Florida Senate - 2013 CS for SB 1664
By the Committee on Education; and Senator Legg
581-02625-13 20131664c1
1 A bill to be entitled
2 An act relating to education instructional personnel
3 and school administrators; amending s. 1004.04, F.S.;
4 revising legislative intent; revising the requirements
5 of State Board of Education rule for uniform core
6 curricula for state-approved teacher preparation
7 programs; revising the process for initial approval of
8 state-approved teacher preparation programs; revising
9 the requirements for continued approval of state
10 approved teacher preparation programs; requiring the
11 State Board of Education to adopt rules for continued
12 approval of teacher preparation programs; requiring
13 the Commissioner of Education to determine the
14 continued approval of each program; providing
15 requirements for a report that certain public and
16 private institutions prepare regarding their teacher
17 preparation programs; requiring the Department of
18 Education to report to the Governor, the Legislature,
19 the State Board of Education, the Board of Governors,
20 the Commissioner of Education, each Florida
21 postsecondary teacher preparation program, each
22 district school superintendent, and the public the
23 results of each approved program’s annual progress and
24 the current approval status of each program; revising
25 the requirements for preservice field experience;
26 amending s. 1004.85, F.S.; revising the definition of
27 the term “educator preparation institute”; authorizing
28 a qualified private provider to seek approval to offer
29 a competency-based certification program; revising the
30 criteria for approval of preparation programs;
31 requiring the department to approve a certification
32 program under certain circumstances; revising the
33 requirements for program participants; revising the
34 criteria for continued approval of programs; revising
35 the requirements for personnel that participate in
36 field experiences; amending s. 1012.32, F.S.;
37 conforming cross-references and conforming provisions
38 to changes made by the act; amending s. 1012.55, F.S.;
39 requiring the State Board of Education to adopt rules
40 that allow an individual who meets specified criteria
41 to be eligible for a temporary certificate in
42 education leadership; amending s. 1012.56, F.S.;
43 authorizing the State Board of Education to adopt
44 rules that allow for the acceptance of college course
45 credits recommended by the American Council for
46 Education; authorizing a school district to provide a
47 professional development certification program;
48 specifying the components of the program; revising
49 requirements for demonstrating mastery of professional
50 education competence; requiring the Commissioner of
51 Education to determine the continued approval of the
52 programs; requiring the Department of Education to
53 provide a review procedure for an applicant who fails
54 a certification examination; requiring the applicant
55 to bear the actual cost in order for the department to
56 provide an examination review; amending s. 1012.585,
57 F.S.; conforming a cross-reference; amending s.
58 1012.71, F.S.; renaming the Florida Teachers Lead
59 Program as the Florida Teachers Classroom Supply
60 Assistance Program; providing that the calculation of
61 funds for each teacher includes local contributions;
62 requiring that a teacher’s proportionate share of
63 funds be provided by any means determined appropriate,
64 including a debit card; providing requirements for the
65 debit card; authorizing the Department of Education
66 and the district school boards to enter into public
67 private partnerships; deleting provisions relating to
68 a pilot program established for the 2009-2010 fiscal
69 year; amending s. 1012.98, F.S.; authorizing rather
70 than requiring each school principal to establish and
71 maintain an individual professional development plan
72 for each instructional employee assigned to the school
73 as a seamless component to the school improvement
74 plans; providing an effective date.
75
76 Be It Enacted by the Legislature of the State of Florida:
77
78 Section 1. Section 1004.04, Florida Statutes, is amended to
79 read:
80 1004.04 Public accountability and state approval for
81 teacher preparation programs.—
82 (1) INTENT.—
83 (a) The Legislature recognizes that effective skilled
84 teachers make an important contribution to a system that allows
85 students to obtain a high-quality education.
86 (b) The intent of the Legislature is to require the State
87 Board of Education to maintain attain a system for development
88 and approval of teacher preparation programs which that allows
89 postsecondary teacher preparation institutions to employ varied
90 and innovative teacher preparation techniques while being held
91 accountable for producing program completers graduates with the
92 competencies and skills necessary to achieve the state education
93 goals; help all students in the state’s diverse student
94 population, including students who have substandard reading and
95 computational skills and students with limited English
96 proficiency, meet high standards for academic achievement;
97 maintain safe, secure classroom learning environments; and
98 sustain the state system of school improvement and education
99 accountability established pursuant to ss. 1000.03(5) and
100 1008.345.
101 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
102 (a) The State Board of Education shall adopt rules pursuant
103 to ss. 120.536(1) and 120.54 which that establish uniform core
104 curricula for each state-approved teacher preparation program.
105 (b) The rules to establish uniform core curricula for each
106 state-approved teacher preparation program must include, but are
107 not limited to, the following:
108 1. The Florida Educator Accomplished Practices.
109 2. The state-adopted content standards. a State Board of
110 Education identified foundation in
111 3. Scientifically researched reading instruction.,
112 knowledge-based reading
113 4. Content literacy and mathematics practices.
114 computational skills acquisition; classroom management;
115 5. Strategies appropriate for the instruction of English
116 language learners.
117 6. Strategies appropriate for the instruction of students
118 with disabilities.
119 7. School safety; professional ethics; educational law;
120 human development and learning; and understanding of the
121 Sunshine State Standards content measured by state achievement
122 tests, reading and interpretation of data, and use of data to
123 improve student achievement.
124 (c) Each candidate must receive instruction and be assessed
125 on the uniform core curricula in the candidate’s area or areas
126 of program concentration during course work and field
127 experiences These rules shall not require an additional period
128 of time-to-degree but may be phased in to enable teacher
129 preparation programs to supplant courses, including pedagogy
130 courses, not required by law or State Board of Education rule
131 with the courses identified pursuant to paragraph (b).
132 (d) Before program completion, each candidate must
133 demonstrate his or her ability to positively impact student
134 learning growth in the candidate’s area or areas of program
135 concentration during a prekindergarten through grade 12 field
136 experience and must pass each portion of the Florida Teacher
137 Certification Examination required for a professional
138 certificate in the area or areas of program concentration.
139 (3) DEVELOPMENT OF TEACHER PREPARATION PROGRAMS.—A system
140 developed by the Department of Education in collaboration with
141 postsecondary educational institutions shall assist departments
142 and colleges of education in the restructuring of their programs
143 in accordance with this section to meet the need for producing
144 quality teachers now and in the future.
