Florida Senate - 2023 SB 1430
By Senator Avila
39-00916C-23 20231430__
1 A bill to be entitled
2 An act relating to education; amending s. 1002.42,
3 F.S.; conforming a cross-reference; amending s.
4 1003.4282, F.S.; revising a graduation requirement for
5 certain students; amending s. 1004.04, F.S.; revising
6 the core curricula for certain teacher preparation
7 programs; amending s. 1004.85, F.S.; revising
8 terminology; deleting a requirement that certain
9 certification programs be previously approved by the
10 Department of Education; revising requirements for
11 certain competency-based programs; revising
12 requirements for certain teacher preparation field
13 experience; revising requirements for participants in
14 certain teacher preparation programs; requiring the
15 State Board of Education to adopt specified rules
16 relating to the continued approval of certain teacher
17 preparation programs rather than by a determination of
18 the Commissioner of Education; amending s. 1008.34,
19 F.S.; revising the calculation of school grades for
20 certain schools; amending s. 1011.62, F.S.; revising
21 requirements for the calculation of additional full
22 time equivalent membership for certain funding through
23 the Florida Education Finance Program; revising school
24 eligibility requirements for the turnaround school
25 supplemental services allocation; providing that
26 certain allocation amounts be based on a specified
27 membership survey; amending s. 1012.34, F.S.;
28 providing school administrators are not precluded from
29 taking specified actions; amending s. 1012.56, F.S.;
30 revising requirements for a person seeking an educator
31 certification; revising criteria for the award of a
32 temporary certificate; revising the validity period
33 for certain temporary certificates; deleting
34 provisions relating to the department’s ability to
35 extend the validity period of certain temporary
36 certificates; revising the requirements for the
37 approval and administration of such programs;
38 establishing professional education competency
39 programs; requiring school districts to develop and
40 maintain such a program; authorizing private schools
41 and state-supported schools to develop and maintain
42 such a program; amending ss. 1012.57 and 1012.575,
43 F.S.; conforming cross-references; amending s.
44 1012.585, F.S.; requiring certain applicants for the
45 renewal of a professional certificate to earn
46 specified college credit or inservice points;
47 providing requirements for such credit or points;
48 amending s. 1012.586, F.S.; conforming a cross
49 reference; amending s. 1012.71, F.S.; revising the
50 funding calculation for the Florida Teachers Classroom
51 Supply Assistance Program; deleting a requirement that
52 school districts provide contributions for the
53 program; requiring the Department of Education to
54 administer a competitive procurement for the purchase
55 of materials and supplies through the program;
56 providing school district requirements; deleting
57 requirements for the distribution of funds to
58 classroom teachers through the program; deleting a
59 requirement that classroom teachers sign a specified
60 statement; revising requirements for unused program
61 funds; deleting provisions authorizing department and
62 district school boards to enter into specified
63 partnerships; amending s. 1012.98, F.S.; defining the
64 term “professional learning”; prohibiting specified
65 meetings from being considered professional learning
66 and eligible for inservice points; providing and
67 revising requirements for certain professional
68 learning activities; revising department and school
69 district duties relating to such activities; providing
70 requirements for entities contracted with to provide
71 professional learning services and inservice education
72 for school districts; amending s. 1012.986, F.S.;
73 renaming the “William Cecil Golden Professional
74 Development Program for School Leaders” as the
75 “William Cecil Golden Professional Learning Program
76 for School Leaders”; revising the goal of the program;
77 providing a directive to the Division of Law Revision;
78 providing effective dates.
79
80 Be It Enacted by the Legislature of the State of Florida:
81
82 Section 1. Subsection (13) of section 1002.42, Florida
83 Statutes, is amended to read:
84 1002.42 Private schools.—
85 (13) PROFESSIONAL LEARNING DEVELOPMENT SYSTEM.—An
86 organization of private schools that has no fewer than 10 member
87 schools in this state may develop a professional learning
88 development system to be filed with the Department of Education
89 in accordance with s. 1012.98(7) the provisions of s.
90 1012.98(6).
91 Section 2. Paragraph (e) of subsection (3) of section
92 1003.4282, Florida Statutes, is amended to read:
93 1003.4282 Requirements for a standard high school diploma.—
94 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
95 REQUIREMENTS.—
96 (e) One credit in fine or performing arts, speech and
97 debate, or, for students entering grade 9 in the 2023-2024
98 school year, career education.— practical arts.—The practical
99 arts course must incorporate artistic content and techniques of
100 creativity, interpretation, and imagination. Eligible career
101 education practical arts courses are identified in the Course
102 Code Directory.
103 Section 3. Paragraph (b) of subsection (2) of section
104 1004.04, Florida Statutes, is amended to read:
105 1004.04 Public accountability and state approval for
106 teacher preparation programs.—
107 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
108 (b) The rules to establish uniform core curricula for each
109 state-approved teacher preparation program must include, but are
110 not limited to, the following:
111 1. Candidate instruction and assessment in the Florida
112 Educator Accomplished Practices across content areas.
113 2. The use of state-adopted content standards to guide
114 curricula and instruction.
115 3. Scientifically researched and evidence-based reading
116 instructional strategies that improve reading performance for
117 all students, including explicit, systematic, and sequential
118 approaches to teaching phonemic awareness, phonics, vocabulary,
119 fluency, and text comprehension and multisensory intervention
120 strategies.
121 4. Content literacy and mathematics practices.
122 5. Strategies appropriate for the instruction of English
123 language learners.
124 6. Strategies appropriate for the instruction of students
125 with disabilities.
126 7. Strategies to differentiate instruction based on student
127 needs.
128 8. Strategies and practices to support evidence-based
129 content aligned to state standards and grading practices.
130 9. Strategies appropriate for the early identification of a
131 student in crisis or experiencing a mental health challenge and
132 the referral of such student to a mental health professional for
133 support.
134 10. Strategies to support the use of technology in
135 education and distance learning.
136 11. Strategies and practices to support effective,
137 research-based assessment and grading practices aligned to the
138 state’s academic standards.
139 Section 4. Paragraph (a) of subsection (2) and subsections
140 (3), (4), and (5) of section 1004.85, Florida Statutes, are
141 amended to read:
142 1004.85 Postsecondary educator preparation institutes.—
143 (2)(a) Postsecondary institutions that are accredited or
144 approved as described in State Board of Education rule may seek
145 approval from the Department of Education to create educator
146 preparation institutes for the purpose of providing any or all
147 of the following:
148 1. Professional learning development instruction to assist
149 teachers in improving classroom instruction and in meeting
150 certification or recertification requirements.
151 2. Instruction to assist potential and existing substitute
152 teachers in performing their duties.
153 3. Instruction to assist paraprofessionals in meeting
154 education and training requirements.
155 4. Instruction for baccalaureate degree holders to become
156 certified teachers as provided in this section in order to
157 increase routes to the classroom for mid-career professionals
158 who hold a baccalaureate degree and college graduates who were
159 not education majors.
160 5. Instruction and professional learning development for
161 part-time and full-time nondegreed teachers of career programs
162 under s. 1012.39(1)(c).
163 (3) Educator preparation institutes approved pursuant to
164 this section may offer competency-based certification programs
165 specifically designed for noneducation major baccalaureate
166 degree holders to enable program participants to meet the
167 educator certification requirements of s. 1012.56. An educator
168 preparation institute choosing to offer a competency-based
169 certification program pursuant to the provisions of this section
170 must implement a program previously approved by the Department
171 of Education for this purpose or a program developed by the
172 institute and approved by the department for this purpose.
173 Approved programs shall be available for use by other approved
174 educator preparation institutes.
175 (a) Within 90 days after receipt of a request for approval,
176 the Department of Education shall approve a preparation program
177 pursuant to the requirements of this subsection or issue a
178 statement of the deficiencies in the request for approval. The
179 department shall approve a certification program if the
180 institute provides evidence of the institute’s capacity to
181 implement a competency-based program that instructs and assesses
182 each candidate in includes each of the following:
183 1.a. Participant instruction and assessment in The Florida
184 Educator Accomplished Practices approved by the state board
185 across content areas.
