scholars Program, Minority Masters Fellows Program, and the State Teacher Assistance Resource Program: creates the State Teacher Education Program.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1215.pdf
Title: S.B. 853
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/2009 | P-12 | Revises provisions of existing law governing school district teacher professional development credit. Authorizes online professional development credit hours; provides procedures allowing a teacher to make up missed credit hours due to illness of the teacher or a family member.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1309.pdf
Title: H.B. 1999
Source: http://www.arkleg.state.ar.us/
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| OK | Signed into law 04/2009 | P-12 | Authorizes, as funds become available for such purpose, the Commission for Teacher Preparation to develop and offer professional development institutes in mathematics for teachers in grades K- 9 (rather than 5-9 as was specified in prior version).
http://webserver1.lsb.state.ok.us/2009-10HB/HB1467_int.rtf
Title: H.B. 1467
Source: http://webserver1.lsb.state.ok.us
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| OK | (H) APPROVED BY GOVERNOR 04/24/2009. 04/2009 | P-12 | Subject to the availability of funds, gives the Oklahoma Commission for Teacher Preparation to develop and administer training for residency committees and training for professional development through professional development institutes. Requires that the professional development institutes training include technology training. The professional development institutes are to be be accepted by the state board for professional development purposes and defined as continuing education experiences which consist of a minimum of thirty (30) clock hours. The institutes are to be competency-based, emphasize effective learning practices, require collaboration among participants, and require each participant to prepare a work product which can be utilized in the classroom by the participant. Any state professional development institutes administered by the Commission is to be chosen through a competitive bid process and if funds are available subject to peer review. The Commission, prior to offering any professional development institute, is to promulgate rules related to administering state professional development institutes.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1467_ENR.RTF
Title: H.B. 1467
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Section 401-402 recognizes the important of professional development for teachers, principals and administrators. By January 1, 2010, the professional standards board is to: 1) adopt a set of articulated teacher knowledge, skill and performance standards for effective teaching that are evidence-based, measurable, meaningful and documented in high quality research as being associated with improved student learning; 2) adopt a definition of master teacher with a comparable level of increased competency between professional certification level and master level as between professional certification level and national board certification; 3) submit to the governor and legislature an update on the status of implementation of the professional certificate external and uniform assessment and a proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness as a culminating measure at the preservice level that is to be used during the student-teaching field experience. Guidance is provided on what is to be included in assessment. Standards board is also requested to make recommendations on the length of time a residency certification issues to a teacher is valid and the minimum level of performance required in order for the teacher to continue being certified as a teacher. Beginning no earlier than September 1, 2011, award of a professional certificate shall be based on a minimum of two years of successful teaching experience as defined by the board and, on the results of the evaluation authorized by this section and may not require candidate to enroll in a professional certification program. Beginning July 1, 2011 educator preparation programs approved to offer residency teaching certificate shall be required to demonstrate how the program produces effective teachers as evidenced by the measures established by this section and other criteria established by the professional educator standards board.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261-Section 401-402, Professional Development
Source: http://apps.leg.wa.gov
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| IL | Adopted 03/2009 | P-12 | Establishes rules concerning the Reading Improvement Block Grant Program. Identifies the applicants eligible to apply for professional development grants on a competitive basis, establishes the procedures and requirements for both initial and continuation applications, and provides the criteria for review and awarding of grants. The amendments contemplate two pools of applicants: school districts, charter schools and approved public university laboratory schools, which would apply on behalf of their teachers who would participate in the professional development activities, and these applicants and other entities, which would apply to establish the training programs. Amendment additionally allows sufficient flexibility for the state superintendent to identify in each RFP the training approaches that would best meet the needs of school staff or support statewide priorities for improvement of teaching and learning. This flexibility will enable the agency to target limited resources toward programs with the greatest likelihood of success, without first having to conduct a lengthy process to amend the rules. Pages 340-348 of 372: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue10.pdf
Title: 23 IAC 260.100, .110, .120, .130, .140
Source: www.cyberdriveillinois.com
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| KY | Signed into law 03/2009 | P-12 | Adds provision that teacher professional development programs must be based on teacher needs. Makes inclusion of specific components in teacher professional development programs mandatory instead of optional. Adds the following areas of mandatory teacher professional development programs:
--Strategies to provide continuous student progress
--Differentiated instruction
--Assessment literacy
--Integration of performance-based student assessment into daily classroom instruction.
Replaces provision that teacher professional development may address phonics with provision that teacher professional development must include instruction in reading, including phonics, phonemic awareness, comprehension, fluency and vocabulary.
Repeals KRS 156.095(4) requirement that the department its regional service centers, in addition to collaboration with postsecondary education institutions, education cooperative and consortia, and professional education organizations, to provide local district personnel with access to high quality programming.
Pages 35-40 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 8
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Provides that whereas the quality of writing instruction is directly related to how well teachers are prepared in their teacher preparation programs and how confident they are in the writing process; and whereas some teachers have expressed tentativeness and discomfort in teaching writing to their students, the education professional standards board and the department of education must take actions during the 2009 and 2010 calendar years to improve instruction at the pre-service levels and to improve the ability to teach writing to existing teachers. Requires the following to be completed at a minimum:
(1) Using results from the state writing assessments, including previous results of audits of writing portfolios, the department of education and appropriate partners must identify any major weaknesses that may be attributed to the quality of writing instruction and consider where and how these skills should best be taught to teachers
(2) The education professional standards board must conduct an analysis of the current pre-service writing instruction requirements and determine how writing instruction for prospective teachers can be improved
(3) The education professional standards board must consider the feasibility of requiring a course in teacher preparation programs in the teaching of writing
(4) The department of education must review the availability of professional development opportunities to help teachers learn how to improve writing instruction, and to use available resources, including the continuance of writing academies and writing workshops, to ensure that training for developing and evaluating high-quality writing portfolios and writing persuasive letters and articles, as well as poetry, short stories, memoirs, and personal narratives is available to existing teachers
(5) The department of education must provide training to administrators to help them provide leadership and support for an effective writing program in their schools.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 17
Source: www.lrc.ky.gov
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| OH | Adopted 03/2009 | P-12 | Authorizes the governing board of any educational service center or the administrative authority of any chartered nonpublic school to submit an application for exemption from state policies in order to implement a proposed innovative education pilot program. Adds that an application requesting exemptions in order to provide professional development for educators may be granted for research-based high quality professional development activities as defined by standards for professional development adopted by the state board of education. Clarifies language on timeline and procedures for approval of applications. Adds that applications to continue approved programs are not considered complete until an annual evaluation report is completed and submitted to the department. http://www.registerofohio.state.oh.us/pdfs/3301/0/46/3301-46-01_PH_FF_A_RU_20090313_1156.pdf
Title: OAC 3301-46-01
Source: www.registerofohio.state.oh.us
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| UT | Adopted 01/2009 | P-12 | Specifies that licensed teachers providing instruction to students in any public classroom setting are eligible for an Opportunity Award. Establishes school district responsibilities related to Opportunity Awards.
Deletes provision requiring the state office of education to notify Advancement Award recipients immediately if recipients' coursework or grades are unsatisfactory, and requiring the committee to review recipients' continued participation. Adds notification requirements for Advancement Award recipients.
http://www.rules.utah.gov/publicat/code/r690/r690-100.htm
Title: R690-100
Source: www.rules.utah.gov
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| UT | Adopted 11/2008 | P-12 | Repeals the School Professional Development Days Pilot Program because the pilot program was completed and not continued by the Legislature.
Title: R277-418
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2008 | P-12 | Authorizes a school district to use funds received pursuant to the professional development block grant to compensate new and existing mathematics, science and special education teachers in schools ranking in decile 1, 2, or 3 of the Academic Performance Index in a manner separate from the uniform allowance for years of training and years of service. Requires a school district to submit an annual report on the amount of funds used to compensate such teachers. Chapter No. 276
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1660
Source: http://www.assembly.ca.gov
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| IL | Veto overridden: legislature has overridden governor's veto 09/2008 | P-12 | Beginning with the 2009-2010 school year, requires teachers' institutes to include instruction on prevalent student chronic health conditions. http://www.ilga.gov/legislation/95/SB/PDF/09500SB2685lv.pdf
Governor's amendatory veto message (adding section on food allergy guidelines to be developed by the state board of education and the department of public health): http://www.ilga.gov/legislation/fulltext.asp?DocName=09500SB2685gms&GA=95&SessionId=51&DocTypeId=SB&LegID=37144&DocNum=2685&GAID=9&Session=
Title: S.B. 2685
Source: www.ilga.gov/legislation
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| IL | Signed into law 08/2008 | P-12 | Repeals the Professional Development Block Grant. Amends requirements related to annual census for special education, such that census must include students age 3 to 21 (rather than birth to 21) receiving special education services. Eliminates requirement that state board of education annually report on "children of non English background" receiving special education services. Eliminates provision authorizing the state board to provide matching grants to districts to support technology-related investments. Eliminates provision directing the state board to adopt rules for the administration of the School Technology Program.
Authorizes student biometric information to be destroyed without notification to or the approval of a local records commission within 30 days after use of the information is discontinued due to student graduation, withdrawal, or a written request from the individual having legal custody of a student.
Establishes circumstances under which a district may levy a tax or issue bonds for facilities alteration or reconstruction. Adds provision requiring that summer session costs be reimbursed based on the actual expenditures for providing these services.
Deletes certain provisions related to clock hour requirements for teachers' continuing education units.
Authorizes school student records to be released, transferred or disclosed to the state board or another state government agency or among state government agencies to evaluate or audit federal and state programs or perform research and planning, but only to the extent that the release, transfer, disclosure, or dissemination is consistent with the federal FERPA (Family Educational Rights and Privacy Act).
Authorizes the Illinois Mathematics and Science Academy to develop additional campuses throughout the state, but specifies that any additional campus does not need to serve as a residential institution. Adds to the board of trustees of the Illinois Mathematics and Science Academy to include the superintendent of the district where each campus is located.
Abolishes the board of trustees of the Illinois Summer School for the Arts on the effective date of this legislation. Transfers to the state board of education all of the board of trustees' powers, duties, assets, liabilities, employees, contracts, property, records, pending business, and unexpended appropriations.
Repeals 105 ILCS 420, the Council on Vocational Education Act and 105 ILCS 423, the Occupational Skill Standards Act. Eliminates provision requiring the state board of education's annual report on vocational education to include recommendations on programs and policies to overcome sex bias and sex stereotyping in vocational education programming and an assessment of the state's progress in achieving such goals prepared by the state vocational education sex equity coordinator pursuant to the Federal Vocational Education Law.
Requires a school enrolling a student to make a copy of the student's certified birth certificate and return the original to the person enrolling the child. Provides that once a school has received a certified copy of the child's birth certificate, the school need not request another such certified copy with respect to that child for any
other year in which the child is enrolled in that school.
http://www.ilga.gov/legislation/95/SB/PDF/09500SB2482lv.pdf
Title: S.B. 2482
Source: www.ilga.gov/legislation
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| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| 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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| MS | Signed into law 04/2008 | P-12 | Requires the Department of Education to conduct a study on the need for and the potential benefits of establishing a career ladder opportunity program for assistant teachers employed in the public schools.
http://billstatus.ls.state.ms.us/documents/2008/pdf/HB/0900-0999/HB0902SG.pdf
Title: H.B. 902
Source: http://billstatus.ls.state.ms.us
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| WA | Signed into law 03/2008 | P-12 | Requires the Office of the Superintendent of Public Instruction to develop and offer classified instructional assistants professional development during Summer Institute sessions. The professional development must be designed to help them maximize their effectiveness in improving student achievement.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/2870-S2.SL.pdf
Title: H.B. 2870
Source: www.leg.wa.gov
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| WY | Signed into law 03/2008 | P-12 | The bill amends the payback requirements for educational development scholarships given to assist the owners or staff of child caring facilities to attain certificates or degrees in early childhood development or a related field.