145 (a) The system must be designed to assist teacher educators
146 in conceptualizing, developing, implementing, and evaluating
147 programs that meet state-adopted standards. These standards
148 shall emphasize quality indicators drawn from research,
149 professional literature, recognized guidelines, Florida
150 essential teaching competencies and educator-accomplished
151 practices, effective classroom practices, and the outcomes of
152 the state system of school improvement and education
153 accountability, as well as performance measures.
154 (b) Departments and colleges of education shall emphasize
155 the state system of school improvement and education
156 accountability concepts and standards, including Sunshine State
157 Standards.
158 (c) State-approved teacher preparation programs must
159 incorporate:
160 1. Appropriate English for Speakers of Other Languages
161 instruction so that program graduates will have completed the
162 requirements for teaching limited English proficient students in
163 Florida public schools.
164 2. Scientifically researched, knowledge-based reading
165 literacy and computational skills instruction so that program
166 graduates will be able to provide the necessary academic
167 foundations for their students at whatever grade levels they
168 choose to teach.
169 (3)(4) INITIAL STATE PROGRAM APPROVAL.—
170 (a) A program approval process based on standards adopted
171 pursuant to this subsection and subsection subsections (2) and
172 (3) must be established for postsecondary teacher preparation
173 programs, phased in according to timelines determined by the
174 Department of Education, and fully implemented for all teacher
175 preparation programs in the state. Each program shall be
176 approved by the department, consistent with the intent set forth
177 in subsection (1) and based primarily upon evidence of the
178 institution’s and the program’s capacity to meet the
179 requirements for continued approval as provided in subsection
180 (4) and by the rules of the State Board of Education
181 significant, objective, and quantifiable graduate performance
182 measures.
183 (b) Each teacher preparation program approved by the
184 Department of Education, as provided for by this section, shall
185 require students to meet, at a minimum, the following as
186 prerequisites for admission into the program:
187 1. Have a grade point average of at least 2.5 on a 4.0
188 scale for the general education component of undergraduate
189 studies or have completed the requirements for a baccalaureate
190 degree with a minimum grade point average of 2.5 on a 4.0 scale
191 from any college or university accredited by a regional
192 accrediting association as defined by State Board of Education
193 rule or any college or university otherwise approved pursuant to
194 State Board of Education rule.
195 2. Demonstrate mastery of general knowledge sufficient for
196 entry into the program, including the ability to read, write,
197 and perform in mathematics compute, by passing the General
198 Knowledge Test of the Florida Teacher Certification Examination
199 or, for a graduate level program, obtain a baccalaureate degree
200 from an institution that is accredited or approved, the College
201 Level Academic Skills Test, a corresponding component of the
202 National Teachers Examination series, or a similar test pursuant
203 to the rules of the State Board of Education.
204
205 Each teacher preparation program may waive these admissions
206 requirements for up to 10 percent of the students admitted.
207 Programs shall implement strategies to ensure that students
208 admitted under a waiver receive assistance to demonstrate
209 competencies to successfully meet requirements for certification
210 and shall annually report to the Department of Education the
211 status of each candidate admitted under such a waiver.
212 (c) Each teacher preparation program approved by the
213 Department of Education, as provided for by this section, shall
214 provide a certification ombudsman to facilitate the process and
215 procedures required for graduates to obtain educator
216 professional or temporary certification pursuant to s. 1012.56.
217 (4)(5) CONTINUED PROGRAM APPROVAL.—Notwithstanding
218 subsection (4), failure by a public or nonpublic teacher
219 preparation program to meet the criteria for continued program
220 approval shall result in loss of program approval. The
221 Department of Education, in collaboration with the departments
222 and colleges of education, shall develop procedures for
223 continued program approval that document the continuous
224 improvement of program processes and graduates’ performance.
225 (a) Continued approval of a specific teacher preparation
226 program shall be based upon evidence that the program continues
227 to implement the requirements for initial approval and upon
228 significant, objective, and quantifiable measures of the program
229 and the performance of the program completers.
230 (a) The criteria for continued approval must include each
231 of the following:
232 1. Documentation from the program that each program
233 candidate met the admission requirements provided in subsection
234 (3).
235 2. Documentation from the program that the program and each
236 program completer have met the requirements provided in
237 subsection (2).
238 3. Evidence of performance in each of the following areas:
239 a. Placement rate of program completers into instructional
240 positions in Florida public schools.
241 b. Rate of retention for employed program completers in
242 instructional positions in Florida public schools.
243 c. Performance of students in prekindergarten through grade
244 12 who are assigned to in-field program completers on statewide
245 assessments using the results of the student learning growth
246 formula adopted under s. 1012.34.
247 d. Performance of students in prekindergarten through grade
248 12 who are assigned to in-field program completers aggregated by
249 student subgroup, as defined in the federal Elementary and
250 Secondary Education Act (ESEA), 20 U.S.C. s.
251 6311(b)(2)(C)(v)(II), as a measure of how well the program
252 prepares teachers to work with a diverse population of students
253 in a variety of settings in Florida public schools.
254 e. Results of a program completer’s annual performance
255 evaluation pursuant to s. 1012.34.
256 f. Production of program completers in statewide critical
257 teacher shortage areas as identified in s. 1012.07 programs at
258 each public and nonpublic postsecondary educational institution
259 within the state is contingent upon the passing of the written
260 examination required by s. 1012.56 by at least 90 percent of the
261 graduates of the program who take the examination. The
262 Department of Education shall annually provide an analysis of
263 the performance of the graduates of such institution with
264 respect to the competencies assessed by the examination required
265 by s. 1012.56.
266 (b) The State Board of Education shall adopt rules for
267 continued approval of teacher preparation programs which include
268 the program review process, the continued approval timelines,
269 and the performance level targets for each of the continued
270 approval criteria in paragraph (a). Additional criteria for
271 continued program approval for public institutions may be
272 approved by the State Board of Education. Such criteria may
273 include a must emphasize instruction in classroom management and
274 must provide for the evaluation of the teacher candidates’
275 performance in this area. The criteria shall also require
276 instruction in working with underachieving students. Program
277 evaluation procedures must include, but are not limited to,
278 program completer’s graduates’ satisfaction with instruction and
279 an employer’s satisfaction with, and the program’s
280 responsiveness to, local school districts. The Commissioner of
281 Education shall determine the continued approval of each program
282 based on the data collected pursuant to this section and the
283 rules of the State Board of Education Additional criteria for
284 continued program approval for nonpublic institutions shall be
285 developed in the same manner as for public institutions;
286 however, such criteria must be based upon significant,
287 objective, and quantifiable graduate performance measures.