186 b. The state academic use of state-adopted student content
187 standards provided under s. 1003.41, including scientifically
188 based reading instruction, content literacy, and mathematical
189 practices, for each subject identified on the statement of
190 status of eligibility or the temporary certificate to guide
191 curriculum and instruction.
192 c. Scientifically researched and evidence-based reading
193 instructional strategies that improve reading performance for
194 all students, including explicit, systematic, and sequential
195 approaches to teaching phonemic awareness, phonics, vocabulary,
196 fluency, and text comprehension and multisensory intervention
197 strategies.
198 d. Content literacy and mathematical practices.
199 e. Strategies appropriate for instruction of English
200 language learners.
201 f. Strategies appropriate for instruction of students with
202 disabilities.
203 g. Strategies to differentiate instruction based on student
204 needs.
205 h. Strategies and practices to support evidence-based
206 content aligned to state standards and grading practices.
207 i. Strategies appropriate for the early identification of a
208 student in crisis or experiencing a mental health challenge and
209 the referral of such student to a mental health professional for
210 support.
211 j. Strategies to support the use of technology in education
212 and distance learning.
213 2. An educational plan for each participant to meet
214 certification requirements and demonstrate his or her ability to
215 teach the subject area for which the participant is seeking
216 certification, which is based on an assessment of his or her
217 competency in the areas listed in subparagraph 1.
218 3. Field experiences appropriate to the certification
219 subject area specified in the educational plan with a diverse
220 population of students in a variety of challenging environments,
221 including, but not limited to, high-poverty schools, urban
222 schools, and rural schools, under the supervision of qualified
223 educators. The state board shall determine in rule the amount of
224 field experience necessary to serve as the teacher of record,
225 beginning with candidates entering a program in the 2023-2024
226 school year.
227 4. A certification ombudsman to facilitate the process and
228 procedures required for participants who complete the program to
229 meet any requirements related to the background screening
230 pursuant to s. 1012.32 and educator professional or temporary
231 certification pursuant to s. 1012.56.
232 (b) Each program participant must:
233 1. Meet certification requirements pursuant to s.
234 1012.56(1) by obtaining a statement of status of eligibility in
235 the certification subject area of the educational plan and meet
236 the requirements of s. 1012.56(2)(a)-(f).
237 2. Demonstrate competency and participate in coursework and
238 field experiences that are appropriate to his or her educational
239 plan prepared under paragraph (a). Beginning with candidates
240 entering an educator preparation institute in the 2022-2023
241 school year, a candidate for certification in a coverage area
242 identified pursuant to s. 1012.585(3)(f) must successfully
243 complete all competencies for a reading endorsement, including
244 completion of the endorsement practicum through the candidate’s
245 field experience, in order to graduate from the program.
246 3. Before completion of the program, fully demonstrate his
247 or her ability to teach the subject area for which he or she is
248 seeking certification by documenting a positive impact on
249 student learning growth in a prekindergarten through grade 12
250 setting and, except as provided in s. 1012.56(7)(a)3., achieving
251 a passing score on the professional education competency
252 examination, the basic skills examination, and the subject area
253 examination for the subject area certification which is required
254 by state board rule.
255 (c) Upon completion of all requirements for a certification
256 program approved pursuant to this subsection, a participant
257 shall receive a credential from the sponsoring institution
258 signifying that the participant has completed a state-approved
259 competency-based certification program in the certification
260 subject area specified in the educational plan. A participant is
261 eligible for educator certification through the Department of
262 Education upon satisfaction of all requirements for
263 certification set forth in s. 1012.56(2).
264 (4) The state board shall adopt rules for the continued
265 approval of each program approved pursuant to this section.
266 shall be determined by the Commissioner of Education based upon
267 a periodic review of the following areas:
268 (a) Candidate readiness based on passage rates on educator
269 certification examinations under s. 1012.56, as applicable.
270 (b) Evidence of performance in each of the following areas:
271 1. Performance of students in prekindergarten through grade
272 12 who are assigned to in-field program completers on statewide
273 assessments using the results of the student learning growth
274 formula adopted under s. 1012.34.
275 2. Results of program completers’ annual evaluations in
276 accordance with the timeline as set forth in s. 1012.34.
277 3. Workforce contributions, including placement of program
278 completers in instructional positions in Florida public and
279 private schools, with additional weight given to production of
280 program completers in statewide critical teacher shortage areas
281 as identified in s. 1012.07.
282 (5) Each institute approved pursuant to this section shall
283 submit to the Department of Education annual performance
284 evaluations that measure the effectiveness of the programs,
285 including the pass rates of participants on all examinations
286 required for teacher certification, employment rates,
287 longitudinal retention rates, and satisfaction surveys of
288 employers and program completers. The satisfaction surveys must
289 be designed to measure the sufficient preparation of the
290 educator for the realities of the classroom and the institute’s
291 responsiveness to local school districts. These evaluations
292 shall be used by the Department of Education for purposes of
293 continued approval of an educator preparation institute’s
294 certification program.
295 Section 5. Paragraph (b) of subsection (3) of section
296 1008.34, Florida Statutes, is amended to read:
297 1008.34 School grading system; school report cards;
298 district grade.—
299 (3) DESIGNATION OF SCHOOL GRADES.—
300 (b)1. Beginning with the 2014-2015 school year, A school’s
301 grade shall be based on the following components, each worth 100
302 points:
303 a. The percentage of eligible students passing statewide,
304 standardized assessments in English Language Arts under s.
305 1008.22(3).
306 b. The percentage of eligible students passing statewide,
307 standardized assessments in mathematics under s. 1008.22(3).
308 c. The percentage of eligible students passing statewide,
309 standardized assessments in science under s. 1008.22(3).
310 d. The percentage of eligible students passing statewide,
311 standardized assessments in social studies under s. 1008.22(3).
312 e. The percentage of eligible students who make Learning
313 Gains in English Language Arts as measured by statewide,
314 standardized assessments administered under s. 1008.22(3).
315 f. The percentage of eligible students who make Learning
316 Gains in mathematics as measured by statewide, standardized
317 assessments administered under s. 1008.22(3).
318 g. The percentage of eligible students in the lowest 25
319 percent in English Language Arts, as identified by prior year
320 performance on statewide, standardized assessments, who make
321 Learning Gains as measured by statewide, standardized English
322 Language Arts assessments administered under s. 1008.22(3).
323 h. The percentage of eligible students in the lowest 25
324 percent in mathematics, as identified by prior year performance
325 on statewide, standardized assessments, who make Learning Gains
326 as measured by statewide, standardized Mathematics assessments
327 administered under s. 1008.22(3).
328 i. For schools comprised of middle grades 6 through 8 or
329 grades 7 and 8, the percentage of eligible students passing high
330 school level statewide, standardized end-of-course assessments
331 or attaining national industry certifications identified in the
332 CAPE Industry Certification Funding List pursuant to state board
333 rule.
334 j. Beginning in the 2023-2024 school year, for schools
335 comprised of grade levels that include grade 3, the percentage
336 of eligible students who score an achievement level 3 or higher
337 on the grade 3 statewide, standardized English Language Arts
338 assessment administered under s. 1008.22(3).
339
340 In calculating Learning Gains for the components listed in sub
341 subparagraphs e.-h., the State Board of Education shall require
342 that learning growth toward achievement levels 3, 4, and 5 is
343 demonstrated by students who scored below each of those levels
344 in the prior year. In calculating the components in sub
345 subparagraphs a.-d., the state board shall include the
346 performance of English language learners only if they have been
347 enrolled in a school in the United States for more than 2 years.
348 2. For a school comprised of grades 9, 10, 11, and 12, or
349 grades 10, 11, and 12, the school’s grade shall also be based on
350 the following components, each worth 100 points:
351 a. The 4-year high school graduation rate of the school as
352 defined by state board rule.