Title: H.B. 102
Source: legisweb.state.wy.us
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| IA | Adopted 02/2008 | P-12 | Implements changes made to the Student Achievement and Teacher Quality program and the Beginning Administration Mentoring and Induction program. Adds standards and criteria by which AEA staff who meet the definition of teacher should be evaluated. Adds a new division of rules with specific standards applicable to administrators and administrator quality programs, including mentoring and induction for administrators, standards and criteria by which to evaluate administrators, and professional development of administrators. With respect to a beginning administrator, "comprehensive evaluation" means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with Iowa Code section 284A.3 for purposes of determining a beginning administrator's level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Acts, chapter 108, section 2.An administrator mentor must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,4673/
Title: IAC 281-12.7(256,284,284A), 12.7(1), 12.7(2), 72.9(1), 281-Chapter83, 281-83.1(284,284A), 281- 83.2(284,248A), 281-83.3(284), 83.3(1) through,83.3(4), 281-83.4(284),
Source: http://www.iowa.gov
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| CA | Vetoed 09/2007 | P-12 | Relates to Charter School Act of 1992. Revises the description of the procedures relating to pupil suspension or expulsion. Requires a description of how the school intends to serve pupils with disabilities and the qualification and planned professional development of teachers and administrators who will serve this population. Requires a petition to define and demonstrate the ability and training to develop a special education program and the capacity to serve special education pupils.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_1251-1300/ab_1281_vt_20071010.html
Title: A.B. 1281
Source: http://www.assembly.ca.gov
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| IL | Signed into law 08/2007 | P-12 | Provides that funding for civic education professional development for high school teachers must be provided by line item appropriation made to the state board of education. Provides for funding based on high school enrollment as reported on the state board of education's most recent fall enrollment and housing report, although 20% of the total appropriation must be reserved for the Chicago Public Schools. Requires an application and civic audit, which must be designed to provide teachers and principals with a blueprint to better understand how current curriculum, service learning, and extracurricular activities are providing civic learning experiences for their students.
Provides that a district may not be awarded more than $3,000 in any year, unless additional funds remain available after all eligible applicants have received funding, and that a district may not use program funds in any school more than once every 2 years.
http://www.ilga.gov/legislation/95/HB/PDF/09500HB2787lv.pdf
Title: H.B. 2787
Source: www.ilga.gov/legislation
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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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| NY | Adopted 08/2007 | P-12 | Establishes criteria for the award of grants for the Excelsior Scholars program for grade 7 math and science students. Establishes criteria for the award of grants for summer institutes for mathematics and science teachers in grades 5-8. Effective November 15, 2007.
Pages 21-24 of 48: http://www.dos.state.ny.us/info/register/2007/aug15/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.14 and 100.15
Source: www.dos.state.ny.us
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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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| MI | Signed into law 07/2007 | P-12
Postsec. | Provides for the extension of the requirement that a teacher, in order to advance to a professional certification, must complete a course of study with appropriate field experiences in the diagnosis and remediation of reading disabilities and differential instruction. Provides the course of study may be completed either as part of a teacher preparation program or during the first 6 years of employment in classroom training.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0032.pdf
Title: S.B. 70
Source: Michigan Legislature
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| NC | Signed into law 07/2007 | P-12 | Directs the state board to adopt a policy requiring teachers to take credits in their academic subject area as part of the licensure renewal process.
http://www.ncga.state.nc.us/Sessions/2007/Bills/Senate/HTML/S1292v3.html
Title: S.B. 1292
Source: http://www.ncga.state.nc.us
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| ME | Died 06/2007 | P-12 | Requires the Treasurer of State to organize a seminar in November 2007 for training in teaching financial literacy to students from kindergarten to grade 12, paid for from available funds in the Unclaimed Property Fund. Also directs the Department of Education to allow the seminar to qualify for continuing education credits for teachers and education personnel.
http://www.mainelegislature.org/legis/bills/billpdfs/LD156401.pdf
Title: H.B. 1089
Source: http://www.mainelegislature.org
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| NJ | Signed into law 06/2007 | P-12 | Requires candidates for teaching certificates and current teachers to receive instruction in autism awareness and methods of teaching students with autism.
http://www.njleg.state.nj.us/2006/Bills/A4500/4055_R2.PDF
Title: A.B. 4055; S.B. 2558
Source: New Jersey Legislature
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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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| MN | Signed into law 05/2007 | P-12 | Amends duties of teacher centers, requires teacher centers to provide a professional development program to train interested and highly qualified elementary, middle and secondary teachers to assist other teachers in with mathematics and science curriculum, standards and instruction so that all teachers have access to:
(1) high quality professional development programs in mathematics and science that address curriculum, instructional methods, alignment of standards, and performance measurements, enhance teacher and student learning, and support state mathematics and
(2) research-based mathematics and science programs and instructional models premised on best practices that inspire teachers and students and have practical classroom application.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Mathematics and Science Teachers]
Source: http://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2007 | P-12 | Authorizes districts to offer grants to teachers to pay for coursework and training leading to certification as a college in the schools or concurrent enrollment teacher. In order to receive a grant, the teacher must be enrolled in a program that includes coursework and training focused on teaching a core subject.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Dual Enrollment Teachers]
Source: http://www.revisor.leg.state.mn.us
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| NV | Signed into law 05/2007 | P-12 | Expands the circumstances under which a school district in a county whose population is 100,000 or more may apply for an alternative schedule to include an alternative schedule that is designed solely for the purpose of providing professional development for educational personnel.
http://www.leg.state.nv.us/74th/Bills/SB/SB151_EN.pdf
Title: S.B. 151
Source: http://www.leg.state.nv.us/
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| IA | Signed into law 04/2007 | P-12 | Directs each attendance center to develop an attendance center professional development plan to promote group professional development. Provides the attendance center plan must be based, at a minimum, on the needs of the teachers, the Iowa teaching standards, district professional development plans, and the student achievement goals of the attendance center and the school district as set forth in the comprehensive school improvement plan.
Directs districts to create quality professional development opportunities. Provides the goal for the use of specified funds is to provide one additional contract day or the equivalent thereof for professional development and use of the funds is limited to providing professional development to teachers, including additional salaries for time beyond the normal negotiated agreement; pay for substitute teachers, professional development materials, speakers, and professional development content; and costs associated with implementing the individual professional development plans. Requires that the use of the funds be balanced between school district, attendance center, and individual professional development plans, making every reasonable effort to provide equal access to all teachers.
Provides details on the distribution of certain professional development funds. Requires each district to certify to the department of education how the district allocated the funds and that moneys were used to supplement, not supplant, the professional development opportunities the district would otherwise make available.
Directs that if funds are allocated to the department for district salaries or professional development, the department must, in collaboration with the area education agencies, establish teacher development academies for school-based teams of teachers and instructional leaders. Requires each academy to include an institute and provide follow-up training and coaching.
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 23)
Source: coolice.legis.state.ia.us
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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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| ND | Signed into law 04/2007 | P-12 | Amends 15.1-06-04. Defines a "day for professional development activities" as: (1) Six hours of professional development activities, exclusive of meals and other breaks, conducted within a single day; or (2) Two four-hour periods of professional development activities, exclusive of meals and other breaks, conducted over two days. 3. If a school district offers a four-hour period of professional development activities, as permitted in subdivision c of subsection 2, the school district may schedule instruction during other available hours on that same day and be credited with providing one-half day of instruction to students. The provisions of this subsection do not apply unless the one-half day of instruction equals at least one-half of the time required for a full day of instruction.
http://www.legis.nd.gov/assembly/60-2007/bill-text/HAVN0500.pdf
Title: H.B. 1270
Source: http://www.legis.nd.gov
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| NM | Signed into law 04/2007 | P-12
Postsec.
Community College | Enacts the Cyber Academy Act, provides powers and duties and makes an appropriation. The cyber academy is a collaborative program among the department, the higher education department, telecommunications networks and representatives of other state agencies engaged in providing distance education. The cyber academy will provide distance learning courses for grades six through twelve and professional development for teachers, instructional support providers and school administrators.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0201.pdf
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0209.pdf
Title: H.B. 201/S.B. 209
Source: http://legis.state.nm.us
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| NY | Signed into law 04/2007 | P-12 | Adds section 3641-A to the education code. Directs the commissioner to establish an Excelsior Scholars program for grade 7 math and science students. Directs the commissioner to award competitive grants, within the amounts appropriated for this purpose, to public and independent colleges and universities to conduct summer programs providing advanced math and science coursework to students designated as Excelsior Scholars and, as funds permit, other high-performing students who have completed 7th grade.
Directs the commissioner to annually identify up to 3,000 high-performing 7th grade students in math and science from students nominated by each public school serving grade 7 students. Directs the commissioner to prescribe by regulation the maximum number of students that may be nominated by each school, which may vary based on the size of the school, and which must include equal numbers of male and female students. Provides that after review by the commissioner, qualified students will be certified to the governor for recognition as an Excelsior Scholar.
Directs the commissioner to conduct a competitive process under which financial grants are awarded each college and university approved to provide appropriate advanced coursework to Excelsior Scholars in the summer months, subject to the availability of funds.
Requires that the commissioner's regulations provide for coordination of the program with the seven centers for excellence in technology and the programs provided by such centers.
Adds section 3641-B to the education code. Directs the commissioner to establish a program of competitively awarded grants, within the amount appropriated for such purpose, to public and independent colleges and universities offering teacher education programs, in partnership with school districts, to conduct summer institutes for grades 5-8 math and science teachers, with priority given to teachers in schools identified as in need of improvement or in corrective action or restructuring status, schools under registration review (SURR) or schools requiring academic progress. Provides such summer institutes must be designed to advance participating math and science teachers' content knowledge and pedagogy and must, to the extent practicable, be aligned and integrated with programs offered to Excelsior Scholars. Provides teachers will be selected for participation by their building principal.
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 39
Source: assembly.state.ny.us
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| OK | Signed into law 04/2007 | P-12 | Deleted requirement that district professional development programs include certain components such as classroom management and student discipline strategies, outreach to parents, guardians or custodians of students, special education, and racial and ethnic education -- making such components optional. Affects components of professional development that all teachers were required to complete on a periodic basis.
http://webserver1.lsb.state.ok.us/2007-08bills/SB/SB482_ENR.RTF
Title: S.B. 482
Source: http://webserver1.lsb.state.ok.us
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| TN | Signed into law 04/2007 | P-12 | Creates the Jason Flatt Act of 2007 to require that in-service training for teachers and principals include at least two hours of instruction in suicide prevention each school year.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB0057.pdf
Title: S.B. 57, H.B. 101
Source: http://www.legislature.state.tn.us
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| WA | Signed into law 04/2007 | P-12 | Declares that government-to-government collaboration between the state and the sovereign tribal governments whose traditional lands and territories lie within the borders of the state of Washington serves to implement the spirit of the 1989 centennial accord and other similar government-togovernment agreements, including the 2004 accord between the federally recognized Indian tribes with treaty reserved rights in Washington state and the state of Washington. Declares that establishing a first peoples' language and culture teacher certification program both achieves educational objectives and models effective government-togovernment relationships. Declares that establishing a first peoples' language and culture certification program implements the following policy objectives of P.L. 101-477, the federal Native American languages act of 1990, in a tangible way. Provides that in-service training or continuing education in first peoples' language or culture provided by a sovereign tribal government participating in the Washington state first peoples' language and culture program authorized under this act shall be considered approved in-service training or approved continuing education.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Senate%20Passed%20Legislature/5269-S.PL.pdf
Title: S.B. 5269
Source: http://www.leg.wa.gov
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| WA | Signed into law 04/2007 | P-12 | Enacts provisions addressing a state leadership academy, teacher preparation and certification programs, teacher professional development programs, and a teacher recruitment
program are enacted.