288 Responsibility for collecting data on outcome measures through
289 survey instruments and other appropriate means shall be shared
290 by the postsecondary educational institutions and the Department
291 of Education. By January 1 of each year, the Department of
292 Education shall report this information for each postsecondary
293 educational institution that has state-approved programs of
294 teacher education to the Governor, the State Board of Education,
295 the Board of Governors, the Commissioner of Education, the
296 President of the Senate, the Speaker of the House of
297 Representatives, all Florida postsecondary teacher preparation
298 programs, and interested members of the public. This report must
299 analyze the data and make recommendations for improving teacher
300 preparation programs in the state.
301 (c) Each program must prepare and submit to the Department
302 of Education Continued approval for a teacher preparation
303 program is contingent upon the results of periodic reviews, on a
304 schedule established by the State Board of Education, of the
305 program conducted by the postsecondary educational institution,
306 using procedures and criteria outlined in an institutional
307 program evaluation plan approved by the Department of Education.
308 Each institutional program evaluation This plan must incorporate
309 the criteria established in paragraphs (a) and (b) and may
310 include additional data chosen by the program. The plan must
311 provide information on how the institution addresses continuous
312 program improvement and must include provisions for involving
313 primary stakeholders, such as program completers graduates,
314 public district school personnel, classroom teachers,
315 principals, community agencies, and business representatives in
316 the evaluation process. Upon request by an institution, the
317 department shall provide assistance in developing, enhancing, or
318 reviewing the institutional program evaluation plan and training
319 evaluation team members.
320 (d) Continued approval for a teacher preparation program is
321 contingent upon standards being in place that are designed to
322 adequately prepare elementary, middle, and high school teachers
323 to instruct their students in reading and higher-level
324 mathematics concepts and in the use of technology at the
325 appropriate grade level.
326 (e) Continued approval of teacher preparation programs is
327 contingent upon compliance with the student admission
328 requirements of subsection (4) and upon the receipt of at least
329 a satisfactory rating from public schools and private schools
330 that employ graduates of the program. Each teacher preparation
331 program must shall guarantee the high quality of its program
332 completers graduates during the first 2 years immediately
333 following completion of graduation from the program or following
334 initial certification, whichever occurs first. Any program
335 completer who is employed in a Florida public school during this
336 2-year period and who earns an evaluation result of developing
337 or unsatisfactory on the school district’s evaluation system
338 implemented under s. 1012.34 educator in a Florida school who
339 fails to demonstrate the essential skills specified in
340 subparagraphs 1.-5. shall be provided additional training by the
341 teacher preparation program at no expense to the educator or the
342 employer if requested by the employing school district or
343 charter school. Such training must consist of an individualized
344 plan agreed upon by the school district and the postsecondary
345 educational institution which that includes specific learning
346 outcomes. The postsecondary educational institution assumes no
347 responsibility for the educator’s employment contract with the
348 employer. Employer satisfaction shall be determined by an
349 annually administered survey instrument approved by the
350 Department of Education that, at a minimum, must include
351 employer satisfaction of the graduates’ ability to do the
352 following:
353 1. Write and speak in a logical and understandable style
354 with appropriate grammar.
355 2. Recognize signs of students’ difficulty with the reading
356 and computational process and apply appropriate measures to
357 improve students’ reading and computational performance.
358 3. Use and integrate appropriate technology in teaching and
359 learning processes.
360 4. Demonstrate knowledge and understanding of Sunshine
361 State Standards.
362 5. Maintain an orderly and disciplined classroom conducive
363 to student learning.
364 (e)(f)1. Each Florida public and private institution that
365 offers a state-approved teacher preparation program must
366 annually report information regarding its approved these
367 programs to the state and the general public. The report to the
368 state must include a list of candidates who are admitted to, who
369 are enrolled in, or who complete a teacher preparation program;
370 additional evidence necessary to document requirements for
371 continued approval; and data necessary to complete applicable
372 federal reporting requirements. The state reporting requirements
373 must minimize a program’s reporting burden whenever possible
374 without compromising data quality. The report to the general
375 public must include, at a minimum, the annual progress data
376 reported by the state under this paragraph, and may include
377 other information chosen by the institution or program. This
378 information shall be reported in a uniform and comprehensible
379 manner that is consistent with definitions and methods approved
380 by the Commissioner of the National Center for Educational
381 Statistics and that is approved by the State Board of Education.
382 This information must include, at a minimum:
383 a. The percent of graduates obtaining full-time teaching
384 employment within the first year of graduation.
385 b. The average length of stay of graduates in their full
386 time teaching positions.
387 c. Satisfaction ratings required in paragraph (e).
388 2. Each public and private institution offering training
389 for school readiness related professions, including training in
390 the fields of child care and early childhood education, whether
391 offering career credit, associate in applied science degree
392 programs, associate in science degree programs, or associate in
393 arts degree programs, shall annually report information
394 regarding these programs to the state and the general public in
395 a uniform and comprehensible manner that conforms with
396 definitions and methods approved by the State Board of
397 Education. This information must include, at a minimum:
398 a. Average length of stay of graduates in their positions.
399 b. Satisfaction ratings of graduates’ employers.
400
401 This information shall be reported through publications,
402 including college and university catalogs and promotional
403 materials sent to potential applicants, secondary school
404 guidance counselors, and prospective employers of the
405 institution’s program graduates.
406 (f) By January 1 of each year, the Department of Education
407 shall report the results of each approved program’s annual
408 progress on the performance measures in paragraph (a) as well as
409 the current approval status of each program to:
410 1. The Governor.
411 2. The President of the Senate.
412 3. The Speaker of the House of Representatives.
413 4. The State Board of Education.
414 5. The Board of Governors.
415 6. The Commissioner of Education.
416 7. Each Florida postsecondary teacher preparation program.
417 8. Each district school superintendent.
418 9. The public.
419
420 This report may include the results of other continued approval
421 requirements provided by State Board of Education rule and
422 recommendations for improving teacher preparation programs in
423 the state.
424 (5)(6) PRESERVICE FIELD EXPERIENCE.—All postsecondary
425 instructors, school district personnel and instructional
426 personnel, and school sites preparing instructional personnel
427 through preservice field experience courses and internships
428 shall meet special requirements. District school boards may are
429 authorized to pay student teachers during their internships.
430 (a) All instructors in postsecondary teacher preparation
431 programs who instruct or supervise preservice field experience
432 courses or internships in which candidates demonstrate an impact
433 on student learning growth must shall have each at least one of
434 the following: specialized training in clinical supervision; a
435 valid professional teaching certificate pursuant to ss. 1012.56
436 and 1012.585; and or at least 3 years of successful teaching
437 experience in prekindergarten through grade 12.