353 b. The percentage of students who were eligible to earn
354 college and career credit through College Board Advanced
355 Placement examinations, International Baccalaureate
356 examinations, dual enrollment courses, including career dual
357 enrollment courses resulting in the completion of 300 or more
358 clock hours during high school which are approved by the state
359 board as meeting the requirements of s. 1007.271, or Advanced
360 International Certificate of Education examinations; who, at any
361 time during high school, earned national industry certification
362 identified in the CAPE Industry Certification Funding List,
363 pursuant to rules adopted by the state board; or, beginning with
364 the 2022-2023 school year, who earned an Armed Services
365 Qualification Test score that falls within Category II or higher
366 on the Armed Services Vocational Aptitude Battery and earned a
367 minimum of two credits in Junior Reserve Officers’ Training
368 Corps courses from the same branch of the United States Armed
369 Forces.
370 Section 6. Paragraph (o) of subsection (1) and subsection
371 (17) of section 1011.62, Florida Statutes, are amended to read:
372 1011.62 Funds for operation of schools.—If the annual
373 allocation from the Florida Education Finance Program to each
374 district for operation of schools is not determined in the
375 annual appropriations act or the substantive bill implementing
376 the annual appropriations act, it shall be determined as
377 follows:
378 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
379 OPERATION.—The following procedure shall be followed in
380 determining the annual allocation to each district for
381 operation:
382 (o) Calculation of additional full-time equivalent
383 membership based on successful completion of a career-themed
384 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
385 courses with embedded CAPE industry certifications or CAPE
386 Digital Tool certificates, and issuance of industry
387 certification identified on the CAPE Industry Certification
388 Funding List pursuant to rules adopted by the State Board of
389 Education or CAPE Digital Tool certificates pursuant to s.
390 1003.4203.—
391 1.a. A value of 0.025 full-time equivalent student
392 membership shall be calculated for CAPE Digital Tool
393 certificates earned by students in elementary and middle school
394 grades.
395 b. A value of 0.1 or 0.2 full-time equivalent student
396 membership shall be calculated for each student who completes a
397 course as defined in s. 1003.493(1)(b) or courses with embedded
398 CAPE industry certifications and who is issued an industry
399 certification identified annually on the CAPE Industry
400 Certification Funding List approved under rules adopted by the
401 State Board of Education. A value of 0.2 full-time equivalent
402 membership shall be calculated for each student who is issued a
403 CAPE industry certification that has a statewide articulation
404 agreement for college credit approved by the State Board of
405 Education. For CAPE industry certifications that do not
406 articulate for college credit, the Department of Education shall
407 assign a full-time equivalent value of 0.1 for each
408 certification. Middle grades students who earn additional FTE
409 membership for a CAPE Digital Tool certificate pursuant to sub
410 subparagraph a. may not use the previously funded examination to
411 satisfy the requirements for earning an industry certification
412 under this sub-subparagraph. Additional FTE membership for an
413 elementary or middle grades student may not exceed 0.1 for
414 certificates or certifications earned within the same fiscal
415 year. The State Board of Education shall include the assigned
416 values on the CAPE Industry Certification Funding List under
417 rules adopted by the state board. Such value shall be added to
418 the total full-time equivalent student membership for grades 6
419 through 12 in the subsequent year. CAPE industry certifications
420 earned through dual enrollment must be reported and funded
421 pursuant to s. 1011.80. However, if a student earns a
422 certification through a dual enrollment course and the
423 certification is not a fundable certification on the
424 postsecondary certification funding list, or the dual enrollment
425 certification is earned as a result of an agreement between a
426 school district and a nonpublic postsecondary institution, the
427 bonus value shall be funded in the same manner as other nondual
428 enrollment course industry certifications. In such cases, the
429 school district may provide for an agreement between the high
430 school and the technical center, or the school district and the
431 postsecondary institution may enter into an agreement for
432 equitable distribution of the bonus funds.
433 c. A value of 0.3 full-time equivalent student membership
434 shall be calculated for student completion of the courses and
435 the embedded certifications identified on the CAPE Industry
436 Certification Funding List and approved by the commissioner
437 pursuant to ss. 1003.4203(5)(a) and 1008.44.
438 d. A value of 0.5 full-time equivalent student membership
439 shall be calculated for CAPE Acceleration Industry
440 Certifications that articulate for 15 to 29 college credit
441 hours, and 1.0 full-time equivalent student membership shall be
442 calculated for CAPE Acceleration Industry Certifications that
443 articulate for 30 or more college credit hours pursuant to CAPE
444 Acceleration Industry Certifications approved by the
445 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
446 2. Each district must allocate at least 80 percent of the
447 funds provided for CAPE industry certification, in accordance
448 with this paragraph, to the program that generated the funds.
449 This allocation may not be used to supplant funds provided for
450 basic operation of the program.
451 3. For CAPE industry certifications earned in the 2013-2014
452 school year and in subsequent years, the school district shall
453 distribute to each classroom teacher who provided direct
454 instruction toward the attainment of a CAPE industry
455 certification that qualified for additional full-time equivalent
456 membership under subparagraph 1.:
457 a. A bonus of $25 for each student taught by a teacher who
458 provided instruction in a course that led to the attainment of a
459 CAPE industry certification on the CAPE Industry Certification
460 Funding List with a weight of 0.1.
461 b. A bonus of $50 for each student taught by a teacher who
462 provided instruction in a course that led to the attainment of a
463 CAPE industry certification on the CAPE Industry Certification
464 Funding List with a weight of 0.2.
465 c.A bonus of $75 for each student taught by a teacher who
466 provided instruction in a course that led to the attainment of a
467 CAPE industry certification on the CAPE Industry Certification
468 Funding List with a weight of 0.3.
469 d. A bonus of $100 for each student taught by a teacher who
470 provided instruction in a course that led to the attainment of a
471 CAPE industry certification on the CAPE Industry Certification
472 Funding List with a weight of 0.5 or 1.0.
473
474 Bonuses awarded pursuant to this paragraph shall be provided to
475 teachers who are employed by the district in the year in which
476 the additional FTE membership calculation is included in the
477 calculation. Bonuses shall be calculated based upon the
478 associated weight of a CAPE industry certification on the CAPE
479 Industry Certification Funding List for the year in which the
480 certification is earned by the student. Any bonus awarded to a
481 teacher pursuant to this paragraph is in addition to any regular
482 wage or other bonus the teacher received or is scheduled to
483 receive. A bonus may not be awarded to a teacher who fails to
484 maintain the security of any CAPE industry certification
485 examination or who otherwise violates the security or
486 administration protocol of any assessment instrument that may
487 result in a bonus being awarded to the teacher under this
488 paragraph.
489 (17) TURNAROUND SCHOOL SUPPLEMENTAL SERVICES ALLOCATION.
490 The turnaround school supplemental services allocation is
491 created to provide district-managed turnaround schools, as
492 identified in s. 1008.33, s. 1008.33(4)(a), schools that earn
493 three consecutive grades below a “C,” as identified in s.
494 1008.33(4)(b)3., and schools that implemented a turnaround plan
495 and exited turnaround status by earning a school grade of have
496 improved to a “C” or higher and are no longer in turnaround
497 status, as identified in s. 1008.33(4)(c), with funds to offer
498 services designed to improve the overall academic and community
499 welfare of the schools’ students and their families.
500 (a)1. Services funded by the allocation may include, but
501 are not limited to, tutorial and after-school programs, student
502 counseling, nutrition education, parental counseling, and an
503 extended school day and school year. In addition, services may
504 include models that develop a culture that encourages students
505 to complete high school and to attend college or career
506 training, set high academic expectations, and inspire character
507 development.
508 2. A school district may enter into a formal agreement with
509 a nonprofit organization that has tax-exempt status under s.