Establishes a public-private partnership to develop, pilot, and implement the Washington State Leadership Academy to enhance leadership skills of school and district administrators.
The partnership will include the Office of the Superintendent of Public Instruction (OSPI), the associations of school principals, the Professional Educator Standards Board (PESB), institutions of higher education, nonprofit foundations, the Educational Service Districts (ESDs), the state school business officers' association, and other entities identified by the partners. The partners must designate an independent organization to act as a fiscal agent and establish a board of directors. The board of directors of the academy must make recommendations for changes in superintendent and principal preparation programs, the administrator licensure system, and continuing education requirements. Initial development of the courses and activities must be supported by private funds. The board of directors must report to OSPI semiannually on financial contributions and annually on services, participants, and plans for future development. Within specified timelines, the PESB must complete the following tasks: adopt new math knowledge and skill standards for all individuals seeking an initial teaching certificate; adopt new teacher certification requirements addressing mathematics content for elementary or middle school teachers and high school mathematics teachers; set performance standards and develop a uniform, externally administered professional-level teacher certification assessment; and review and revise teacher preparation program requirements to focus on diversity in cultural knowledge and respect. The Recruiting Diverse Washington Teachers Program is established to recruit and provide training and support for diverse high school students to enter the teaching profession, including targeted recruitment; academic and community support services for students to help them overcome possible barriers, such as tutoring, advising, and mentoring; and camps and workshops on college campuses. The program will be administered by the PESB.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/5955-S2.SL.pdf
Title: S.B. 5955
Source: http://www.leg.wa.gov
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| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
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| AK | Adopted 02/2007 | P-12 | Amends rules to the Department of Education and Early Development.Deals with professional content and performance standards. ALASKA 3452
http://touchngo.com/lglcntr/akstats/AAC/Title04.htm
Title: 4 AAC 04.200(b)(5)(B)
Source: http://touchngo.com/lglcntr/akstats
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| UT | Adopted 12/2006 | P-12
Postsec. | Provides eligibility and award distribution requirements for the Public Education Job Enhancement Program (PEJEP), which offers funding to cover the tuition costs for a teaching endorsement, master's degree or graduate education to selected public school teachers in mathematics, physics, chemistry, physical science, learning technology, or information technology, and special education teachers; provides time lines for the submission and approval of applications; provides procedures for the distribution of awards and scholarships; provides procedures for monitoring PEJEP award participant compliance with the law and this rule. http://www.rules.utah.gov/publicat/code/r690/r690-100.htm; http://le.utah.gov/~code/TITLE53A/htm/53A02034.htm
Title: R690-100
Source: http://www.rules.utah.gov/main/
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| CA | Vetoed 09/2006 | P-12 | Establishes the Science Teacher Development Program by enacting provisions relating to science instruction that are similar to the existing Mathematics and Reading Professional Development Program.
Title: S.B. 1142
Source: California Legislature
| |
| CA | Signed into law 09/2006 | P-12 | Extends the Mathematics and Reading Professional Development Program. Deletes the authority of the Superintendent of Public Instruction to fund training at the Professional Development Institute. Repeals provisions that provide priority for participation in the Institute to certain teachers. Adds subjects of provider-contracted and in-house training that satisfies the condition for funding including English learners and pupils with exceptional needs. Provides application for a repealed program funds.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0451-0500/sb_472_bill_20060908_enrolled.pdf
Title: S.B. 472
Source: California Legislature
| |
| CA | Vetoed 09/2006 | P-12 | Authorizes the governing board of a school district to designate a credentialed teacher as a science coach at each elementary school, or provide staff development to teachers, in order to develop, coordinate, and provide instruction in an experimental science curriculum and coach other teachers in the provision of that curriculum.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0901-0950/ab_937_bill_20060914_enrolled.pdf
Title: A.B. 937
Source: California Legislature
| |
| CA | Vetoed 08/2006 | P-12 | Requires a school district, as a condition for receiving specified professional development block grant funds, to analyze disaggregated testing data accumulated from specified pupil testing and from the National Assessment of Educational Progress, and to structure the professional development program to focus on improving the academic achievement of pupils according to the results of the analysis of the data.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2101-2150/ab_2109_bill_20060817_enrolled.pdf
Title: A.B. 2109
Source: California Legislature
| |
| CA | Signed into law 08/2006 | P-12 | Authorizes a teacher with a designated subjects teaching credential or a service credential with a special class authorization to be assigned to provide specially designed content instruction delivered in English, if the teacher completes, or enrolls in, specified staff development training. Requires the Commission on Teacher Credentialing, in consultation with the Superintendent of Public Instruction, to adopt guidelines.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1251-1300/sb_1292_bill_20060822_enrolled.pdf
Title: S.B. 1292
Source: California Legislature
| |
| CA | Vetoed 07/2006 | P-12 | Authorizes the governing board of a school district to designate a credentialed teacher as a science coach at each elementary school, or provide staff development to teachers, in order to develop, coordinate and provide instruction in an experimental science curriculum, and coach other teachers in the provision of that curriculum. Prohibits the school district from using funds other than existing staff development funds to accomplish these purposes.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2423_bill_20060705_enrolled.pdf
Title: A.B. 2423
Source: California Legislature
| |
| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
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| FL | Signed into law 06/2006 | P-12 | Relates to education personnel; authorizes regional professional development academy to receive funds from certain sources for purpose of developing programs and services; provides that said academy is not component of any school district or governmental unit to which it provides services.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1243er.doc&DocumentType=Bill&BillNumber=1243&Session=2006
Title: H.B. 1243
Source: Florida Legislature
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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
| |
| IL | Signed into law 06/2006 | P-12 | Deletes language requiring state board to approve staff development programs. Deletes language requiring state board, subsequent to approval of a staff development program, to provide state funds to aid in conducting and contracting with not-for-profit organizations to conduct such programs. Pages 16-17 of 49: http://www.ilga.gov/legislation/94/SB/PDF/09400SB2829lv.pdf
Title: S.B. 2829 - Teacher Professional Development
Source: www.ilga.gov
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| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
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| OK | Signed into law 06/2006 | P-12 | Directs district professional development committees to annually utilize a data-driven approach to analyze student data and determine district and school professional development needs. Details district reporting requirements.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1485_ENR.RTF
Title: S.B. 1485
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 06/2006 | P-12 | Beginning with the 2007-08 school year, requires any substitute teacher employed to teach special education for the same assignment for more than 15 consecutive or 30 total school days during a school year who does not hold a valid certificate to teach special education to complete in-service training as prescribed by the state board. The training shall be provided at no cost to the substitute teacher.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1493_ENR.RTF
Title: S.B. 1493
Source: http://webserver1.lsb.state.ok.us/
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| OK | Signed into law 06/2006 | P-12 | Requires that at least once a year a program be offered which includes a component of teacher training on recognition and reporting of child abuse and neglect which all teachers that all teachers are required to complete.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1493_ENR.RTF
Title: S.B. 1493
Source: http://webserver1.lsb.state.ok.us/
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
| |
| 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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| TN | Signed into law 05/2006 | P-12
Postsec. | Concerns Lottery, Scholarships and Programs; establishes lottery scholarship program to enable tenured public school teachers to obtain advanced degrees.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB2724.pdf
Title: S.B. 2724; H.B. 3720
Source: Tennessee Legislature
| |
| AR | Signed into law 04/2006 | P-12 | Directs the department of education to further enhance its leadership role in professional development for certified personnel by: (1) Developing technology-based professional development programs and other enhanced professional development options for school districts and certified personnel; and (2) Employing two persons who have a high level of expertise in professional development for the purpose of enhancing professional development opportunities as set forth in this section. Provides for funding, declares emergency and effectivness of bill upon passage.
http://www.arkleg.state.ar.us/ftproot/bills/2006S1/public/HB1012.pdf
Title: H.B. 1012
Source: http://www.arkleg.state.ar.us/
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| CO | Signed into law 04/2006 | P-12 | Allows public school teachers to receive professional development credit by attending an in-service program on juvenile mental health
issues, including awareness and prevention of youth suicide.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/07205A4A5D8B24FB872570930058AFFE?Open&file=1098_rer.pdf
Title: H.B. 1098
Source: CO Legislative Web Site
| |
| CA | Vetoed 10/2005 | P-12 | This bill extends the Mathematics and Reading Professional Development Program until July 2012. Under existing law, the program will become inoperative in July 2006. Under this program, a local education agency, as defined, receives incentive funding to provide training in mathematics and reading to teachers and to provide training to instructional aides and paraprofessionals, as defined, who directly assist with classroom instruction in mathematics and reading.
Title: S.B. 414
Source: StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Creates the College and Career Success for All Students Act. Requires a teacher of an Advanced Placement course to obtain appropriate training, subject to appropriation. Requires the State Board of Education to establish training guidelines that require teachers of Advanced Placement courses to obtain recognized Advanced Placement training endorsed by the College Board, subject to appropriation. Provides that Advanced Placement and pre-Advanced Placement training to teachers in Illinois high schools must meet certain requirements. Requires the state board to encourage school districts to offer rigorous courses in grades 6 through 11 that prepare students for the demands of Advanced Placement course work. Requires the state board to encourage school districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test so that test results will provide each high school with a database of student assessment data to identify students who are prepared or who need additional work to be prepared to enroll and be successful in Advanced Placement courses. Also requires the state board to:
(1) Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program to support Advanced Placement and Pre-Advanced Placement professional development;
(2) Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students;
(3) Subject to appropriation, develop a communications plan that includes disseminating to parents materials that emphasize the importance of Advanced Placement or other advanced courses to a student's ability to gain access to and to succeed in postsecondary education and materials that emphasize the
importance of the PSAT/NMSQT.
(4) Subject to appropriation, annually evaluate the impact of this Act on rates of student enrollment and success in Advanced Placement courses, on high school graduation rates, and on college enrollment rates.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0534
Title: S.B. 574
Source: www.ilga.gov
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| NM | Rule Adoption 07/2005 | P-12 | Relates to licensure and continuing professional education requirements. NEW MEXICO REG 4322 (SN)
Title: NMAC 16.60.3
Source: StateNet
| |
| 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
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| NV | Signed into law 06/2005 | P-12 | AN ACT relating to education; requiring the plans to improve the achievement of pupils to include strategies for the professional development of teachers and administrators that directly address the needs of pupils; revising provisions governing the professional development provided to teachers and administrators; requiring the governing body of each regional training program for the professional development of teachers and administrators to review certain plans to improve the achievement of pupils.