438 (b) All school district personnel and instructional
439 personnel who supervise or direct teacher preparation students
440 during field experience courses or internships in which
441 candidates demonstrate an impact on student learning growth must
442 have evidence of “clinical educator” training, a valid
443 professional certificate issued pursuant to s. 1012.56, and at
444 least 3 years of teaching experience in prekindergarten through
445 grade 12 and must have earned an effective or highly effective
446 rating on the prior year’s performance evaluation under s.
447 1012.34 or be a peer evaluator under the district’s evaluation
448 system approved under s. 1012.34 successfully demonstrate
449 effective classroom management strategies that consistently
450 result in improved student performance. The State Board of
451 Education shall approve the training requirements.
452 (c) Preservice field experience programs must include
453 candidate practice provide specific guidance and demonstration
454 of the uniform core curricula specific to the candidates’ area
455 or areas of program concentration with a diverse population of
456 students in a variety of settings effective classroom management
457 strategies, strategies for incorporating technology into
458 classroom instruction, strategies for incorporating
459 scientifically researched, knowledge-based reading literacy and
460 computational skills acquisition into classroom instruction, and
461 ways to link instructional plans to the Sunshine State
462 Standards, as appropriate. The length of structured field
463 experiences may be extended to ensure that candidates achieve
464 the competencies needed to meet certification requirements.
465 (d) Postsecondary teacher preparation programs in
466 cooperation with district school boards and approved private
467 school associations shall select the school sites for preservice
468 field experience activities based upon the qualifications of the
469 supervising personnel as described in this subsection and the
470 needs of the candidates. These sites must represent the full
471 spectrum of school communities, including, but not limited to,
472 schools located in urban settings. In order to be selected,
473 school sites must demonstrate commitment to the education of
474 public school students and to the preparation of future
475 teachers.
476 (7) STANDARDS OF EXCELLENCE.—The State Board of Education
477 shall approve standards of excellence for teacher preparation.
478 These standards must exceed the requirements for program
479 approval pursuant to subsection (4) and must incorporate state
480 and national recommendations for exemplary teacher preparation
481 programs.
482 (8) NATIONAL BOARD STANDARDS.—The State Board of Education
483 shall review standards and recommendations developed by the
484 National Board for Professional Teaching Standards and may
485 incorporate those parts deemed appropriate into criteria for
486 continued state program approval, standards of excellence, and
487 requirements for inservice education.
488 (9) FLORIDA COLLEGE SYSTEM INSTITUTIONS.—To the extent
489 practical, postsecondary educational institutions offering
490 teacher preparation programs shall establish articulation
491 agreements on a core of liberal arts courses and introductory
492 professional courses with field experience components which
493 shall be offered at Florida College System institutions.
494 (10) SHORT-TERM EXPERIENCES AS TEACHER ASSISTANTS.
495 Postsecondary institutions offering teacher preparation programs
496 and Florida College System institutions, in collaboration with
497 school districts, may develop and implement a program to provide
498 short-term experiences as teacher assistants prior to beginning
499 a teacher preparation program or alternative certification
500 program. The program shall serve individuals with baccalaureate
501 degrees who are interested in the teaching profession. This
502 experience may be accepted for use in teacher preparation
503 programs and competency-based alternative certification
504 programs, where applicable.
505 (6)(11) RULES.—The State Board of Education shall adopt
506 necessary rules pursuant to ss. 120.536(1) and 120.54 to
507 implement this section.
508 Section 2. Section 1004.85, Florida Statutes, is amended to
509 read:
510 1004.85 Postsecondary educator preparation institutes.—
511 (1) As used in this section, the term “educator preparation
512 institute” means an institute created by a postsecondary
513 institution or a qualified private provider and approved by the
514 Department of Education.
515 (2)(a) Postsecondary institutions that are accredited or
516 approved as described in State Board of Education rule may seek
517 approval from the Department of Education to create educator
518 preparation institutes for the purpose of providing any or all
519 of the following:
520 1.(a) Professional development instruction to assist
521 teachers in improving classroom instruction and in meeting
522 certification or recertification requirements.
523 2.(b) Instruction to assist potential and existing
524 substitute teachers in performing their duties.
525 3.(c) Instruction to assist paraprofessionals in meeting
526 education and training requirements.
527 4.(d) Instruction for baccalaureate degree holders to
528 become certified teachers as provided in this section in order
529 to increase routes to the classroom for mid-career professionals
530 who hold a baccalaureate degree and college graduates who were
531 not education majors.
532 (b) A private provider that has a proven history of
533 delivering high-quality teacher preparation, which is based on
534 evidence provided from other state recipients of its services
535 and data showing the successful performance of its completers
536 based on student achievement, may seek approval to offer a
537 competency-based certification program under subsection (3).
538 (3) Educator preparation institutes approved pursuant to
539 this section may offer competency-based alternative
540 certification programs specifically designed for noneducation
541 major baccalaureate degree holders to enable program
542 participants to meet the educator certification requirements of
543 s. 1012.56. Such programs shall be competency-based educator
544 certification preparation programs that prepare educators
545 through an alternative route. An educator preparation institute
546 choosing to offer a competency-based an alternative
547 certification program pursuant to the provisions of this section
548 must implement a program previously approved by the Department
549 of Education for this purpose or a program developed by the
550 institute and approved by the department for this purpose.
551 Approved programs shall be available for use by other approved
552 educator preparation institutes.
553 (a) Within 90 days after receipt of a request for approval,
554 the Department of Education shall approve a preparation an
555 alternative certification program pursuant to the requirements
556 of this subsection or issue a statement of the deficiencies in
557 the request for approval. The department shall approve a an
558 alternative certification program if the institute provides
559 sufficient evidence of the institute’s capacity to implement a
560 competency-based program that includes each of the following:
561 1.a. Participant instruction and assessment in the Florida
562 Educator Accomplished Practices.
563 b. The state-adopted student content standards.
564 c. Scientifically researched reading instruction.
565 d. Content literacy and mathematical practices.
566 e. Strategies appropriate for instruction of English
567 language learners.
568 f. Strategies appropriate for instruction of students with
569 disabilities.
570 g. School safety.
571 2. An educational plan for each participant to meet
572 certification requirements and demonstrate his or her ability to
573 teach the subject area for which the participant is seeking
574 certification, which is based on an assessment of his or her
575 competency in the areas listed in subparagraph 1 Instruction
576 must be provided in professional knowledge and subject matter
577 content that includes educator-accomplished practices and
578 competencies specified in State Board of Education rule and
579 meets subject matter content requirements, professional
580 competency testing requirements, and competencies associated
581 with teaching scientifically based reading instruction and
582 strategies that research has shown to be successful in improving
583 reading among low-performing readers.