510 501(c)(3) of the Internal Revenue Code to implement an
511 integrated student support service model that provides students
512 and families with access to wrap-around services, including, but
513 not limited to, health services, after-school programs, drug
514 prevention programs, college and career readiness programs, and
515 food and clothing banks.
516 (b) Before distribution of the allocation, the school
517 district shall develop and submit a plan for implementation to
518 its school board for approval no later than August 1 of each
519 fiscal year.
520 (c) At a minimum, the plan required under paragraph (b)
521 must:
522 1. Establish comprehensive support services that develop
523 family and community partnerships;
524 2. Establish clearly defined and measurable high academic
525 and character standards;
526 3. Increase parental involvement and engagement in the
527 child’s education;
528 4. Describe how instructional personnel will be identified,
529 recruited, retained, and rewarded;
530 5. Provide professional learning development that focuses
531 on academic rigor, direct instruction, and creating high
532 academic and character standards;
533 6. Provide focused instruction to improve student academic
534 proficiency, which may include additional instruction time
535 beyond the normal school day or school year; and
536 7. Include a strategy for continuing to provide services
537 after the school is no longer in turnaround status by virtue of
538 achieving a grade of “C” or higher.
539 (d) Each school district shall submit its approved plans to
540 the commissioner by September 1 of each fiscal year.
541 (e) Subject to legislative appropriation, each school
542 district’s allocation must be based on the unweighted FTE
543 student enrollment at the eligible schools and a per-FTE funding
544 amount of $500 or as provided in the General Appropriations Act.
545 The supplement provided in the General Appropriations Act shall
546 be based on the most recent school grades and shall serve as a
547 proxy for the official calculation. Once school grades are
548 available for the school year immediately preceding the fiscal
549 year coinciding with the appropriation, the supplement shall be
550 recalculated for the official participating schools as part of
551 the subsequent FEFP calculation. The commissioner may prepare a
552 preliminary calculation so that districts may proceed with
553 timely planning and use of the funds. If the calculated funds
554 for the statewide allocation exceed the funds appropriated, the
555 allocation of funds to each school district must be prorated
556 based on each school district’s share of the total unweighted
557 FTE student enrollment for the eligible schools. The final
558 amount allocated for each school district shall be based on
559 actual student membership from the October FTE survey.
560 (f) Subject to legislative appropriation, each school shall
561 remain eligible for the allocation for a maximum of 4 continuous
562 fiscal years while implementing a turnaround option pursuant to
563 s. 1008.33(4). In addition, a school that improves to a grade of
564 “C” or higher shall remain eligible to receive the allocation
565 for a maximum of 2 continuous fiscal years after exiting
566 turnaround status.
567 Section 7. Paragraph (a) of subsection (3) of section
568 1012.34, Florida Statutes, is amended to read:
569 1012.34 Personnel evaluation procedures and criteria.—
570 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
571 personnel and school administrator performance evaluations must
572 be based upon the performance of students assigned to their
573 classrooms or schools, as provided in this section. Pursuant to
574 this section, a school district’s performance evaluation system
575 is not limited to basing unsatisfactory performance of
576 instructional personnel and school administrators solely upon
577 student performance, but may include other criteria to evaluate
578 instructional personnel and school administrators’ performance,
579 or any combination of student performance and other criteria.
580 Evaluation procedures and criteria must comply with, but are not
581 limited to, the following:
582 (a) A performance evaluation must be conducted for each
583 employee at least once a year, except that a classroom teacher,
584 as defined in s. 1012.01(2)(a), excluding substitute teachers,
585 who is newly hired by the district school board must be observed
586 and evaluated at least twice in the first year of teaching in
587 the school district. The performance evaluation must be based
588 upon sound educational principles and contemporary research in
589 effective educational practices. The evaluation criteria must
590 include:
591 1. Performance of students.—At least one-third of a
592 performance evaluation must be based upon data and indicators of
593 student performance, as determined by each school district. This
594 portion of the evaluation must include growth or achievement
595 data of the teacher’s students or, for a school administrator,
596 the students attending the school over the course of at least 3
597 years. If less than 3 years of data are available, the years for
598 which data are available must be used. The proportion of growth
599 or achievement data may be determined by instructional
600 assignment.
601 2. Instructional practice.—For instructional personnel, at
602 least one-third of the performance evaluation must be based upon
603 instructional practice. Evaluation criteria used when annually
604 observing classroom teachers, as defined in s. 1012.01(2)(a),
605 excluding substitute teachers, must include indicators based
606 upon each of the Florida Educator Accomplished Practices adopted
607 by the State Board of Education. For instructional personnel who
608 are not classroom teachers, evaluation criteria must be based
609 upon indicators of the Florida Educator Accomplished Practices
610 and may include specific job expectations related to student
611 support. This section does not preclude a school administrator
612 from visiting and observing classroom teachers throughout the
613 school year for purposes of providing mentorship, training,
614 instructional feedback, or professional learning.
615 3. Instructional leadership.—For school administrators, at
616 least one-third of the performance evaluation must be based on
617 instructional leadership. Evaluation criteria for instructional
618 leadership must include indicators based upon each of the
619 leadership standards adopted by the State Board of Education
620 under s. 1012.986, including performance measures related to the
621 effectiveness of classroom teachers in the school, the
622 administrator’s appropriate use of evaluation criteria and
623 procedures, recruitment and retention of effective and highly
624 effective classroom teachers, improvement in the percentage of
625 instructional personnel evaluated at the highly effective or
626 effective level, and other leadership practices that result in
627 student learning growth. The system may include a means to give
628 parents and instructional personnel an opportunity to provide
629 input into the administrator’s performance evaluation.
630 4. Other indicators of performance.—For instructional
631 personnel and school administrators, the remainder of a
632 performance evaluation may include, but is not limited to,
633 professional and job responsibilities as recommended by the
634 State Board of Education or identified by the district school
635 board and, for instructional personnel, peer reviews,
636 objectively reliable survey information from students and
637 parents based on teaching practices that are consistently
638 associated with higher student achievement, and other valid and
639 reliable measures of instructional practice.
640 Section 8. Subsections (9) through (16) of section 1012.56,
641 Florida Statutes, are renumbered as subsections (10) through
642 (17), respectively, subsection (1), paragraphs (d), (g), and (i)
643 of subsection (2) and subsections (6), (7), and (8) are amended,
644 and a new subsection (9) is added to that section, to read:
645 1012.56 Educator certification requirements.—
646 (1) APPLICATION.—Each person seeking certification pursuant
647 to this chapter shall submit a completed application containing
648 the applicant’s social security number to the Department of
649 Education and remit the fee required pursuant to s. 1012.59 and
650 rules of the State Board of Education. Pursuant to the federal
651 Personal Responsibility and Work Opportunity Reconciliation Act
652 of 1996, each party is required to provide his or her social
653 security number in accordance with this section. Disclosure of
654 social security numbers obtained through this requirement is
655 limited to the purpose of administration of the Title IV-D
656 program of the Social Security Act for child support
657 enforcement.
658 (a) Pursuant to s. 120.60, the department shall issue
659 within 90 calendar days after receipt of the completed
660 application a professional certificate to a qualifying applicant
661 covering the classification, level, and area for which the
662 applicant is deemed qualified and a document explaining the
663 requirements for renewal of the professional certificate.
664 (b) The department shall issue a temporary certificate to a
665 qualifying applicant within 14 calendar days after receipt of a
666 request from an employer with a professional education
667 competence demonstration program pursuant to paragraph
668 paragraphs (6)(f) and subsection (9) (8)(b). The temporary
669 certificate must cover the classification, level, and area for
670 which the applicant is deemed qualified. The department shall
671 electronically notify the applicant’s employer that the
672 temporary certificate has been issued and provide the applicant
673 an official statement of status of eligibility at the time the
674 certificate is issued.
675 (c) Pursuant to s. 120.60, the department shall issue
676 within 90 calendar days after receipt of the completed
677 application, if an applicant does not meet the requirements for
678 either certificate, an official statement of status of
679 eligibility.