If the board of trustees of a school district or the
superintendent of schools of a school district schedules a day or
days for the professional development of teachers or
administrators employed by the school district:
1. The primary focus of that scheduled professional
development must be to improve the achievement of the pupils
enrolled in the school district;
2. The scheduled professional development must be
structured so that teachers attend professional development that is
designed for the specific subject areas or grades taught by those
teachers.
http://leg.state.nv.us/73rd/bills/SB/SB368_EN.pdf
Title: S.B. 368
Source: StateNet
| |
| AZ | Signed into law 05/2005 | P-12 | Establishes the Arizona Performance Based Compensation System Task Force within the state board of education. By Februrary 2006 and annually thereafter, requires the superintendent of public instruction to submit specified school district data to the task force, which must conduct annual evaluation of one quarter of districts' performance based compensation systems based on the submitted data. Requires the annual evaluation to (1) Assess the relationship between components of individual district performance based compensation systems and the improvement in:
(a) Individual student progress and achievement;
(b) Achievement of school district and school site goals;
(c) Teacher professional development;
(d) Teacher job satisfaction;
(e) Parent rating of the quality of education at the school and district levels
and (2) Provide a report to the districts evaluated each year assessing the effectiveness of each district's performance based compensation system, including any recommendations for improvement. Requires the task force to annually submit its findings to the speaker of the house and president of the senate.
On or before June 30, 2010, requires the task force to (1) provide recommendations to the state board on the implementation, operation and monitoring of performance based compensation systems and career ladder programs in the state, and (2) develop written recommendations based on elements of districts' performance based compensation systems.
Requires all local boards in the state to adopt a performance based compensation system, and to vote on a performance based compensation system that includes the following elements:
(1) School district and school performance;
(2) Measures of academic progress toward the state board-adopted academic standards;
(3) Other measures of academic progress;
(4) Dropout or graduation rates;
(5) Attendance rates;
(6) Ratings of school quality by parents;
(7) Ratings of school quality by students;
(8) Imput of teachers and administrators;
(9) Approval of the performance based compensation system by an affirmative vote of at least 70% of the teachers eligible to participate in the performance based compensation system.
(10) An appeals process for teachers who have been denied performance based compensation.
(11) Regular evaluation for effectiveness.
Requires a performance based compensation system to include teacher professional development programs aligned with the elements of the performance based compensation system. Permits a local board to modify the aforementioned 11 elements and consider additional elements when adopting a performance based compensation system. Until December 31, 2009, requires each district to develop an assessment plan for its performance based compensation system and annually submit the plan to the department of education, along with a copy of the district-adopted performance based compensation system.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1074
Title: S.B. 1074
Source: www.azleg.state.az.us
| |
| GA | Adopted 05/2005 | P-12 | Establishes rules regarding the Mathematics and Science Partnerships Grants to build mathematics and science teachers' content knowledge and skills.
Title: GAC 160-1-4-.266, -.269
Source: WestLaw
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| WV | Signed into law 05/2005 | P-12 | Senate Bill 94 eliminates a requirement that activities on instructional support and enhancement (ISE) days be scheduled in a certain order. Before this bill passed, activities on ISE days had to designate two hours for instructional activities for students, two hours for a faculty senate meeting and the remainder of the day for other professional activities for teachers. Now the activities can be performed in any order. Additionally, the bill allows up to three days of accrued instructional time to be used for professional development.
Title: S.B. 94
Source: http://www.legis.state.wv.us/Wrapup/2005/final/final.pdf
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| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | Limits professional development requirements for certified personnel working solely in the following adult education programs: (1) Adult basic education; (2) General adult education; (3) English as a second language for adults; and (4) General Educational Development Test examiners. 34http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1150.pdf
Title: S.B. 1150
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Amends in-service training requirements for teachers of Arkansas history . http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb187.pdf
Title: S.B. 187
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Creates the Arkansas Online Professional Development Initiative. Requires the director of the department of education to prioritize identified teacher professional development needs and develop a statewide online professional development program. Requires online professional development courses to be aligned with (1) the required focus areas identified in the state board rules governing professional development and the Arkansas Comprehensive, Testing, Assessment, and Accountability Program, (2) clear, specific and challenging academic content areas; (3) the state curriculum frameworks. Additionally requires the courses to be (1) researched-based and available from sources with
expertise in technology-delivered professional development courses; (2) consistent with the Southern Regional Education Board
Multi-State Online Professional Development Standards in existence on January 1, 2005; (3) focused on improving student academic achievement by improving a teacher's academic and teaching knowledge and skills. Requires courses to include an assessment at the end of the program to measure each certified person's level of understanding and ability to implement or apply the information presented in the program.
Requires any provider of technology-delivered professional development under the Arkansas Online Professional Development Initiative to demonstrate an ability to successfully deliver technology-delivered products and services.
Requires the initiative to include a method for the department of education, the Arkansas Educational Television Network, school districts, schools and certified personnel to annually evaluate the effectiveness of the Arkansas Online Professional Development Initiative and its on-line professional development course and programs.
Authorizes the department, beginning with the 2006-2007 school year, to include as part of a school improvement plan guidelines for the professional development programs to be delivered to the certified personnel employed by a school in school improvement status or a school district in school improvement status or academic distress. Authorizes the department to require the participation and completion of professional development courses or programs by certified personnel in the school or district as part of the school improvement plan. States that certified personnel employed by any school in school improvement or school district in school improvement or academic distress must participate in, complete, and pass the assessment for the professional development requirements included in the school's or district's school improvement plan.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2489.pdf
Title: H.B. 2489
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
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| CO | Signed into law 04/2005 | P-12 | Authorizes the state board to establish procedures for the filing and investigation of complaints alleging conduct that, if true, may establish grounds for denying, annulling, revoking or suspending an educator license or certificate.
Allows a person who converted his/her professional license to inactive status because called to active duty to, when returning professional license to active status, include in the notice to the department of education a copy of the official notice of honorable discharge or release from active service. Upon receipt of the notice and evidence of honorable discharge or release, the department must reissue the professional license with a new expiration date reflecting a period equal to the period remaining on the professional license as of the date the license holder converted to inactive professional license status plus the period during which the person was in active military service.
Authorizes the state board to require, in adopting minimum criteria for professional development activities, all or a portion of the activities to be related to increasing the license holder's competence or skills in his/her existing or potential endorsement area or in the teaching of literacy.
Specifies that teacher professional development related to assessment must pertain to effective use of assessments in planning for instructional delivery and in individualizing student instruction.
Specifies that to be accepted as a professional development activity, educational travel must be applicable to the endorsement area of the licensee's license.
Changes temporary educator eligibility authorization from three-year nonrenewable to one-year with two opportunities to renew for one year.
Specifies that an interim authorization authorizes a school district to employ as a principal, administrator or teacher a person who is eligible for certification or licensure.
Changes terminology from provisional licensure to initial licensure for administrators, principals, professional special service providers. Specifies that a person holding a provisional educator license as of the date this bill goes into effect is deemed to hold an initial educator license on and after said date, so long as the license is valid.
Strongly encourages all school districts to hire persons who hold alternative teacher licenses and teacher in residence authorizations to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of students.
Eliminates language allowing a district to hire as a teacher a person who is not certified. Replaces with language allowing district to hire a person with an alternative teacher license to teach as an alternative teacher pursuant to an alternative teacher contract. Authorizes a district to hire a person who holds a teacher in residence authorization to teach as a resident teacher pursuant to a teacher in residence program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0FC6014CF21E6B8D87256F3A0061BC79?Open&file=1026_enr.pdf
Title: H.B. 1026
Source: www.leg.state.co.us
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| GA | Signed into law 04/2005 | P-12 | Automatically grants any member of the national guard or any reserve component of the U.S. armed services who serves on active duty for at least 90 consecutive days an extension, without fee, of any annual license or registration otherwise required under any state law or state entity. Such extension must continue until the otherwise regular expiration date which occurs in the year next succeeding the year in which such active duty ceases. Grants individuals who receive such an extension exemption from any continuing education requirements during such automatic extension period. http://www.legis.state.ga.us/legis/2005_06/pdf/hb538.pdf
Title: H.B. 538
Source: www.legis.state.ga.us
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| OK | To governor 04/2005 | P-12 | Modifies teacher selection process for local professional development committees (selected by designated administrator, with approval of the majority of teachers in the district); requires districts to require teachers to complete a minimum number of professional development points per year. http://www2.lsb.state.ok.us/2005-06HB/hb1457_enr.rtf
Title: H.B. 1457
Source: http://www2.lsb.state.ok.us
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| WA | Signed into law 04/2005 | P-12 | From the fiscal note: This bill would create provisions to ensure that professional certification is administered in such a way as to ensure that
the professional development and growth of individual teachers is directly aligned to their current and future teaching responsibilities.The PESB shall be responsible for the adoption of rules to provide for the approval and disapproval of programs leading to the professional certification of teachers. All current and future programs must comply with these rules and must receive initial approval based on these rules. The rules that are mentioned above shall meet the following criteria:
1) Not require professional certification for any certificated teacher before the 2008-09 school year, not require
professional certification before the fifth year following the receipt of a continuing employment contract, and allow any
teacher currently enrolled or participating in a program leading to a professional certificate to continue the program under
administrative rules in place when the teacher began the program.
2) Provide criteria for the approval and disapproval of accredited institutions of higher education and for education
service districts within the state to offer a program leading to professional certification. The rules shall be written to
encourage institutions of higher education to partner with local school districts, consortia of school districts, or
educational service districts, as appropriate, to provide instruction for teachers seeking professional certification.
3) Provide criteria for a liaison relationship between approved programs and school districts in which applicants are
employed.
4) Encourage institutions of higher education to offer professional certificate coursework as continuing education credit
hours. This shall not prevent an institution of higher education from providing the option of including the professional
certification requirements as part of a master's degree program.
5) Identify a process for out-of-state certificated teachers not yet certificated. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5983-S.PL.pdf
Title: S.B. 5983
Source: StateNet
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| WA | Signed into law 04/2005 | P-12 | Adds types of courses that may count toward movement on the salary schedule to include courses that address research-based assessment and instructional strategies for students with dyslexia, dysgraphia, and language disabilities. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5664-S.PL.pdf
Title: S.B. 5664
Source: http://www.leg.wa.gov
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| AR | Signed into law 03/2005 | P-12 | Allows a teacher to earn professional development credit for time required at the beginning of the school year to plan and prepare a curriculum and other instructional material for his or her assigned classes. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1461.pdf
Title: H.B. 1461
Source: StateNet
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| AR | Signed into law 03/2005 | P-12 | Increases from 12 to 15 the number of hours of credit earned by completing a three-hour graduate-level credit course for purposes of continuing teacher education. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1395.pdf
Title: H.B. 1395
Source: www.arkleg.state.ar.us
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| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
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| 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 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 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 (Sections 5 and 6)
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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| VA | Signed into law 03/2005 | P-12 | Revises the Standards of Quality to require local school boards to (i) provide for data collection and analysis and to use such results in instructional program evaluation; (ii) implement any actions identified through the academic review of schools accredited with a warning; (iii) analyze and report annually the results of industry certification examinations; (iv) annually review their professional development programs; and (v) report compliance with the Standards of Quality annually to the Board of Education. In addition, the bill (i) increases from 10 to 17 the full-time equivalent instructional positions for each 1,000 students identified as having limited English proficiency; (ii) provides that teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents developed by the Board of Education; (iii) replaces Board- and locally-adopted six-year statewide or divisionwide plans, as the case may be, (including those for educational technology) with "comprehensive" statewide or divisionwide plans; and (iv) replaces individual school six-year plans with "comprehensive" plans. Requires each local school board to annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0331
Title: S.B. 779, H.B. 1762
Source: http://leg1.state.va.us/
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| PA | Signed into law 02/2005 | P-12 | Addresses the professional development requirements for teachers who retire and return to service.
http://www2.legis.state.pa.us/WU01/LI/BI/BT/2005/0/HB0894P2133.pdf
Title: H.B. 894
Source: http://www2.legis.state.pa.us
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| CA | Vetoed 09/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and
languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings.
Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met.
Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for
an additional year if the permitholder meets specified requirements.
Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.]
This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned.
This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf
Title: A.B. 242
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2004 | P-12 | Consolidates the funding for programs aimed at promoting the development of teachers in specific areas, and establishes the Teacher Support and Development Act of 2005 to provide flexible professional development block grants to school districts. Requires the Superintendent of Public Instruction to annually award the block grants from funding provided in the annual Budget Act. Provides for the block grant amounts to be calculated according to a specified formula and would require a school district to demonstrate that its staff development programs meet
specified criteria prior to receiving a block grant. Requires the State Department of Education to conduct an evaluation to assess the impact of the act on teacher quality and pupil improvement and would require an interim report to be submitted to the Governor and the Legislature no later than January 1, 2007, and a final report to be submitted no later than January 1, 2009. http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1650_bill_20040826_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_1650_veto.pdf
Title: A.B. 1650
Source: www.leginfo.ca.gov
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| IA | Issued 08/2004 | P-12
Postsec.
Community College | Creates the IOWA LEARNS COUNCIL. The Iowa Learns Council shall work towards the ambitious goal of 90% of Iowa children having a quality pre-school experience, and 90% of Iowa high school graduates will go on to complete at least two years of college; shall promote, gather, and share information regarding Iowa's progress to ensure seamless pathways across education sectors and the workplace; shall identify the necessary steps to ensure that Iowans--from pre-school to graduate school--are supported by a well coordinated seamless system of learning and support to provide for successes from early childhood through higher education, and into the workforce in our communities.
http://www.state.ia.us/iowalearns/doc/eo30.html
Iowa Learns Council report with recommendations released August 11, 2004. http://www.state.ia.us/iowalearns/reports.html
Title: Executive Order No. 30 - 2003
Source: Iowa State Web site
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| OK | Signed into law 08/2004 | P-12 | Relates to the Oklahoma Commission for Teacher Preparation; makes an appropriation to the Oklahoma Commission for Teacher Preparation; states purposes; provides for duties and compensation of employees of the Oklahoma Commission for Teacher Preparation; limits the salary of the Executive Director; provides budgetary limitations; requires budgeting of certain funds in certain years; requires certain budget procedures. Requires the Commission to develop outcome-based performance measures for each budget category. http://www2.lsb.state.ok.us/2003-04HB/hb2020_enr.rtf
Title: H.B. 2020
Source: http://www2.lsb.state.ok.us
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| UT | Rule Adoption 08/2004 | P-12 | Establishes rules concerning school professional development days pilot program. Provides criteria for a local school board to implement such a program. UTAH REG 27203 (SN)
Title: R277-418
Source: StateNet
| |
| CA | Signed into law 07/2004 | P-12 | Relates to existing law which requires teachers instructing limited-English-proficient pupils to complete 45 hours of staff development in methods of specially designed content instruction delivered in English. Extends the January 1, 2005, deadline for the completion of the required staff development to January 1, 2008. http://www.leginfo.ca.gov/pub/bill/asm/ab_2901-2950/ab_2913_bill_20040716_chaptered.html
Title: A.B. 2913
Source: California Legislative Web site
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| ND | Rule Adoption 07/2004 | P-12 | Establishes rules regarding initial licenses, distance learning instructor - definition - qualifications - licensure, two-year and five-year renewals, professional development for license renewal, multicultural education and native american studies, and reentry.
Title: NDAC 67.1-02-02-, -04, -05, -07, -09
Source: StateNet
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| CT | Signed into law 06/2004 | P-12 | Concerning English as a second language instruction and in-service training for teachers and teacher preparation courses; requires persons seeking professional educator certification to complete coursework in English as a second language instruction. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00227-R00HB-05438-PA.htm
Title: H.B. 5438
Source: Connecticut Legislative Web site
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| DE | Rule Adoption 06/2004 | P-12 | Amends regulation by adding requirements for reauthorization, replication, and re-qualification of clusters and sets forth procedures for payment of salary increments to educators. http://www.state.de.us/research/AdminCode/title14/1500/1501%20Knowledge,%20Skills,%20and%20Responsibility%20Based%20Salary%20Supplements%20for%20Educators.shtml#TopOfPage
Title: 14 DAC 1501
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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| GA | Signed into law 05/2004 | P-12 | Relating to elementary and secondary education; requires providers of in-service or continuing education for teachers and other professional personnel to offer such in-service or continuing education online; provides for treatment by the Professional Standards Commission. http://www.legis.state.ga.us/legis/2003_04/fulltext/hb1698.htm
Title: H.B. 1698
Source: Georgia Legislative Web site
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| LA | Adopted 05/2004 | P-12 | Adds language for the implementation of Continuing Learning Units (CLUs) and High Quality Professional Development. Streamlines current policy and aligns these rules with the No Child Left Behind Act of 2001. LOUISIANA REG 9335 (SN)
Title: LAC 28:I.903
Source: StateNet
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| UT | Rule Adoption 05/2004 | P-12 | "Highly qualified" means a teacher has met the specific requirements of ESEA, NCLB. NCLB Highly Qualified - Secondary. In order to meet the federal requirements under a Highly Objective Uniform Statewide System of Evaluation (HOUSSE), a secondary educator shall have a bachelor's degree, an educator license and one of the following for each of the teacher's NCLB Core academic subject assignments: A. a University major degree or National Board Certification; or B. documentation that the teacher has passed an appropriate USOE-approved subject area test(s); or C. an endorsement in a subject area directly related to the educator's academic major; or D. documentation of coursework equivalent to a major degree (30 semester or 45 quarter hours); or E. documentation of satisfaction of Utah's HOUSSE requirements for assignments not directly related to the educator's academic major: (1) a current endorsement for the assignment; and (2) completion of 200 professional development points directly related to the area in which the teacher seeks to meet the federal standard, as applicable. (No more than 100 points may be earned for successful teaching in related area(s)); and (3) points and documentation are required for teachers of all NCLB content courses prior to June 30, 2006; and (4) documentation includes official transcripts, annual teaching evaluation(s), data of adequate student achievement.
NCLB Highly Qualified - Elementary and Early Childhood. A. To meet Highly Objective Uniform Statewide System of Evaluation (HOUSSE), an elementary/early childhood educator shall satisfy R277-501-5A (1) and (2) and (3)(a) or (b), and B or C as provided below: (1) the educator has a current Utah educator license; and (2) the educator is assigned consistent with the teacher's current state educator license; and (3) the educator shall: (a) have completed an elementary or early childhood major or both from an accredited college or university; or (b) the teacher's employer may review the teacher's college/university transcripts and subsequent professional development to document that the following have been satisfied with academic grades of C or better: (i) nine semester hours of language arts/reading or the equivalent; and (ii) six semester hours of physical/biological science or the equivalent; and (iii) nine semester hours of social sciences or the equivalent; and (iv) three semester hours of the arts or the equivalent; and (v) nine semester hours of college level mathematics or the equivalent as approved by the USOE; and (vi) six semester hours of elementary/early childhood methodology (block); and B. the educator has obtained a Level 2 license; or C. An elementary/early childhood teacher shall pass Board approved content test(s). B. Level 1 license holder with one year licensed educator experience within a three year period. (1) An active educator shall earn at least 75 license points in each three year period; and (2) any years taught shall have satisfactory evaluation(s). C. Level 1 license holder with two years licensed educator experience within a three year period. (1) An active educator shall earn at least 50 license points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). D. Level 1 license holder with three years licensed educator experience within a three year period. (1) An active educator shall earn at least 25 professional development points in each three year period; and (2) Any years taught shall have satisfactory evaluation(s). E. An educator seeking a Level 2 license shall notify the USOE of completion of Level 2 license prerequisites consistent with R277-522, Entry Years Enhancements (EYE) for quality Teaching - Level 1 Utah Teachers and R277-502, Educator Licensing and Data Retention. [D]F. Level 2 license holder: (1) An active educator shall earn at least 100 license points within each five year period. License points shall be earned in activities defined under this rule that contribute to competence, performance, and effectiveness in the education profession. (2) An inactive educator shall earn at least 200 license points within a five year period to maintain an active educator license. (3) An inactive educator who works one year within a five year period shall earn 165 license points within a five year period to maintain an active educator license. (4) An inactive educator who works two years within a five year period shall earn 130 license points within a five year period to maintain an active educator license. (5) Credit for any year(s) taught requires satisfactory evaluation(s). [E]G. Level 3 license holder: (1) A Level 3 license holder with National Board Certification shall meet the National Board for Professional Teaching Standards (NBPTS) requirements consistent with the NBPTS schedule available from the USOE Educator Licensure Section. A Level 3 license holder shall be responsible to provide verification of NBPTS status prior to the license holder's designated renewal date. (2) A Level 3 license holder with a doctorate degree in education or in a field related to a content area in a unit of the public education system or an accredited private school shall meet the active or inactive educator Level 2 license holder requirements within a seven year period. (3) An educator seeking a Level 3 license shall notify the USOE of completion of Level 3 license requirements. Level 3 license criteria apply to the license holder as of the license holder's renewal date following the notification to the USOE. H. Teachers seeking license renewal who do not meet NCLB standards shall focus 100 of the 200 required professional http://www.rules.utah.gov/publicat/bull_pdf/2004/b20040315.pdf UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7. R277-501-4.UTAH REG 26980 (SN)
Title: R277-501
Source: UTAH STATE BULLETIN, March 15, 2004, Vol. 2004, No. 6 7.
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| DE | Rule Adoption 04/2004 | P-12 | Amends rule to clarify some of the requirements for options for renewal of a continuing license and sets forth requirements for professional development providers to issue documentation to educators who participate in professional development activities. http://www.state.de.us/research/AdminCode/Education/1500.htm#P307_47216
Title: 14 DAC 1511
Source: Delaware State Web site
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| ME | Signed into law 04/2004 | P-12 | (Resolution) Gives professional and occupational licensing authorities limited authority to waive continuing education requirements for returning Armed Forces personnel returning from active duty. http://www.mainelegislature.org/legis/bills/billtexts/LD195901-1.asp
Title: H.P. 1459
Source: StateNet
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| MI | Signed into law 04/2004 | P-12 | Amends the School Code to expand uses of teacher certification fees to include the teacher and administrator professional development and other quality-related activities.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2004-PA-0076.pdf
Title: S.B. 1016
Source: StateNet
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| IN | Signed into law 03/2004 | P-12
Postsec. | Defines "cultural competency" and sets forth teacher training, professional development, and school plan requirements for achieving cultural competency. http://www.in.gov/legislative/bills/2004/HE/HE1308.1.html
Title: H.B. 1308
Source: Indiana Legislative web site
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| MD | Rule Adoption 03/2004 | P-12
Postsec.