584 3.2. Field experiences appropriate to the certification
585 subject area specified in the educational plan with a diverse
586 population of students in a variety of settings under the
587 program must provide field experience with supervision of from
588 qualified educators.
589 4.3. The program must provide A certification ombudsman to
590 facilitate the process and procedures required for participants
591 who complete the program to meet any requirements related to the
592 background screening pursuant to s. 1012.32 and educator
593 professional or temporary certification pursuant to s. 1012.56.
594 (b) Each program participant must:
595 1. Meet certification requirements pursuant to s.
596 1012.56(1) by obtaining a statement of status of eligibility in
597 the certification subject area of the educational plan and meet
598 the requirements of s. 1012.56(2)(a)-(f).
599 2. Participate in coursework and field experiences that are
600 experience that is appropriate to his or her educational plan
601 prepared under paragraph (a).
602 3. Before completion of the program, fully demonstrate his
603 or her ability to teach the subject area for which he or she is
604 seeking certification by documenting a positive impact on
605 student learning growth in a prekindergarten through grade 12
606 setting and achieving demonstrate mastery of professional
607 preparation and education competence by achievement of a passing
608 score on the professional education competency examination, the
609 basic skills examination, and the subject area examination for
610 the subject area certification which is required by state board
611 rule prior to completion of the program.
612 (c) Upon completion of all requirements for a an
613 alternative certification program approved pursuant to this
614 subsection, a participant shall receive a credential from the
615 sponsoring institution signifying that the participant has
616 completed a state-approved competency-based certification
617 program in the certification subject area specified in the
618 educational plan satisfaction of the requirements of s.
619 1012.56(6) relating to mastery of professional preparation and
620 education competence. A participant is shall be eligible for
621 educator certification through the Department of Education upon
622 satisfaction of all requirements for certification set forth in
623 s. 1012.56(2), including demonstration of mastery of general
624 knowledge, subject area knowledge, and professional preparation
625 and education competence, through testing or other statutorily
626 authorized means.
627 (d) If an institution offers an alternative certification
628 program approved pursuant to this subsection, such program may
629 be used by the school district or districts served by that
630 institution in addition to the alternative certification program
631 as required in s. 1012.56(8).
632 (4) Continued approval of each program approved pursuant to
633 this section shall be determined by the Commissioner of
634 Education based upon a periodic review of the following areas:
635 (a) Documentation from the program that each program
636 completer has met the requirements of paragraphs (3)(a)-(c);
637 (b) Evidence of performance in each of the following areas:
638 1. Placement rate of program completers into instructional
639 positions in Florida public schools.
640 2. Rate of retention for employed program completers in
641 instructional positions in Florida public schools.
642 3. Performance of students in prekindergarten through grade
643 12 who are assigned to in-field program completers on statewide
644 assessments using the results of the student learning growth
645 formula adopted under s. 1012.34.
646 4. Performance of students in prekindergarten through grade
647 12 who are assigned to in-field program completers aggregated by
648 student subgroups, as defined in the federal Elementary and
649 Secondary Education Act (ESEA), 20 U.S.C. s.
650 6311(b)(2)(C)(v)(II), as a measure of how well the program
651 prepares teachers to work with a diverse population of students
652 in a variety of settings in Florida public schools.
653 5. Results of a program completer’s annual performance
654 evaluation pursuant to s. 1012.34.
655 6. Production of program completers in statewide critical
656 teacher shortage areas as identified in s. 1012.07.
657 (5)(4) Each institute approved pursuant to this section
658 shall submit to the Department of Education annual performance
659 evaluations that measure the effectiveness of the programs,
660 including the pass rates of participants on all examinations
661 required for teacher certification, employment rates,
662 longitudinal retention rates, and employer satisfaction surveys.
663 The employer satisfaction surveys must be designed to measure
664 the sufficient preparation of the educator to enter the
665 classroom. These evaluations shall be used by the Department of
666 Education for purposes of continued approval of an educator
667 preparation institute’s alternative certification program.
668 (6)(5) Instructors and supervisors of field experiences in
669 which participants demonstrate an impact on student learning
670 growth for a an alternative certification program approved
671 pursuant to this section must meet the same qualifications as
672 those required in s. 1004.04(5) possess a master’s degree in
673 education or a master’s degree in an appropriate related field
674 and document teaching experience.
675 (7)(6) Educator preparation institutes approved pursuant to
676 this section and providing approved instructional programs for
677 any of the purposes in subsection (2) are eligible for funding
678 from federal and state funds, as appropriated by the
679 Legislature.
680 (8)(7) The State Board of Education may adopt rules
681 pursuant to ss. 120.536(1) and 120.54 to implement the
682 provisions of this section, including performance targets for
683 the measures used for continued program approval described in
684 subsection (4).
685 Section 3. Paragraph (d) of subsection (2) of section
686 1012.32, Florida Statutes, is amended to read:
687 1012.32 Qualifications of personnel.—
688 (2)
689 (d) Student teachers and, persons participating in a field
690 experience pursuant to s. 1004.04(5) s. 1004.04(6) or s.
691 1004.85, and persons participating in a short-term experience as
692 a teacher assistant pursuant to s. 1004.04(10) in any district
693 school system, lab school, or charter school must, upon
694 engagement to provide services, undergo background screening as
695 required under s. 1012.56.
696
697 Fingerprints shall be submitted to the Department of Law
698 Enforcement for statewide criminal and juvenile records checks
699 and to the Federal Bureau of Investigation for federal criminal
700 records checks. A person subject to this subsection who is found
701 ineligible for employment under s. 1012.315, or otherwise found
702 through background screening to have been convicted of any crime
703 involving moral turpitude as defined by rule of the State Board
704 of Education, shall not be employed, engaged to provide
705 services, or serve in any position that requires direct contact
706 with students. Probationary persons subject to this subsection
707 terminated because of their criminal record have the right to
708 appeal such decisions. The cost of the background screening may
709 be borne by the district school board, the charter school, the
710 employee, the contractor, or a person subject to this
711 subsection.
712 Section 4. Subsection (1) of section 1012.55, Florida
713 Statutes, is amended to read:
714 1012.55 Positions for which certificates required.—
715 (1)(a) The State Board of Education shall classify school
716 services, designate the certification subject areas, establish
717 competencies, including the use of technology to enhance student
718 learning, and certification requirements for all school-based
719 personnel, and adopt rules in accordance with which the
720 professional, temporary, and part-time certificates shall be
721 issued by the Department of Education to applicants who meet the
722 standards prescribed by such rules for their class of service.