680
681 The statement of status of eligibility must be provided
682 electronically and must advise the applicant of any
683 qualifications that must be completed to qualify for
684 certification. Each method by which an applicant can complete
685 the qualifications for a professional certificate must be
686 included in the statement of status of eligibility. Each
687 statement of status of eligibility is valid for 5 3 years after
688 its date of issuance, except as provided in paragraph (2)(d).
689 (2) ELIGIBILITY CRITERIA.—To be eligible to seek
690 certification, a person must:
691 (d) Submit to background screening in accordance with
692 subsection (11) (10). If the background screening indicates a
693 criminal history or if the applicant acknowledges a criminal
694 history, the applicant’s records shall be referred to the
695 investigative section in the Department of Education for review
696 and determination of eligibility for certification. If the
697 applicant fails to provide the necessary documentation requested
698 by the department within 90 days after the date of the receipt
699 of the certified mail request, the statement of eligibility and
700 pending application shall become invalid.
701 (g) Demonstrate mastery of general knowledge, pursuant to
702 subsection (3), if the person serves as a classroom teacher
703 pursuant to s. 1012.01(2)(a).
704 (i) Demonstrate mastery of professional preparation and
705 education competence, pursuant to subsection (6), if the person
706 serves as a classroom teacher or school administrator as
707 classified in s. 1012.01(2)(a) and (3)(c), respectively.
708 (6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION
709 COMPETENCE.—Acceptable means of demonstrating mastery of
710 professional preparation and education competence are:
711 (a) Successful completion of an approved teacher
712 preparation program at a postsecondary educational institution
713 within this state and achievement of a passing score on the
714 professional education competency examination required by state
715 board rule;
716 (b) Successful completion of a teacher preparation program
717 at a postsecondary educational institution outside Florida and
718 achievement of a passing score on the professional education
719 competency examination required by state board rule;
720 (c) Documentation of a valid professional standard teaching
721 certificate issued by another state;
722 (d) Documentation of a valid certificate issued by the
723 National Board for Professional Teaching Standards or a national
724 educator credentialing board approved by the State Board of
725 Education;
726 (e) Documentation of two semesters of successful, full-time
727 or part-time teaching in a Florida College System institution,
728 state university, or private college or university that awards
729 an associate or higher degree and is an accredited institution
730 or an institution of higher education identified by the
731 Department of Education as having a quality program and
732 achievement of a passing score on the professional education
733 competency examination required by state board rule;
734 (f) Successful completion of professional preparation
735 courses as specified in state board rule, successful completion
736 of a professional preparation and education competence program
737 pursuant to subsection (9) paragraph (8)(b), and achievement of
738 a passing score on the professional education competency
739 examination required by state board rule;
740 (g) Successful completion of a professional learning
741 development certification and education competency program,
742 outlined in subsection (8) paragraph (8)(a); or
743 (h) Successful completion of a competency-based
744 certification program pursuant to s. 1004.85 and achievement of
745 a passing score on the professional education competency
746 examination required by rule of the State Board of Education.
747
748 The State Board of Education shall adopt rules to implement this
749 subsection by December 31, 2014, including rules to approve
750 specific teacher preparation programs that are not identified in
751 this subsection which may be used to meet requirements for
752 mastery of professional preparation and education competence.
753 (7) TYPES AND TERMS OF CERTIFICATION.—
754 (a) The Department of Education shall issue a professional
755 certificate for a period not to exceed 5 years to any applicant
756 who fulfills one of the following:
757 1. Meets all the applicable requirements outlined in
758 subsection (2).
759 2. For a professional certificate covering grades 6 through
760 12:
761 a. Meets the applicable requirements of paragraphs (2)(a)
762 (h).
763 b. Holds a master’s or higher degree in the area of
764 science, technology, engineering, or mathematics.
765 c. Teaches a high school course in the subject of the
766 advanced degree.
767 d. Is rated highly effective as determined by the teacher’s
768 performance evaluation under s. 1012.34, based in part on
769 student performance as measured by a statewide, standardized
770 assessment or an Advanced Placement, Advanced International
771 Certificate of Education, or International Baccalaureate
772 examination.
773 e. Achieves a passing score on the Florida professional
774 education competency examination required by state board rule.
775 3. Meets the applicable requirements of paragraphs (2)(a)
776 (h) and completes a professional learning certification
777 preparation and education competence program approved by the
778 department pursuant to paragraph (8)(b) (8)(c) or an educator
779 preparation institute approved by the department pursuant to s.
780 1004.85. An applicant who completes one of these programs and is
781 rated highly effective as determined by his or her performance
782 evaluation under s. 1012.34 is not required to take or achieve a
783 passing score on the professional education competency
784 examination in order to be awarded a professional certificate.
785 (b) The department shall issue a temporary certificate to
786 any applicant who:
787 1. Completes the requirements outlined in paragraphs
788 (2)(a)-(f) and completes the subject area content requirements
789 specified in state board rule or demonstrates mastery of subject
790 area knowledge pursuant to subsection (5) and holds an
791 accredited degree or a degree approved by the Department of
792 Education at the level required for the subject area
793 specialization in state board rule; or
794 2. For a subject area specialization for which the state
795 board otherwise requires a bachelor’s degree, documents 48
796 months of active-duty military service with an honorable
797 discharge or a medical separation; completes the requirements
798 outlined in paragraphs (2)(a), (b), and (d)-(f); completes the
799 subject area content requirements specified in state board rule
800 or demonstrates mastery of subject area knowledge pursuant to
801 subsection (5); and documents completion of 60 college credits
802 with a minimum cumulative grade point average of 2.5 on a 4.0
803 scale, as provided by one or more accredited institutions of
804 higher learning or a nonaccredited institution of higher
805 learning identified by the Department of Education as having a
806 quality program resulting in a bachelor’s degree or higher; or.
807 3. Is enrolled in a state-approved teacher preparation
808 program under s. 1004.04; is actively completing the required
809 program field experience or internship at a public school;
810 completes the requirements outlined in paragraphs (2)(a), (b),
811 (d), (e), and (f); and documents completion of 60 college
812 credits with a minimum cumulative grade point average of 2.5 on
813 a 4.0 scale, as provided by one or more accredited institutions
814 of higher learning or a nonaccredited institution of higher
815 learning identified by the Department of Education as having a
816 quality program resulting in a bachelor’s degree or higher.
817 (c) The department shall issue one nonrenewable 2-year
818 temporary certificate and one nonrenewable 5-year professional
819 certificate to a qualified applicant who holds a bachelor’s
820 degree in the area of speech-language impairment to allow for
821 completion of a master’s degree program in speech-language
822 impairment.
823 (d) A person who is issued a temporary certificate under
824 subparagraph (b)2. must be assigned a teacher mentor for a
825 minimum of 2 school years after commencing employment. Each
826 teacher mentor selected by the school district, charter school,
827 or charter management organization must:
828 1. Hold a valid professional certificate issued pursuant to
829 this section;
830 2. Have earned at least 3 years of teaching experience in
831 prekindergarten through grade 12; and
832 3. Have earned an effective or highly effective rating on
833 the prior year’s performance evaluation under s. 1012.34.
834 (e)(e)1. A temporary certificate issued under subparagraph
835 (b)1. is valid for 3 school fiscal years and is nonrenewable.
836 2. A temporary certificate issued under subparagraph (b)2.
837 is valid for 5 school fiscal years, is limited to a one-time
838 issuance, and is nonrenewable.
839
840 At least 1 year before an individual’s temporary certificate is
841 set to expire, the department shall electronically notify the
842 individual of the date on which his or her certificate will
843 expire and provide a list of each method by which the
844 qualifications for a professional certificate can be completed.