Community College | Proposes rules to regulate the conduct of continuing education courses provided through various transmission technologies, distance learning, and definitions. MARYLAND REG 9765 (SN)
Title: COMAR 09.11.06, .01 thru .05
Source: StateNet
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| UT | Signed into law 03/2004 | P-12 | This bill: creates a pilot program to evaluate the effects on student academic achievement of reducing the minimum school term established by the state board by up to 22 hours for the purpose of conducting professional development for instructional staff; requires a local school board to submit a plan to the state board to participate in the pilot program; allows the state board to determine the number of schools and school districts that may participate in the pilot program; requires the state board to report to the Education Interim Committee on the findings from the pilot program; and sunsets the pilot program on July 1, 2008. http://www.le.state.ut.us/~2004/bills/hbillenr/hb0100.pdf
Title: H.B. 100
Source: http://www.le.state.ut.us
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| AR | Signed into law 02/2004 | P-12 | Provides teachers with quality professional development that will promote and enhance learning opportunities for students. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1170.pdf
Title: H.B. 1170
Source: Arkansas Legislative Web site
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| TX | Rule Adoption 02/2004 | P-12 | Repeals commissioner's rules concerning school district staff development. Concerns minimum staff development standards for school district personnel. TEXAS REG 94371 (SN)
Title: 19 TAC 2.153.BB.153.1011
Source: StateNet
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| IA | Adopted 01/2004 | P-12 | Clarifies rules regarding the Teacher Quality Program. Provides requirements for school district professional development, including professional development standards, district career development plan expectations and professional development provider requirements. IOWA REG 2999 (SN)
Title: 281 IAC 83.6
Source: StateNet
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| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf
Title: ADE 162
Source: Arkansas State Web site
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| GA | Adopted 11/2003 | P-12 | Changes title of rules to Professional Learning. Clarifies state requirements and expectations for staff and professional development programs. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-3-.04.pdf
Title: GAC 160-3-3-.04
Source: Georgia State Department of Education Web site
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| GA | Adopted 11/2003 | P-12 | Clarifies rules to change title to Professional Learning Unit (PLU) Program Approval. Specifies state requirements for plans for PLU credit for certification renewal. Allows school systems to submit alternative plans for staff development that free them from existing rules and allows them to take advantage of the most current research and experience in staff development and school improvement. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-3-.10.pdf
Title: GAC 160-3-3-.10
Source: Delaware State Department of Education Web site
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| CA | Signed into law 10/2003 | P-12
Postsec. | Amends existing law pertaining to instructional strategies to include the provision of such strategies for working with English learners as a purpose of the subject matter projects. Includes English language development assessments and standards for English language learners in the evaluation of such projects. Provides these projects are to develop and enhance teachers' subject and content knowledge. Relates to teacher participation. http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_611_bill_20031012_chaptered.html
Title: S.B. 611
Source: California Legislative Web site
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| CA | Signed into law 10/2003 | P-12 | Requires the Commission on Teacher Credentialing, in consultation with the department of education, to contract with an independent evaluator to conduct a study of the availability and effectiveness of cultural competency training for teachers and administrators. Requires the study to focus on 10 culturally diverse schools that reflect the diverse demography and geography of California and prescribes criteria for selecting those schools. Requires the independent evaluator submit to recommendations (based on the study) to the appropriate policy committees of the Legislature by May 1, 2005. http://www.leginfo.ca.gov/pub/bill/asm/ab_0051-0100/ab_54_bill_20031011_chaptered.html
Title: A.B. 54
Source: California 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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| NV | Signed into law 06/2003 | P-12 | Revises provisions governing the regional training programs for the professional development of teachers and administrators and the Statewide Council for the Coordination of the Regional Training Programs. Amends NRS 391.544 to provide that through the Nevada Early Literacy Intervention Program established for the regional training program, training for teachers who teach kindergarten and grades 1, 2 or 3 on methods to teach fundamental reading skills, including, without limitation:
(1) Phonemic awareness;
(2) Phonics;
(3) Vocabulary;
(4) Fluency;
(5) Comprehension; and
(6) Motivation.
Also requires an evaluation of training. http://www.leg.state.nv.us/72nd/bills/SB/SB210_EN.pdf
Title: S.B. 210
Source: http://www.leg.state.nv.us
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| TX | to governor 06/2003 | P-12 | Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources are to be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 39.024)
Source: http://www.capitol.state.tx.us
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| IA | Signed into law 05/2003 | P-12 | Adds that, subsequent to a teacher's evaluation, the individual teacher's evaluator, not just the teacher's supervisor, must review, modify, or accept modifications to a teacher's individual development plan.
See Section 42: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
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| IA | Signed into law 05/2003 | P-12 | Changes from fourth to fifth year the year in which a school district participating in the teacher quality program must provide two noninstructional contract days more than were offered in the academic year before the first year of program participation, for supplemental time for teacher career development aligned with student learning and teacher development needs. Also adds to existing requirement that district must adopt teacher career development plans, to say that district must adopt district career development plans.
See Section 40:
http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
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| IA | Signed into law 05/2003 | P-12 | Changes from July 1, 2004 to July 1, 2005 date by which all districts must be ready to offer an intensive assistance program for any teacher deemed not to be meeting state teaching standards. 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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| OK | Signed into law 05/2003 | P-12 | Adds components on classroom management and student discipline strategies to teacher preparation competencies and goals of professional development. http://www2.lsb.state.ok.us/2003-04HB/hb1151_enr.rtf
Title: H.B. 1151
Source: http://www2.lsb.state.ok.us
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| TX | Signed into law 05/2003 | P-12 | Staff development may: (1) include training in: A) technology; (B) conflict resolution; and (C) discipline strategies, including classroom
management, district discipline policies, and the student code of conduct; (2) include training that: (A) relates to instruction of students with disabilities; and (B) is designed for educators who work primarily outside the area of special education; and (3) include instruction as to what is permissible under law, including opinions of the United States Supreme Court,
regarding prayer in public school. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01024&VERSION=5&TYPE=B
Title: H.B. 1024
Source: http://www.capitol.state.tx.us
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| AR | Signed into law 04/2003 | P-12 | Increases the annual bonus of teachers obtaining national board for professional teaching standards certification. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2903.pdf
Title: H.B. 2903
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Revises provisions concerning continuing education requirements for teachers.
Title: S.B. 881
Source: StateNet
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| MT | Rule Adoption 04/2003 | P-12 | Establishes rules regarding renewal unit verification. Applications to the superintendent of public instruction for license renewal shall be accompanied by verification of meeting the professional development requirements through official documentation (transcripts or grade reports) from an accredited college or university, or verification of renewal units.
Title: ARM 10.57.218
Source: WestLaw
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| ND | Signed into law 04/2003 | P-12 | Before October 1 of each year, districts must report a separate list of the professional development activities in which the district participated during the preceding school year; and the amount of time committed to the activities. (This is is addition to already-established reporting requirements: The amount and source of funds that were made available to the district for professional development during the preceding school year; the amount and source of funds that were expended by the district for professional development during the preceding school year.) http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBBI0300.pdf
Title: H.B. 1296
Source: http://www.state.nd.us
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| NM | Signed into law 04/2003 | P-12 | Makes an appropriation of $3.5 million for professional development programs for public school personnel (for 2004). Requires the Commission on Higher Education to evaluate the professional development programs and report to the legislative education study committee. ftp://legis.state.nm.us/bills/house/HB0159.pdf
Title: H.B. 159
Source: ftp://legis.state.nm.us/bills/house/HB0159.pdf
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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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| KS | Signed into law 03/2003 | P-12 | Renames the state inservice education opportunities act the education professional development act. Deletes language referring to funding levels for professional development in 1990s; retains language regarding level of state funding of district professional development programs. http://www.kslegislature.org/bills/2004/2006.pdf
Title: H.B. 2006
Source: StateNet
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-2-2 (Z)(AA) to add guidelines for developing extensive professional development activities for districts that: (a) improve teachers' knowledge of the subjects they teach and the ability to teach those subjects to all of their students; (b) are an integral part of the public school and school district plans for improving student achievement; (c) provide teachers, school administrators and instructional support providers with the strategies, support, knowledge and skills to help all students meet New Mexico academic standards; (d) are high quality, sustained, intensive and focused on the classroom; and (e) are developed and evaluated regularly with extensive participation of school employees and parents.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| SD | Signed into law 02/2003 | P-12 | Amends 13-26-4. A school may have teacher-parent conferences during the school year and not more than 16.5 hours may be counted as hours in session. Also, boards may designate a maximum of 5.5 hours of the 16.5 session hours as in-service teacher training.
Title: H.B. 1041
Source: http://legis.state.sd.us
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| TX | Adopted 12/2002 | P-12 | Replaces rules pertaining to Board contracted Continuing Professional Education (CPE) Sponsors. Allows contracting with providers and sets out requirements, most of which concern contractual obligations. Section 523.25 deals with evaluation. TEXAS REG 84215 (SN)
Title: 22 TAC 523.71
Source: StateNet
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| MA | Signed into law 08/2002 | P-12 | Districts are required to provide teachers with development in second language acquisition techniques, and professional development plans are to be filed annually with the state commissioner. http://www.state.ma.us/legis/bills/house/ht05010.htm
Title: H.B. 5010
Source: http://www.state.ma.us
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| RI | To governor 06/2002 | P-12 | This act would require that 25% of the funds appropriated for professional development would be set aside for district-wide professional development. This act would take effect upon passage.
Title: S.B. 2624
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2002 | P-12 | Requires successful completion of the competency examination for licensure except for Alternative Placement Program candidates; adds additional professional days for teachers for certain purposes.
Title: S.B. 1595
Source: http://www2.lsb.state.ok.us/2001-02SB/sb1010_enr.rtf
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| MS | Signed into law 04/2002 | P-12 | Allows any local school district to fund extended day and -year programs for kindergarten or compulsory age students through sources other than the adequate education program. Permits local boards to expend funds from any available sources to help defray costs of student field trips to public or private nonprofit museums. Allows local boards to enter into contracts or agreements with public or private individuals or entities to provide staff training or development. Requires School Executive Management Institute to issue certificates of completion to those school board members who complete the basic education course within the institute. Deletes language relating to required content and location of local board member basic training courses. Transfers responsibility for issuance of school board member continuing education courses from institute to state school boards association. Requires state school boards association to report annually to state board and assembly education committee chairs on activites and provide evaluation of continuing education programs offered by the association each year. Eliminates language mandating content of continuing education courses conducted by School Executive Management Institute for elementary and secondary school principals. Eliminates language requiring board members to file annually a certificate of completion of continuing education course conducted by postsecondary institutions but maintains same requirement for courses conducted by Mississippi School Boards Association. http://billstatus.ls.state.ms.us/documents/2002/html/HB/0400-0499/HB0494SG.htm
Title: H.B. 494
Source: billstatus.ls.state.ms.us
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| LA | Signed into law 07/2001 | P-12 | Deletes the provisions requiring teachers (contingent upon salary increases) to work an additional three days for staff development.
Title: H.B. 1447
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 05/2001 | P-12 | Offers an incentive to state teachers to take professional development course work by allowing them a 100% state tax deduction on tuition costs.
Title: S.B. 1315
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 05/2001 | P-12 | Makes an appropriation for the establishment and continuation of professional development schools for teachers. Full legislation is below.
Title: S.B. 1213
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 05/2001 | P-12 | Retains priority for funding to improve middle school mathematics teachers' content knowledge; permits the Department of Education to approve funding for other content areas during 2000-2002 for middle school teachers if all funds are not needed for the first priority; provides that funds in the Teachers' Professional Growth Fund do not lapse at the end of each year.
Title: H.B. 66
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 05/2001 | P-12 | Increases to 1,000 the maximum number of teachers eligible to participate in the State and Local Aid Program for Certification by the National Board for Professional Teaching Standards.