723 (b) Each person employed or occupying a position as school
724 supervisor, school principal, teacher, library media specialist,
725 school counselor, athletic coach, or other position in which the
726 employee serves in an instructional capacity, in any public
727 school of any district of this state shall hold the certificate
728 required by law and by rules of the State Board of Education in
729 fulfilling the requirements of the law for the type of service
730 rendered. Such positions include personnel providing direct
731 instruction to students through a virtual environment or through
732 a blended virtual and physical environment.
733 (c) The Department of Education shall identify appropriate
734 educator certification for the instruction of specified courses
735 in an annual publication of a directory of course code numbers
736 for all programs and courses that are funded through the Florida
737 Education Finance Program. However, the state board shall adopt
738 rules authorizing district school boards to employ selected
739 noncertificated personnel to provide instructional services in
740 the individuals’ fields of specialty or to assist instructional
741 staff members as education paraprofessionals.
742 (d) The State Board of Education shall adopt rules pursuant
743 to ss. 120.536(1) and 120.54 to allow an individual who meets
744 the following criteria to be eligible for a temporary
745 certificate in educational leadership under s. 1012.56(7):
746 1. Earning a passing score on the Florida Educational
747 Leadership Examination;
748 2. Documenting 3 years of successful experience in a
749 management or leadership position; and
750 3. Documenting receipt of a bachelor’s degree or higher
751 from an accredited institution of higher learning or from a
752 nonaccredited institution of higher learning that the Department
753 of Education has identified as having a quality program that
754 results in a bachelor’s degree, or higher.
755 Section 5. Paragraph (c) of subsection (2), subsection (8),
756 and paragraph (d) of subsection (9) of section 1012.56, Florida
757 Statutes, are amended to read:
758 1012.56 Educator certification requirements.—
759 (2) ELIGIBILITY CRITERIA.—To be eligible to seek
760 certification, a person must:
761 (c) Document receipt of a bachelor’s or higher degree from
762 an accredited institution of higher learning, or a nonaccredited
763 institution of higher learning that the Department of Education
764 has identified as having a quality program resulting in a
765 bachelor’s degree, or higher. Each applicant seeking initial
766 certification must have attained at least a 2.5 overall grade
767 point average on a 4.0 scale in the applicant’s major field of
768 study. The applicant may document the required education by
769 submitting official transcripts from institutions of higher
770 education or by authorizing the direct submission of such
771 official transcripts through established electronic network
772 systems. The bachelor’s or higher degree may not be required in
773 areas approved in rule by the State Board of Education as
774 nondegreed areas. The State Board of Education may adopt rules
775 that, for purposes of demonstrating completion of specific
776 certification requirements, allow for the acceptance of college
777 course credits recommended by the American Council for Education
778 (ACE), as posted on an official ACE transcript.
779 (8) PROFESSIONAL DEVELOPMENT PREPARATION ALTERNATIVE
780 CERTIFICATION AND EDUCATION COMPETENCY PROGRAM.—
781 (a) The Department of Education shall develop and each
782 school district may must provide a cohesive competency-based
783 professional development preparation alternative certification
784 program by which members of a school district’s instructional
785 staff may satisfy the mastery of professional preparation and
786 education competence requirements specified in this subsection
787 and rules of the State Board of Education. Participants must
788 hold a state-issued temporary certificate. A school district
789 that implements the program shall provide a competency-based
790 alternative certification preparation program developed by the
791 Department of Education or developed by the district and
792 approved by the Department of Education. The program shall
793 include the following components:
794 1. A minimum period of initial preparation before prior to
795 assuming duties as the teacher of record.
796 2. An option for collaboration between school districts and
797 other supporting agencies or educational entities for
798 implementation.
799 3. Experienced peer mentors. Each individual selected by
800 the district as a peer mentor must hold a valid professional
801 certificate issued pursuant to s. 1012.56, must have earned at
802 least 3 years of teaching experience in prekindergarten through
803 grade 12, and must have earned an effective or highly effective
804 rating on the prior year’s performance evaluation under s.
805 1012.34 or be a peer evaluator under the district’s evaluation
806 system approved under s. 1012.34.
807 4. An assessment of teaching performance aligned to the
808 district’s system for personnel evaluation under s. 1012.34
809 which that provides for:
810 a. An initial evaluation of each educator’s competencies to
811 determine an appropriate individualized professional development
812 plan.
813 b. A summative evaluation postevaluation to assure
814 successful completion of the program.
815 5. Professional education preparation content knowledge
816 that includes, but is not limited to, the following:
817 a. The state-adopted student content standards, including
818 content literacy and mathematical practices, for each subject
819 identified on the temporary certificate Requirements specified
820 in state board rule for professional preparation.
821 b. The educator-accomplished practices approved by the
822 state board.
823 c. A variety of data indicators for monitoring student
824 progress.
825 d. Methodologies for teaching students with disabilities,
826 including technology-based methodologies, for teaching subject
827 content that supports the Sunshine State Standards for students.
828 e. Methodologies for teaching English language learners
829 appropriate for each subject area identified on the temporary
830 certificate Techniques for effective classroom management.
831 f. Techniques and strategies for operationalizing the role
832 of the teacher in assuring a safe learning environment for
833 students.
834 g. Methodologies for assuring the ability of all students
835 to read, write, and compute.
836 6. Required achievement of passing scores on the subject
837 area and professional education competency examination required
838 by State Board of Education rule. Mastery of general knowledge
839 must be demonstrated as described in subsection (3).
840 (b)1. Each school district must and a state supported
841 public school or a private school may develop and maintain a
842 system by which members of the instructional staff may
843 demonstrate mastery of professional education competence as
844 required by law. Each program must be based on classroom
845 application of the Florida Educator Accomplished Practices and
846 instructional performance and, for public schools, must be
847 aligned with the district’s evaluation system approved under s.
848 1012.34 must include a performance evaluation plan for
849 documenting the demonstration of required professional education
850 competence.
851 2. The Commissioner of Education shall determine the
852 continued approval of programs implemented under this paragraph,
853 based upon the department’s review of performance data. The
854 department shall review the performance data as a part of the
855 periodic review of each school district’s professional
856 development system required under s. 1012.98.