845 The State Board of Education shall adopt rules to allow the
846 department to extend the validity period of a temporary
847 certificate for 2 years when the requirements for the
848 professional certificate were not completed due to the serious
849 illness or injury of the applicant, the military service of an
850 applicant’s spouse, other extraordinary extenuating
851 circumstances, or if the certificateholder is rated highly
852 effective in the immediate prior year’s performance evaluation
853 pursuant to s. 1012.34 or has completed a 2-year mentorship
854 program pursuant to subsection (8). The department shall extend
855 the temporary certificate upon approval by the Commissioner of
856 Education. A written request for extension of the certificate
857 shall be submitted by the district school superintendent, the
858 governing authority of a university lab school, the governing
859 authority of a state-supported school, or the governing
860 authority of a private school.
861 (8) PROFESSIONAL LEARNING DEVELOPMENT CERTIFICATION AND
862 EDUCATION COMPETENCY PROGRAM.—
863 (a) The Department of Education shall develop and each
864 school district, charter school, and charter management
865 organization may provide a cohesive competency-based
866 professional learning development certification and education
867 competency program by which instructional staff may satisfy the
868 mastery of professional preparation and education competence
869 requirements specified in subsection (6) and rules of the State
870 Board of Education. Participants must hold a state-issued
871 temporary certificate. A school district, charter school, or
872 charter management organization that implements the program
873 shall provide a competency-based certification program developed
874 by the Department of Education or developed by the district,
875 charter school, or charter management organization and approved
876 by the Department of Education. These entities may collaborate
877 with other supporting agencies or educational entities for
878 implementation. The program shall include the following:
879 1. A minimum period of initial preparation before assuming
880 duties as the teacher of record.
881 2. An option for collaboration with other supporting
882 agencies or educational entities for implementation.
883 1.3. A teacher mentorship and induction component.
884 a. Each individual selected by the district, charter
885 school, or charter management organization as a mentor:
886 (I) Must hold a valid professional certificate issued
887 pursuant to this section;
888 (II) Must have earned at least 3 years of teaching
889 experience in prekindergarten through grade 12;
890 (III) Must have completed specialized training in clinical
891 supervision and participate in ongoing mentor training provided
892 through the coordinated system of professional learning
893 development under s. 1012.98(4) s. 1012.98(3)(e);
894 (IV) Must have earned an effective or highly effective
895 rating on the prior year’s performance evaluation under s.
896 1012.34; and
897 (V) May be a peer evaluator under the district’s evaluation
898 system approved under s. 1012.34.
899 b. The teacher mentorship and induction component must, at
900 a minimum, provide routine weekly opportunities for mentoring
901 and induction activities, including common planning time,
902 ongoing professional learning as described in s. 1012.98
903 development targeted to a teacher’s needs, opportunities for a
904 teacher to observe other teachers, co-teaching experiences, and
905 reflection and followup discussions. Professional learning must
906 meet the criteria established in s. 1012.98(3). Mentorship and
907 induction activities must be provided for an applicant’s first
908 year in the program and may be provided until the applicant
909 attains his or her professional certificate in accordance with
910 this section. A principal who is rated highly effective as
911 determined by his or her performance evaluation under s. 1012.34
912 must be provided flexibility in selecting professional
913 development activities under this paragraph; however, the
914 activities must be approved by the department as part of the
915 district’s, charter school’s, or charter management
916 organization’s program.
917 2.4. An assessment of teaching performance aligned to the
918 district’s, charter school’s, or charter management
919 organization’s system for personnel evaluation under s. 1012.34
920 which provides for:
921 a. An initial evaluation of each educator’s competencies to
922 determine an appropriate individualized professional learning
923 development plan.
924 b. A summative evaluation to assure successful completion
925 of the program.
926 3.5. Professional education preparation content knowledge,
927 which must be included in the mentoring and induction activities
928 under subparagraph 1. 3., that includes, but is not limited to,
929 the following:
930 a. The state academic standards provided under s. 1003.41,
931 including scientifically based reading instruction, content
932 literacy, and mathematical practices, for each subject
933 identified on the temporary certificate.
934 b. The educator-accomplished practices approved by the
935 state board.
936 c. A variety of data indicators for monitoring student
937 progress.
938 d. Methodologies for teaching students with disabilities.
939 e. Methodologies for teaching students of limited English
940 proficiency appropriate for each subject area identified on the
941 temporary certificate.
942 f. Techniques and strategies for operationalizing the role
943 of the teacher in assuring a safe learning environment for
944 students.
945 4.6. Required achievement of passing scores on the subject
946 area and professional education competency examination required
947 by State Board of Education rule. Mastery of general knowledge
948 must be demonstrated as described in subsection (3).
949 5.7. Beginning with candidates entering a program in the
950 2022-2023 school year, a candidate for certification in a
951 coverage area identified pursuant to s. 1012.585(3)(f) must
952 successfully complete all competencies for a reading
953 endorsement, including completion of the endorsement practicum
954 through the candidate’s demonstration of mastery of professional
955 preparation and education competence under paragraph (b).
956 (b)1. Each school district must and a private school or
957 state-supported public school, including a charter school, may
958 develop and maintain a system by which members of the
959 instructional staff may demonstrate mastery of professional
960 preparation and education competence as required by law. Each
961 program must be based on classroom application of the Florida
962 Educator Accomplished Practices and instructional performance
963 and, for public schools, must be aligned with the district’s or
964 state-supported public school’s evaluation system established
965 under s. 1012.34, as applicable.
966 2. The Commissioner of Education shall determine the
967 continued approval of programs implemented under this paragraph,
968 based upon the department’s review of performance data. The
969 department shall review the performance data as a part of the
970 periodic review of each school district’s professional
971 development system required under s. 1012.98.
972 (b)(c) No later than December 31, 2017, The department
973 State Board of Education shall adopt rules standards for the
974 approval and continued approval of professional learning
975 development certification and education competency programs
976 aligned to, including standards for the teacher mentorship and
977 induction component, under paragraph (a). Standards for the
978 teacher mentorship and induction component must include program
979 administration and evaluation; mentor roles, selection, and
980 training; beginning teacher assessment and professional
981 development; and teacher content knowledge and practices aligned
982 to the Florida Educator Accomplished Practices. Each school
983 district or charter school with a program under this subsection
984 must submit its program, including the teacher mentorship and
985 induction component, to the department for approval no later
986 than June 30, 2018. After December 31, 2018, A teacher may not
987 satisfy requirements for a professional certificate through a
988 professional learning development certification and education
989 competency program under paragraph (a) unless the program has
990 been approved by the department pursuant to this paragraph.
991 (9) PROFESSIONAL EDUCATION COMPETENCY PROGRAM.—
992 (a) Each school district must and a private school or
993 state-supported public school, including a charter school, may
994 develop and maintain a system by which members of the
995 instructional staff may demonstrate mastery of professional
996 preparation and education competence as required by law. Each
997 program must be based on classroom application of the Florida
998 Educator Accomplished Practices and instructional performance
999 and, for public schools, must be aligned with the district’s or
1000 state-supported public school’s evaluation system established
1001 under s. 1012.34, as applicable.
1002 (b) The Commissioner of Education shall determine the
1003 continued approval of programs implemented under this paragraph,
1004 based upon the department’s review of performance data. The
1005 department shall review the performance data as a part of the
1006 periodic review of each school district’s professional learning
1007 system required under s. 1012.98.
1008 (d) The Commissioner of Education shall determine the
1009 continued approval of programs implemented under paragraph (a)
1010 based upon the department’s periodic review of the following:
1011 1. Evidence that the requirements in paragraph (a) are
1012 consistently met; and
1013 2. Evidence of performance in each of the following areas:
1014 a. Rate of retention for employed program completers in
1015 instructional positions in Florida public schools.
1016 b. Performance of students in prekindergarten through grade
1017 12 who are assigned to in-field program completers on statewide
1018 assessments using the results of the student learning growth
1019 formula adopted under s. 1012.34.