Title: S.B. 129
Source: Lexis-Nexis/StateNet
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| ND | Signed into law 05/2001 | P-12 | On or before October first of each year, each school district is required to file a report with the state
superintendent indicating:
a. The amount and source of funds that were made available to the district for
professional development during the preceding school year;
b. The amount and source of funds that were expended by the district for professional
development during the preceding school year;
c. The number of district teachers who participated in professional development
activities during the preceding school year;
d. The source of funding for the professional development activities in which the
teachers participated during the preceding school year; and
e. The nature and scope of the professional development activities in which the teachers
participated.
Title: H. B. 1293--Professional Development Portion
Source: North Dakota Legislative Web Site
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| OK | Signed into law 05/2001 | P-12 | Concerns Academic Performance Awards Programs, continuing education for mathematics teachers, National Board certification; removes authority of Oklahoma State Regents for Higher Education to establish repayment of certain student loans program; establishes teacher shortage employment incentive program; authorizes State Regents to make certain employment incentive payments, with limit on amount of certain incentive payments; authorizes reduction of employment incentive payments if funds not available; addresses extended programs. Implementation of these sections is to be delayed until the current expenditure per pupil in average daily attendance in public elementary and secondary schools in unadjusted dollars for the 1998-99 school year or any school year thereafter for Oklahoma, as reported by the National Center for Education Statistics annually in the Digest of Education Statistics, reaches at least ninety percent (90%) of the regional average expenditure for that same year, and funds are provided.
Title: H.B. 1499--Multiple Components
Source: Oklahoma Legislative Web Site
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| SC | Signed into law 05/2001 | P-12 | Amends Section 59-18-1930. The Education Oversight Committee shall provide for a comprehensive review of state and local professional development to include principal leadership development and teacher staff development. The review must provide an analysis of training to include what professional development is offered, how it is offered, the support given to implement skills acquired from professional development, and how the professional development enhances the academic goals outlined in district and school strategic plans. The oversight committee shall recommend better ways to provide and meet the needs for professional development, to include the use of the existing five contract days for in service. Needed revisions shall be made to state regulations to promote use of state dollars for training which meets national standards for staff development. Upon receipt of the recommendations from the comprehensive review of state and local professional development, the state department of education shall develop an accountability system to ensure that identified professional development standards are effectively implemented.
Title: H.B. 3534
Source: South Carolina Legislative Web Site
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| TX | Signed into law 05/2001 | P-12 | From bill analysis: The number of special education students included in the mainstream classroom has steadily increased over the last twenty-five years. Many teachers in the regular classroom have at least one special education student in their classes, yet many of those teachers receive little, if any, training on instructing children with disabilities. The requirements and regulations accompanying the individualized education and behavior management plans associated with these students can be complicated and difficult to implement. A teacher who is trained to understand effective methods of reaching disabled students will be more capable of serving both regular education and special education students in the classroom. S.B. 1727 requires a school district's staff development to include training that relates to instruction of students with disabilities and is designed for educators who work primarily outside of the area of special education.
Title: S.B. 1727
Source: Senate Research Center
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| AR | Signed into law 04/2001 | P-12 | Creates the Delta Leadership Act of 2001; creates the Delta Leadership Institute for teachers to provide high quality research based professional development for teachers in the delta region.
Title: H.B. 2545
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12 | Creates public school reading proficiency fund to help train teachers to teach reading and writing to students below grade level; sets up "enterprise centers" to provide fee-for-service assistance to districts; creates "probationary school intervention funds" for grants to probationary schools; requires colleges of education to form a consortium to develop criterion-referenced end-of-course tests for high schools (to be administered during 2002-03); makes appropriations for professional development days for teachers, teacher mentorship programs, etc.; appropriates dollars to summer programs, bilingual, art/music, full-day kindergarten; appropriates dollars to standards/assessment alignment, development of new assessments and early literacy interventions.
Title: S.B. 307
Source: New Mexico Legislative Web Site
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| NM | Vetoed 04/2001 | P-12 | Section 30, requires that by 2001-2002 budgets reflect a school year of at least 190 days. 180 days are for instruction and ten days are for teachers' professional development, provided that there is legislative appropriation to implement this requirement.
Title: S.B. 308
Source: New Mexico Legislative Web Site
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| NM | Signed into law 03/2001 | P-12 | Senate Bill 28 amends Chapter 21, State and Private Education Institutions, NMSA 1978, to authorize two-year post-secondary educational institutions to award appropriate certificates upon completion of an education curriculum and program leading to alternative certification for certified school instructor or certification of educational assistant and professional development for teachers. This bill also amends the Public School Code to require the State Board of Education to approve education curricula and programs offered in two-year public post-secondary institutions that lead to certificates for alternative certification and coursework for professional development.
Title: S.B. 28
Source: New Mexico Legislative Web Site
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| UT | Signed into law 03/2001 | P-12 | Modifies provisions related to State System of Public and Higher Education to address issues of teacher quality in recognition of relationship to student success; provides for comprehensive policy on teacher quality to include components on recruitment, preservice, licensure, induction, professional development, and evaluation; requires annual report to Legislature on state of teacher quality in state, to include reliable data on state's supply of and demand for teachers.
Title: S.B. 16
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/2001 | P-12 | This act modifies provisions related to the State System of Public Education by granting
tuition waivers to educators for courses taken at higher education institutions that satisfy
professional development requirements for retaining a license to teach. The law stipulates that (A) the educator is enrolled on the basis of surplus space in the class after regularly enrolled students have been assigned and admitted to available classroom space in accordance with regular procedures and normal teaching loads in that space within the institution's approved budget; and (B) enrollments are determined by each institution under rules and guidelines established by the State Board of Regents in accordance with findings of fact that space is available for the educator's enrollment.
Title: H.B. 211
Source: http://www.le.state.ut.us/house/index.htm
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| UT | Signed into law 03/2001 | P-12 | Modifies provisions related to the State System of Public Education to address issues related to the Utah Performance Assessment System for Students (U-PASS); expands the categories for disaggregating student performance data to include limited English proficiency; requires each local school boards staff be provided a professional development program to effectively maintain U-PASS; requires additional data to be reported annually.
Title: S.B. 28
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 02/2001 | P-12 | Increases the award for subsidized teacher training for advanced placement courses. The award will now increase from $450 to $650 per teacher.
Title: S.B. 60
Source: Lexis-Nexis/StateNet
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| WY | Signed into law 02/2001 | P-12 | Relates to regional development preschool system teachers; includes employment as a teacher in the regional development preschool system as school district service credit; modifying the teacher seniority adjustment computation under the foundation program formula to include such service.
Title: H.B. 113
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 07/2000 | P-12 | Authorizes a substitute teacher who holds a lapsed or expired certificate or has a bachelors degree to teach up to 100 days during a school year. Removes all limits on number of days a certified substitute teacher can teach. Removes the prohibition on paying stipends to teachers who attend professional development institutes in reading. Authorizes Teacher Preparation commission to pay all stipends.
Title: H.B. 2000
Source: 2000 Legislative Summary, Oklahoma
| |
| RI | Signed into law 07/2000 | P-12 | Relates to An act pertaining to education; relates to the State-Wide Reading Success Institute for training teachers.
Title: H.B. 7735
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/2000 | P-12 | Creates a grant program to assist public schools in implementing teacher development activitie that are school-based, and focus on developing skills in instructing students in reading, writing, mathematics and science.
Title: H.B. 1173
Source: Lexis-Nexis/StateNet
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| WA | Approved by voters 06/2000 | P-12 | INITIATIVE 728: Shall school districts reduce class sizes, extend learning programs, expand teacher training, and construct facilities, funded by lottery proceeds, existing property taxes, and budget reserves?
Title: Initiative 728
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 05/2000 | P-12 | Creates the Professional Development and Educator Accountability Act. Beginning in 2002, at least 20% of educator's performance evaluation will be tied to student improvement -- teachers and administrators who fail to measure up can be dismissed. Establishes more rigorous system of professional development, teaching standards, licensure and certification requirements; expands the salary system to include compensations for skills and knowledge. Encourages focused, career-long professional development and compensates teachers for additional responsibilities or becoming National Board certified. Ends social promotion - beginning in 2002, students reading below the standard in 3rd, 5th and 8th grades will be required to attend summer school and meet standard to move to next grade. Same provisions apply to 8th graders for math. Students not meeting standards will receive mandatory individual improvement plans (some state funds available for extra time instruction). Future students must demonstrate they meet 10th grade standards in language arts and math to receive academic diploma.
Title: S.B. 260
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 05/2000 | P-12 | Allows 1 local school district the ability to pilot a professional development and/or evaluation plan.
Title: S.B. 343
Source: Lexis-Nexis/StateNet
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| MN | Signed by governor 05/2000 | P-12 | Establishes this project in the Department of Children, Families and Learning to retain new teachers in the profession and to provide models for professional development. A school district with an approved new teacher plan is eligible to receive $3,000 of state money for each new teacher participant. The district must contribute $2,000 for each new teacher participant. An allocation of $1 million is from appropriations for Best Practices Seminars (see Article 7, Section 15, Subd, 4).
Title: H.B. 3800
Source: MN Department of Children, Families and Learning
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| MN | Signed by governor 05/2000 | P-12 | Beginning in FY 2001, increases the general education formula allowance by $39, from $3,925 to $3,964 per adjusted marginal cost pupil unit. Increases the amount of basic revenue a district must reserve for staff development from 1% to 2%. Clarifies that basic revenue equals the product of the formula allowance times the adjusted marginal cost pupil units.
Title: H.B. 3800
Source: Department of Children, Families and Learning
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| OK | Signed into law 05/2000 | P-12 | Provides continued support of elementary school reading professional development institutes through ongoing teacher development at individual school sites. Funds may be used for the cost of mentor training, payment for substitute teachers, on-site facilitation, and any other costs necessary to ensure improved reading by students. If a teacher attends and completes a professional development institute in elementary reading approved by the Oklahoma Commission for teacher preparation during the summer or when school is not in session, the teacher shall receive a stipend equal to the amount of the cost for a substitute teacher, based on the amount of funds allocated.
Title: H.B. 2000
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2000 | P-12 | Creates the Middle School Mathematics Professional Development Fund to provide moneys to teachers of middle school mathematics for tuition reimbursements and stipends for approved university and college courses, approved professional development programs and preparation for certification by the National Board of Professional Teaching Standards.
Title: S.B. 77
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/2000 | P-12 | Establishes and implements a superior-performing and exemplary schools program for identifying and granting financial incentives to low performing schools that improve and to the highest performing schools in their classification; provides for school improvement plans for priority schools and the appointment of assistance teams; provides professional development and evaluation of principals, teachers and superintendents; raises salaries for teachers and assistant teachers.
Title: H.B. 1134
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 04/2000 | P-12 | Allows a school district to pay for attendance of school district employees at classes or workshops conducted by a company that employs one or more of the school district employees to conduct the classes or workshops.
Title: H.B. 2506
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | Funding for staff and professional development has been lowered from 1 ½% of salaries to 1%.
Title: H.B. 1187
Source: Georgia Department of Education
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| KY | Signed into law 03/2000 | P-12 | Permits teachers and employees in the state and locally operated secondary area technology centers to earn up to six college credits per term in tuition-free courses at public postsecondary institutions.
Title: S.B. 240
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 10/1999 | P-12 | Chapter No. 685; Extends the 1/1/1995 date by which a teacher would be required to be a permanent employee to 1/1/1999 and the 1/1/2000 deadline for the completion of the staff development required to 01/01/05. Authorizes a teacher who completes staff development in methods of specially designed content instruction delivered in English to provide that instruction in any departmentalized teaching assignment consistent with the authorization of the basic credential.