857 (c) The Commissioner of Education shall determine the
858 continued approval of programs implemented under paragraph (a)
859 based upon the department’s periodic review of the following:
860 1. Evidence that the requirements in paragraph (a) are
861 consistently met; and
862 2. Evidence of performance in each of the following areas:
863 a. Rate of retention for employed program completers in
864 instructional positions in Florida public schools.
865 b. Performance of students in prekindergarten through grade
866 12 who are assigned to in-field program completers on statewide
867 assessments using the results of the student learning growth
868 formula adopted under s. 1012.34.
869 c. Performance of students in prekindergarten through grade
870 12 who are assigned to in-field program completers aggregated by
871 student subgroups, as defined in the federal Elementary and
872 Secondary Education Act (ESEA), 20 U.S.C. s.
873 6311(b)(2)(C)(v)(II), as a measure of how well the program
874 prepares teachers to work with a variety of students in Florida
875 public schools.
876 d. Results of a program completer’s annual performance
877 evaluation pursuant to s. 1012.34.
878 e. Production of program completers in statewide critical
879 teacher shortage areas as defined in s. 1012.07.
880 (9) EXAMINATIONS.—
881 (d) The department shall provide procedures for an
882 applicant who fails an examination developed by the department
883 or by an entity under contract with the department to review his
884 or her examination questions and his or her incorrectly answered
885 responses to the questions. The applicant bears the actual cost
886 for the department to provide an examination review pursuant to
887 this subsection. Notwithstanding any other provisions of law,
888 only an applicant who fails an examination within a score range
889 established by rule of the State Board of Education is entitled
890 to an examination review under this paragraph or to challenge
891 the validity of the examination If an applicant takes an
892 examination developed by this state and does not achieve the
893 score necessary for certification, the applicant may review his
894 or her completed examination and bring to the attention of the
895 department any errors that would result in a passing score.
896 Section 6. Paragraph (a) of subsection (3) of section
897 1012.585, Florida Statutes, is amended to read:
898 1012.585 Process for renewal of professional certificates.—
899 (3) For the renewal of a professional certificate, the
900 following requirements must be met:
901 (a) The applicant must earn a minimum of 6 college credits
902 or 120 inservice points or a combination thereof. For each area
903 of specialization to be retained on a certificate, the applicant
904 must earn at least 3 of the required credit hours or equivalent
905 inservice points in the specialization area. Education in
906 “clinical educator” training pursuant to s. 1004.04(5)(b) s.
907 1004.04(6)(b) and credits or points that provide training in the
908 area of scientifically researched, knowledge-based reading
909 literacy and computational skills acquisition, exceptional
910 student education, normal child development, and the disorders
911 of development may be applied toward any specialization area.
912 Credits or points that provide training in the areas of drug
913 abuse, child abuse and neglect, strategies in teaching students
914 having limited proficiency in English, or dropout prevention, or
915 training in areas identified in the educational goals and
916 performance standards adopted pursuant to ss. 1000.03(5) and
917 1008.345 may be applied toward any specialization area. Credits
918 or points earned through approved summer institutes may be
919 applied toward the fulfillment of these requirements. Inservice
920 points may also be earned by participation in professional
921 growth components approved by the State Board of Education and
922 specified pursuant to s. 1012.98 in the district’s approved
923 master plan for inservice educational training, including, but
924 not limited to, serving as a trainer in an approved teacher
925 training activity, serving on an instructional materials
926 committee or a state board or commission that deals with
927 educational issues, or serving on an advisory council created
928 pursuant to s. 1001.452.
929 Section 7. Section 1012.71, Florida Statutes, is amended to
930 read:
931 1012.71 The Florida Teachers Classroom Supply Assistance
932 Lead Program.—
933 (1) For purposes of the Florida Teachers Classroom Supply
934 Assistance Lead Program, the term “classroom teacher” means a
935 certified teacher employed by a public school district or a
936 public charter school in that district on or before September 1
937 of each year whose full-time or job-share responsibility is the
938 classroom instruction of students in prekindergarten through
939 grade 12, including full-time media specialists and guidance
940 counselors serving students in prekindergarten through grade 12,
941 who are funded through the Florida Education Finance Program. A
942 “job-share” classroom teacher is one of two teachers whose
943 combined full-time equivalent employment for the same teaching
944 assignment equals one full-time classroom teacher.
945 (2) The Legislature, in the General Appropriations Act,
946 shall determine funding for the Florida Teachers Classroom
947 Supply Assistance Lead Program. The funds appropriated are for
948 classroom teachers to purchase, on behalf of the school district
949 or charter school, classroom materials and supplies for the
950 public school students assigned to them and may not be used to
951 purchase equipment. The funds appropriated shall be used to
952 supplement the materials and supplies otherwise available to
953 classroom teachers. From the funds appropriated for the Florida
954 Teachers Classroom Supply Assistance Lead Program, the
955 Commissioner of Education shall calculate an amount for each
956 school district based upon each school district’s proportionate
957 share of the state’s total unweighted FTE student enrollment and
958 shall disburse the funds to the school districts by July 15.
959 (3) From the funds allocated to each school district and
960 any funds received from local contributions for the Florida
961 Teachers Classroom Supply Assistance Lead Program, the district
962 school board shall calculate an identical amount for each
963 classroom teacher, which is that teacher’s proportionate share
964 of the total amount allocated to the district from state funds
965 and funds received from local contributions. A job-share
966 classroom teacher may receive a prorated share of the amount
967 provided to a full-time classroom teacher. The district school
968 board and each charter school board shall provide each classroom
969 teacher with his or her total proportionate share by September
970 30 of each year by any means determined appropriate by the
971 district school board or charter school board, including, but
972 not limited to, direct deposit, check, debit card, or purchasing
973 card, notwithstanding any law to the contrary. If a debit card
974 is used, an identifier must be placed on the front of the debit
975 card which clearly indicates that the card has been issued for
976 the Florida Teachers Classroom Supply Assistance Program.
977 Expenditures under the program are not subject to state or local
978 competitive bidding requirements. Funds received by a classroom
979 teacher do not affect wages, hours, or terms and conditions of
980 employment and, therefore, are not subject to collective
981 bargaining. Any classroom teacher may decline receipt of or
982 return the funds without explanation or cause. This subsection
983 shall apply retroactively to July 1, 2007.
984 (4) Each classroom teacher must sign a statement
985 acknowledging receipt of the funds, keep receipts for no less
986 than 4 years to show that funds expended meet the requirements
987 of this section, and return any unused funds to the district
988 school board at the end of the regular school year. Any unused
989 funds that are returned to the district school board shall be
990 deposited into the school advisory council account of the school
991 at which the classroom teacher returning the funds was employed
992 when that teacher received the funds or deposited into the
993 Florida Teachers Classroom Supply Assistance Lead Program
994 account of the school district in which a charter school is
995 sponsored, as applicable.