1020 c. Performance of students in prekindergarten through grade
1021 12 who are assigned to in-field program completers aggregated by
1022 student subgroups, as defined in the federal Elementary and
1023 Secondary Education Act (ESEA), 20 U.S.C. s.
1024 6311(b)(2)(C)(v)(II), as a measure of how well the program
1025 prepares teachers to work with a variety of students in Florida
1026 public schools.
1027 d. Results of program completers’ annual evaluations in
1028 accordance with the timeline as set forth in s. 1012.34.
1029 e. Production of program completers in statewide critical
1030 teacher shortage areas as defined in s. 1012.07.
1031 Section 9. Subsection (1) of section 1012.57, Florida
1032 Statutes, is amended to read:
1033 1012.57 Certification of adjunct educators.—
1034 (1) Notwithstanding the provisions of ss. 1012.32, 1012.55,
1035 and 1012.56, or any other provision of law or rule to the
1036 contrary, district school boards shall adopt rules to allow for
1037 the issuance of an adjunct teaching certificate to any applicant
1038 who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11)
1039 s. 1012.56(2)(a)-(f) and (10) and who has expertise in the
1040 subject area to be taught. An applicant shall be considered to
1041 have expertise in the subject area to be taught if the applicant
1042 demonstrates sufficient subject area mastery through passage of
1043 a subject area test.
1044 Section 10. Section 1012.575, Florida Statutes, is amended
1045 to read:
1046 1012.575 Alternative preparation programs for certified
1047 teachers to add additional coverage.—A district school board, or
1048 an organization of private schools or a consortium of charter
1049 schools with an approved professional learning development
1050 system as described in s. 1012.98(7) s. 1012.98(6), may design
1051 alternative teacher preparation programs to enable persons
1052 already certificated to add an additional coverage to their
1053 certificates. Each alternative teacher preparation program shall
1054 be reviewed and approved by the Department of Education to
1055 assure that persons who complete the program are competent in
1056 the necessary areas of subject matter specialization. Two or
1057 more school districts may jointly participate in an alternative
1058 preparation program for teachers.
1059 Section 11. Paragraph (g) of subsection (3) of section
1060 1012.585, Florida Statutes, is redesignated as paragraph (h) and
1061 a new paragraph (g) is added to that subsection to read:
1062 1012.585 Process for renewal of professional certificates.—
1063 (3) For the renewal of a professional certificate, the
1064 following requirements must be met:
1065 (g) An applicant for renewal of a professional certificate
1066 in educational leadership from a Level I program under s.
1067 1012.562(2) or Level II program under s. 1012.562(3), with a
1068 beginning validity date of July 1, 2025, or thereafter, must
1069 earn a minimum of 1 college credit or 20 inservice points in
1070 Florida’s educational leadership standards, as established in
1071 rule by the State Board of Education. The requirement in this
1072 paragraph may not add to the total hours required by the
1073 department for continuing education or inservice training.
1074 Section 12. Paragraph (a) of subsection (1) of section
1075 1012.586, Florida Statutes, is amended to read:
1076 1012.586 Additions or changes to certificates; duplicate
1077 certificates; reading endorsement pathways.—
1078 (1) A school district may process via a Department of
1079 Education website certificates for the following applications of
1080 public school employees:
1081 (a) Addition of a subject coverage or endorsement to a
1082 valid Florida certificate on the basis of the completion of the
1083 appropriate subject area testing requirements of s.
1084 1012.56(5)(a) or the completion of the requirements of an
1085 approved school district program or the inservice components for
1086 an endorsement.
1087 1. To reduce duplication, the department may recommend the
1088 consolidation of endorsement areas and requirements to the State
1089 Board of Education.
1090 2. At least once every 5 years, the department shall
1091 conduct a review of existing subject coverage or endorsement
1092 requirements in the elementary, reading, and exceptional student
1093 educational areas. The review must include reciprocity
1094 requirements for out-of-state certificates and requirements for
1095 demonstrating competency in the reading instruction professional
1096 learning development topics listed in s. 1012.98(5)(b)11 s.
1097 1012.98(4)(b)11. The review must also consider the award of an
1098 endorsement to an individual who holds a certificate issued by
1099 an internationally recognized organization that establishes
1100 standards for providing evidence-based interventions to
1101 struggling readers or who completes a postsecondary program that
1102 is accredited by such organization. Any such certificate or
1103 program must require an individual who completes the certificate
1104 or program to demonstrate competence in reading intervention
1105 strategies through clinical experience. At the conclusion of
1106 each review, the department shall recommend to the state board
1107 changes to the subject coverage or endorsement requirements
1108 based upon any identified instruction or intervention strategies
1109 proven to improve student reading performance. This subparagraph
1110 does not authorize the state board to establish any new
1111 certification subject coverage.
1112
1113 The employing school district shall charge the employee a fee
1114 not to exceed the amount charged by the Department of Education
1115 for such services. Each district school board shall retain a
1116 portion of the fee as defined in the rules of the State Board of
1117 Education. The portion sent to the department shall be used for
1118 maintenance of the technology system, the web application, and
1119 posting and mailing of the certificate.
1120 Section 13. Effective upon this act becoming law, section
1121 1012.71, Florida Statutes, is amended to read:
1122 1012.71 The Florida Teachers Classroom Supply Assistance
1123 Program.—
1124 (1) For purposes of the Florida Teachers Classroom Supply
1125 Assistance Program, the term “classroom teacher” means a
1126 certified teacher employed by a public school district or a
1127 public charter school in that district on or before September 1
1128 of each year whose full-time or job-share responsibility is the
1129 classroom instruction of students in prekindergarten through
1130 grade 12, including full-time media specialists and certified
1131 school counselors serving students in prekindergarten through
1132 grade 12, who are funded through the Florida Education Finance
1133 Program. A “job-share” classroom teacher is one of two teachers
1134 whose combined full-time equivalent employment for the same
1135 teaching assignment equals one full-time classroom teacher.
1136 (2) The Legislature, in the General Appropriations Act,
1137 shall determine funding for the Florida Teachers Classroom
1138 Supply Assistance Program. The funds appropriated are for
1139 classroom teachers to purchase, on behalf of the school district
1140 or charter school, classroom materials and supplies for the
1141 public school students assigned to them and may not be used to
1142 purchase equipment. The funds appropriated shall be used to
1143 supplement the materials and supplies otherwise available to
1144 classroom teachers. From the funds appropriated for the Florida
1145 Teachers Classroom Supply Assistance Program, the Commissioner
1146 of Education shall calculate an amount for each school district
1147 based upon each school district’s proportionate share of the
1148 state’s total unweighted FTE student enrollment and shall
1149 disburse the funds to the school districts by July 15.
1150 (3) From the funds allocated to each school district and
1151 any funds received from local contributions for the Florida
1152 Teachers Classroom Supply Assistance Program, the district
1153 school board shall calculate an identical amount for each
1154 classroom teacher who is estimated to be employed by the school
1155 district or a charter school in the district on September 1 of
1156 each year, which is that teacher’s proportionate share of the
1157 total amount allocated to the district from state funds and
1158 funds received from local contributions. A job-share classroom
1159 teacher may receive a prorated share of the amount provided to a
1160 full-time classroom teacher.
1161 (4) The department shall administer a competitive
1162 procurement through which classroom teachers may purchase
1163 classroom materials and supplies. By September 1 of each year,
1164 each school district shall submit to the department:
1165 (a) The identical amount per classroom teacher calculated
1166 in subsection (3), including the proportionate share of the
1167 identical amount if such classroom teacher is a job-share
1168 classroom teacher.
1169 (b) The name of each eligible classroom teacher.
1170 (c) The name and master school identification number of the
1171 school in which the classroom teacher is assigned.