Title: S.B. 395
Source: Lexis-Nexis/StateNet
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| OH | Signed by governor 06/1999 | P-12 | Permits agencies that employ licensed educators to establish local professional development committees and requires the Department of Education under certain circumstances to retroactively approve professional development plans and coursework approved by the committees of educational service centers and county MR/DD boards since July 1, 1998. Requires the Legislative Office of Education Oversight to conduct a statewide assessment of professional development for educators in Ohio, to be completed by Nov. 15, 2000.
Title: H.B. 282
Source: Ohio School Boards Association "Briefcase," June 23, 1999
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| FL | Signed into law 05/1999 | P-12
Postsec. | Implements a comprehensive approach to improve teaching quality by raising standards for certification, establishing a statewide system for inservice professional development, and increasing accountability for administrators. Department of Education must review Chapter 231, F.S., and recommend, by January 1, 2000, more rigorous standards for initial and continuing certification, and more alternative certification options for persons with specific subject-area expertise. Establishes a network of professional development academies in each region of the state operated in partnership with area business partners to develop and deliver high quality training programs purchased by the districts. To be eligible for funds, the academy must demonstrate that it can effectively train teachers to improve their skills in elementary reading and math, the use of instructional technology, high school algebra, and classroom management.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
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| VA | Signed into law 05/1999 | P-12 | Directs the Board of Education to include in its licensure regulations a requirement that on and after 7/1/2003, persons seeking initial licensure or license renewal as teachers demonstrate minimum proficiency in the use of educational technology; enforces standards 6 of the Standards of Quality to require local school boards to provide programs of professional development in educational technology for all instructional personnel.
Title: H.B. 2263
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 04/1999 | P-12 | Requires professional development of teachers.
Title: S.B. 110
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 01/1999 | P-12 | Establishes a state income tax deduction for 20% of the costs incurred by a licensed primary or secondary school teacher for tuition to attend required continuing teacher education courses.
Title: S.B. 877
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/1998 | P-12 | Extends school year for K-12 to 180 days. Eliminates the 8 days of staff development, provides funding for up to three days for optional staff development for certified teachers and one day for instructional aides.
Title: S.B. 1193
Source: "EDCAL," September 7, 1998
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| TN | Died 06/1998 | P-12 | Allows full-time certified teachers to take one free course per term at any State Supported college, university or technology center on a space-available basis.
Title: S.B. 2170 Staff Development Courses
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 05/1998 | P-12 | Provides relative to length of school day, length of school year, and additional staff development days for teachers under certain circumstances.
Title: H.B. 119
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 02/1998 | P-12 | Recognizes the importance of teacher preparation and professional development programs; encourages the Joint Liason Committee and its advisory task force to continue to bring recommendations to the legislature for legislation or policies to improve those programs.
Title: H.C.R. 3
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/1997 | P-12 | The state's major piece of teacher policy legislation this session was H.B. 1058 which amended the educator licensing statutes. Requires that applicants complete a set of fingerprints and oath concerning conviction of a felony or misdemeanor; clarifies that a professional licensee need not be employed as a professional educator during the term of the professional license; deletes the requirement that a professional licensee complete ongoing professional development in consultation with an immediate supervision; prohibits the state board of education (SBE) from adopting rules to require specific professional development activities of more than six (6) credit hours or 90 actual hours; allows the SBE to renew a provisional educator license for additional 3-year periods if all the licensee can demonstrate good cause for failure to complete an induction program; prohibits the SBE from requiring any applicant for a professional educator license to demonstrate professional competencies if the applicant demonstrated professional competencies prior to obtaining a provisional license; authorizes the department to education to issue a professional teacher license to any person who obtains national certification; authorizes the professional standards boards to review and make recommendations concerning educator preparation programs offered by institutions of higher education in the state and issuance of master certificates for professional licensees.
Title: H.B. 1058 Teacher Licensing
Source: Colorado Legislative Council Staff
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| NM | Vetoed 04/1997 | P-12 | enacts the Professional Development Act; makes appropriations; establishes a framework for professional development within the Department of Education to facilitate statewide planning and adoption of professional development programs in school districts to ensure that New Mexico public schools have a quality work force.
Title: S.B. 5 Professional Development Act
Source: Lexis-Nexis
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| VA | Signed into law 04/1997 | P-12 | Requires training for new and existing teachers and other instructional personnel in the use of educational technology; mandates that the Board of Education provide technical assistance to local school boards on professional development in education technology to ensure that all instructional personnel are proficient in the use of educational technology for all instructional personnel consistent with the 6 year education technology plan.
Title: H.B. 1848 Educational Technology Training
Source: Lexis-Nexis
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| WA | Vetoed 02/1997 | P-12 | Provides teachers with an accurate evaluation of student reading progress; provides teachers with information needed to improve instructional strategies.
Title: H.B. 2042 Reading in the Primary Grades
Source: Lexis-Nexis
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| MA | Signed into law 08/1996 | P-12 | Clarifies the alternate methods of fulfilling professional development.
Title: H.B. 3893 Professional development
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 04/1996 | P-12 | (Effective: 04/25/96) The State Board of Education shall adopt a student assessment program consisting of instruments, procedures, and policies necessary to implement the program and shall fund all costs of providing and scoring such instruments, subject to appropriation by the Genderal Assembly. Nationally norm referenced instruments in reading, mathematics, scinece and social studies shall be administered to students in grades three, five, and eight. The State Board of Education shall review, revise, and upgrade the quality core curriculum. Following the adoption of this revised curriculum, the State Board of Education shall contract for devlopment of criterion-referenced tests to measure the quality core curriculum and such tests shall be administered to students in three grades not lower than grade three. This action shall be completed within two years. A curriculum based assessment shall be administered in grade 11 for graduation purposes. Writing assessments shall be administered to students in grades three, five, eight, and 11. The writing assessments shall provide students and their parents with performance outcome measures resulting from the administration of such tests. The State Board of Education shall have the authority to condition the awarding of a high school diploma to a student upon achievement of satisfactory scores on instruments or tests adopted and administered by the state board pursuant to subsection (a) of this Code section. The state board is authorized and directed to adopt regulations providing that any handicapped child, as defined by the provisions of this article, shall be afforded opportunities to take any test adopted by the state board as a condition for the awarding of a high school diploma. Said regulations shall further provide for appropriate accommodations in the administration of such test. Said regulations shall further provide for the awarding of a special education diploma to any handicapped student who is lawfully assigned to a special education program and who does not achieve a passing score on said test or who has not completed all of the requirements for a high school diploma but who has nevertheless completed his or her Individualized Education Program. Teachers in grades 3-12 shall participate annually in a staff development program on the use of tests within the instructional program designed to improve students' academic achievement. This program shall instruct teachers on curriculum alignment related to tests, disaggregated student test data to identify student academic weaknesses by subtests, and other appropriate applications as determined by the State Board of Education.
Title: S.B. 11 Curriculum Based Assessment Results
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 04/1996 | P-12 | Directs the State Council of Higher Education to establish, from such funds as may be appropriated for this purpose, institutes providing technology training for teachers and administrators in the elementary and secondary schools of the Commonwealth.
Title: H.B. 1097 Technology Training for Teachers and Administrators
Source: Lexis-Nexis/StateNet
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| KY | Active 02/1996 | P-12 | Kentucky has connected every school to the Kentucky Information Highway and every school is on-line with an extensive array of powerful office, communications and Internet services. 100% of districts have direct, free Internet access and 100% of schools have at least 1-800# dial in access capability. All Kentucky districts and schools have unlimited right to use Netscape at no cost as the Internet browser. Every Kentucky school has access to the same greatly discounted telecommunications line rates which are fixed, flat cost and neither mileage nor usage sensitive. The state has invested approximately $9 million in professional development and instructional support so teachers know how to use instructional technology to enhance learning. By June 1996, 63 of Kentucky's schools will be operating a local area network.
Title: The Superhighway in Kentucky
Source: Wisconsin Association of School Boards, Are WI's Schools Stuck in the Slow Lane? Appendix 1
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| ME | Signed into law 06/1995 | P-12 | (Effective: 06/27/95) Directs the Department of Education to facilitate, statewide, the development of an integrated and coordinated staff development program for all school personnel; specifies that the plan is intended to maximize the use of staff workshop days; provides that the plan be financed through existing funds; provides continuing education unit requirements for participants.
Title: H.B. 1053 Staff Development
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 06/1995 | P-12 | (Effective: 06/08/95) Repeals sections relating to certain teacher certification and licensure provisions, professional standards board, in service teacher education programs, qualifications of teachers, screening of college applicants, licensure and certification, the entry-year assistance program, staff development, persons subject to licensure and certification, cooperative programs; curriculum examinations, emergency certification and public filing of certification.
Title: H.B. 1549 Teacher Certification
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 05/1995 | P-12 | (Effective: 05/30/95) Allows excess accumulated instructional time by schools to be used for dismissal of students for faculty professional development.
Title: H.B. 1234/S.B. 1697 Faculty Development
Source: Lexis-Nexis/StateNet
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| AR | Vetoed 04/1995 | P-12 | Requires that the last five school days of the year be devoted to teacher planning for implementation of A.C.A. 6-15-1001, the meeting the National Education Goals.
Title: S.B. 539 - Teacher Planning
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/1995 | P-12 | Requires the Department of Education to conduct a study of existing professional development opportunities in public schools and present a report to the Joint Interim Committee on Education.
Title: H.B. 2075 - Professional Development Opportunities Study
Source: Lexis-Nexis/StateNet
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| MN | Signed into law 06/1994 | P-12 | The portion of the general education formula that school districts are required to spend for staff development programs is increased from 2% ($63 per pupil unit) in 1994-95 to 2.5% ($79 per pupil unit) in 1995-96. (Legislative Summary 1994)
Title: Funding Staff Development
Source: House of Representatives
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| KY | Signed into law 05/1994 | P-12 | Requires public schools to close on the day of an election; allows designation of election days for professional development. (KY Teacher 5/94)
Title: S.B. 281 Election Days used as professional development
Source: KY Dept of Ed
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| KY | Signed into law 05/1994 | P-12 | Requires that, in the formula by which school district funds are allocated to school councils, there will be an allocation for professional development that is at least 65% of the district's per pupil allocation for professional development. (KY Teacher 5/94)
Title: H.B. 211 School Based Decision Making/Professional Development
Source: KY Department of Education
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| KY | Signed into law 05/1994 | P-12 | Extends for one biennium the option for boards of education to use up to five instructional days of the school term for professional development. (KY Teacher 5/94)
Title: S.B. 162 Professional Development
Source: KY Department of Education
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| WA | Signed into law 04/1994 | P-12 | (Effective: 04/01/94) A number of changes are made to ESH.B. 1209, the 1993 education reform law. Student Learning Improvement grants: funds may be used for staff development and planning for certificated and classified staff and for site based planning activities, may be used in July and August prior to the next school year, funding for up to four days will be provided for each of the three years of the grants program, and districts and strongly encouraged not to supplant funding previously used for planning and staff development. Student Learning: a list of basic values and character traits is added to statute. These values and traits are not intended to be assessed or be standards for graduation. They include: honesty, integrity and trust; respect for self and others; responsibility for personal actions and commitments; self discipline and moderation; diligence and a positive work ethic; respect for law and authority; healthy and positive behavior; and family as the basis of society. Other; several additional changes of a technical and clarifying nature are also made. (1994 End of Session Report)
Title: ESHB 2850 Student Learning Improvement Grants
Source: Senate Education Committee
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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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