996 (5) The statement must be signed and dated by each
997 classroom teacher before receipt of the Florida Teachers
998 Classroom Supply Assistance Lead Program funds and shall include
999 the wording: “I, ...(name of teacher)..., am employed by the
1000 ....County District School Board or by the ....Charter School as
1001 a full-time classroom teacher. I acknowledge that Florida
1002 Teachers Classroom Supply Assistance Lead Program funds are
1003 appropriated by the Legislature for the sole purpose of
1004 purchasing classroom materials and supplies to be used in the
1005 instruction of students assigned to me. In accepting custody of
1006 these funds, I agree to keep the receipts for all expenditures
1007 for no less than 4 years. I understand that if I do not keep the
1008 receipts, it will be my personal responsibility to pay any
1009 federal taxes due on these funds. I also agree to return any
1010 unexpended funds to the district school board at the end of the
1011 regular school year for deposit into the school advisory council
1012 account of the school where I was employed at the time I
1013 received the funds or for deposit into the Florida Teachers
1014 Classroom Supply Assistance Lead Program account of the school
1015 district in which the charter school is sponsored, as
1016 applicable.”
1017 (6) The Department of Education and district school boards
1018 may, and are encouraged to, enter into public-private
1019 partnerships in order to increase the total amount of Florida
1020 Teachers Classroom Supply Assistance Programs funds available to
1021 classroom teachers For the 2009-2010 fiscal year, the Department
1022 of Education is authorized to conduct a pilot program to
1023 determine the feasibility of managing the Florida Teachers Lead
1024 Program through a centralized electronic system. The pilot
1025 program must:
1026 (a) Be established through a competitive procurement
1027 process;
1028 (b) Provide the capability for participating teachers to
1029 purchase from online sources;
1030 (c) Provide the capability for participating teachers to
1031 purchase from local vendors by means other than online
1032 purchasing;
1033 (d) Generally comply with the provisions of this section;
1034 (e) Be subject to annual auditing requirements to ensure
1035 accountability for funds received and disbursed; and
1036 (f) Provide for all unused funds to be returned to the
1037 state at the close of each fiscal year.
1038
1039 Any participation in this pilot program by school districts and
1040 individual teachers must be on a voluntary basis. The department
1041 may limit the number of participating districts to the number it
1042 deems feasible to adequately measure the viability of the pilot
1043 program. The department is not required to implement this pilot
1044 program if it determines that the number of school districts
1045 willing to participate is insufficient to adequately measure the
1046 viability of the pilot program.
1047 Section 8. Paragraph (b) of subsection (4) of section
1048 1012.98, Florida Statutes, is amended to read:
1049 1012.98 School Community Professional Development Act.—
1050 (4) The Department of Education, school districts, schools,
1051 Florida College System institutions, and state universities
1052 share the responsibilities described in this section. These
1053 responsibilities include the following:
1054 (b) Each school district shall develop a professional
1055 development system as specified in subsection (3). The system
1056 shall be developed in consultation with teachers, teacher
1057 educators of Florida College System institutions and state
1058 universities, business and community representatives, and local
1059 education foundations, consortia, and professional
1060 organizations. The professional development system must:
1061 1. Be approved by the department. All substantial revisions
1062 to the system shall be submitted to the department for review
1063 for continued approval.
1064 2. Be based on analyses of student achievement data and
1065 instructional strategies and methods that support rigorous,
1066 relevant, and challenging curricula for all students. Schools
1067 and districts, in developing and refining the professional
1068 development system, shall also review and monitor school
1069 discipline data; school environment surveys; assessments of
1070 parental satisfaction; performance appraisal data of teachers,
1071 managers, and administrative personnel; and other performance
1072 indicators to identify school and student needs that can be met
1073 by improved professional performance.
1074 3. Provide inservice activities coupled with followup
1075 support appropriate to accomplish district-level and school
1076 level improvement goals and standards. The inservice activities
1077 for instructional personnel shall focus on analysis of student
1078 achievement data, ongoing formal and informal assessments of
1079 student achievement, identification and use of enhanced and
1080 differentiated instructional strategies that emphasize rigor,
1081 relevance, and reading in the content areas, enhancement of
1082 subject content expertise, integrated use of classroom
1083 technology that enhances teaching and learning, classroom
1084 management, parent involvement, and school safety.
1085 4. Include a master plan for inservice activities, pursuant
1086 to rules of the State Board of Education, for all district
1087 employees from all fund sources. The master plan shall be
1088 updated annually by September 1, must be based on input from
1089 teachers and district and school instructional leaders, and must
1090 use the latest available student achievement data and research
1091 to enhance rigor and relevance in the classroom. Each district
1092 inservice plan must be aligned to and support the school-based
1093 inservice plans and school improvement plans pursuant to s.
1094 1001.42(18). District plans must be approved by the district
1095 school board annually in order to ensure compliance with
1096 subsection (1) and to allow for dissemination of research-based
1097 best practices to other districts. District school boards must
1098 submit verification of their approval to the Commissioner of
1099 Education no later than October 1, annually.
1100 5. Require Each school principal may to establish and
1101 maintain an individual professional development plan for each
1102 instructional employee assigned to the school as a seamless
1103 component to the school improvement plans developed pursuant to
1104 s. 1001.42(18). The individual professional development plan
1105 must:
1106 a. be related to specific performance data for the students
1107 to whom the teacher is assigned,.
1108 b. define the inservice objectives and specific measurable
1109 improvements expected in student performance as a result of the
1110 inservice activity, and.
1111 c. include an evaluation component that determines the
1112 effectiveness of the professional development plan.
1113 5.6. Include inservice activities for school administrative
1114 personnel that address updated skills necessary for
1115 instructional leadership and effective school management
1116 pursuant to s. 1012.986.
1117 6.7. Provide for systematic consultation with regional and
1118 state personnel designated to provide technical assistance and
1119 evaluation of local professional development programs.
1120 7.8. Provide for delivery of professional development by
1121 distance learning and other technology-based delivery systems to
1122 reach more educators at lower costs.
1123 8.9. Provide for the continuous evaluation of the quality
1124 and effectiveness of professional development programs in order
1125 to eliminate ineffective programs and strategies and to expand
1126 effective ones. Evaluations must consider the impact of such
1127 activities on the performance of participating educators and
1128 their students’ achievement and behavior.
1129 Section 9. This act shall take effect July 1, 2013.