1172 (d) Any other information necessary for administration of
1173 the program as determined by the department For a classroom
1174 teacher determined eligible on July 1, the district school board
1175 and each charter school board may provide the teacher with his
1176 or her total proportionate share by August 1 based on the
1177 estimate of the number of teachers who will be employed on
1178 September 1. For a classroom teacher determined eligible after
1179 July 1, the district school board and each charter school board
1180 shall provide the teacher with his or her total proportionate
1181 share by September 30. The proportionate share may be provided
1182 by any means determined appropriate by the district school board
1183 or charter school board, including, but not limited to, direct
1184 deposit, check, debit card, or purchasing card. If a debit card
1185 is used, an identifier must be placed on the front of the debit
1186 card which clearly indicates that the card has been issued for
1187 the Florida Teachers Classroom Supply Assistance Program.
1188 Expenditures under the program are not subject to state or local
1189 competitive bidding requirements. Funds received by a classroom
1190 teacher do not affect wages, hours, or terms and conditions of
1191 employment and, therefore, are not subject to collective
1192 bargaining. Any classroom teacher may decline receipt of or
1193 return the funds without explanation or cause.
1194 (5)(4) Each classroom teacher must sign a statement
1195 acknowledging receipt of the funds, keep receipts for no less
1196 than 4 years to show that funds expended meet the requirements
1197 of this section, and return any unused funds to the district
1198 school board at the end of the regular school year. Any unused
1199 funds that are returned to the district school board shall be
1200 deposited into the school advisory council account of the school
1201 at which the classroom teacher returning the funds was employed
1202 when the funds were made available to the classroom teacher. If
1203 a school does not have a school advisory council, the funds
1204 shall be expended for classroom materials and supplies as
1205 determined by the principal that teacher received the funds or
1206 deposited into the Florida Teachers Classroom Supply Assistance
1207 Program account of the school district in which a charter school
1208 is sponsored, as applicable.
1209 (5) The statement must be signed and dated by each
1210 classroom teacher before receipt of the Florida Teachers
1211 Classroom Supply Assistance Program funds and shall include the
1212 wording: “I, ...(name of teacher)..., am employed by the
1213 ....County District School Board or by the ....Charter School as
1214 a full-time classroom teacher. I acknowledge that Florida
1215 Teachers Classroom Supply Assistance Program funds are
1216 appropriated by the Legislature for the sole purpose of
1217 purchasing classroom materials and supplies to be used in the
1218 instruction of students assigned to me. In accepting custody of
1219 these funds, I agree to keep the receipts for all expenditures
1220 for no less than 4 years. I understand that if I do not keep the
1221 receipts, it will be my personal responsibility to pay any
1222 federal taxes due on these funds. I also agree to return any
1223 unexpended funds to the district school board at the end of the
1224 regular school year for deposit into the school advisory council
1225 account of the school where I was employed at the time I
1226 received the funds or for deposit into the Florida Teachers
1227 Classroom Supply Assistance Program account of the school
1228 district in which the charter school is sponsored, as
1229 applicable.”
1230 (6) The Department of Education and district school boards
1231 may, and are encouraged to, enter into public-private
1232 partnerships in order to increase the total amount of Florida
1233 Teachers Classroom Supply Assistance Programs funds available to
1234 classroom teachers.
1235 Section 14. Section 1012.98, Florida Statutes, is amended
1236 to read:
1237 1012.98 School Community Professional Learning Development
1238 Act.—
1239 (1) The Department of Education, public postsecondary
1240 educational institutions, public school districts, public
1241 schools, state education foundations, consortia, and
1242 professional organizations in this state shall work
1243 collaboratively to establish a coordinated system of
1244 professional learning. For the purposes of this section, the
1245 term “professional learning” means learning that is aligned to
1246 the state’s standards for effective professional learning,
1247 educator practices, and leadership practices; incorporates
1248 active learning; is collaborative; provides models; and is
1249 sustained and continuous development. The purpose of the
1250 professional learning development system is to increase student
1251 achievement, enhance classroom instructional strategies that
1252 promote rigor and relevance throughout the curriculum, and
1253 prepare students for continuing education and the workforce. The
1254 system of professional learning development must align to the
1255 standards adopted by the state. Routine informational meetings
1256 may not be considered professional learning and are not eligible
1257 for inservice points and support the framework for standards
1258 adopted by the National Staff Development Council.
1259 (2) The school community includes students and parents,
1260 administrative personnel, managers, instructional personnel,
1261 support personnel, members of district school boards, members of
1262 school advisory councils, business partners, and personnel that
1263 provide health and social services to students.
1264 (3) Professional learning activities linked to student
1265 learning and professional growth for instructional and
1266 administrative staff must meet the following criteria:
1267 (a) For instructional personnel, utilize materials aligned
1268 to the state’s academic standards.
1269 (b) For school administrators, utilize materials aligned to
1270 the state’s educational leadership standards.
1271 (c) Have clear, defined, and measurable outcomes for both
1272 individual inservice activities and multiple day sessions.
1273 (d) Employ multiple measurement tools for data on teacher
1274 growth, participants’ use of new knowledge and skills, student
1275 learning outcomes, instructional growth outcomes, and leadership
1276 growth outcomes, as applicable.
1277 (e) Utilize active learning and engage participants
1278 directly in designing and trying out strategies, providing
1279 participants with the opportunity to engage in authentic
1280 teaching and leadership experiences.
1281 (f) Utilize artifacts, interactive activities, and other
1282 strategies to provide deeply embedded and highly contextualized
1283 professional learning.
1284 (g) Create opportunities for collaboration.
1285 (h) Utilize coaching and expert support to involve the
1286 sharing of expertise about content and evidence-based practices,
1287 focused directly on instructional personnel and school
1288 administrator needs.
1289 (i) Provide opportunities for instructional personnel and
1290 school administrators to think about, receive input on, and make
1291 changes to practice by facilitating reflection and providing
1292 feedback.
1293 (j) Provide sustained duration with followup for
1294 instructional personnel and school administrators to have
1295 adequate time to learn, practice, implement, and reflect upon
1296 new strategies that facilitate changes in practice.
1297 (4)(3) The activities designed to implement this section
1298 must:
1299 (a) Support and increase the success of educators through
1300 collaboratively developed school improvement plans that focus
1301 on:
1302 1. Enhanced and differentiated instructional strategies to
1303 engage students in a rigorous and relevant curriculum based on
1304 state and local educational standards, goals, and initiatives;
1305 2. Increased opportunities to provide meaningful
1306 relationships between teachers and all students; and
1307 3. Increased opportunities for professional collaboration
1308 among and between teachers, certified school counselors,
1309 instructional leaders, postsecondary educators engaged in
1310 preservice training for new teachers, and the workforce
1311 community.
1312 (b) Assist the school community in providing stimulating,
1313 scientific research-based educational activities that encourage
1314 and motivate students to achieve at the highest levels and to
1315 participate as active learners and that prepare students for
1316 success at subsequent educational levels and the workforce.
1317 (c) Provide continuous support for all education
1318 professionals as well as temporary intervention for education
1319 professionals who need improvement in knowledge, skills, and
1320 performance.
1321 (d) Provide middle grades instructional personnel and
1322 school administrators with the knowledge, skills, and best
1323 practices necessary to support excellence in classroom
1324 instruction and educational leadership.
1325 (e) Provide training to teacher mentors as part of the
1326 professional learning development certification program under s.
1327 1012.56(8) and the professional education competency program
1328 under s. 1012.56(9) s. 1012.56(8)(a). The training must include
1329 components on teacher development, peer coaching, time
1330 management, and other related topics as determined by the
1331 Department of Education.
1332 (5)(4) The Department of Education, school districts,
1333 schools, Florida College System institutions, and state
1334 universities share the responsibilities described in this
1335 section. These responsibilities include the following:
1336 (a)1. The department shall create a high-quality
1337 professional learning marketplace list that acts as guide and
1338 tool for teachers, schools, school administrators, and districts
1339 across the state to identify high-quality professional learning
1340 provider programs and resources that meet the criteria described
1341 in subsection (3) and have demonstrated success in meeting
1342 identified student needs.
1343 2. The department shall disseminate to the school
1344 community, through a centralized professional learning webpage,
1345 the marketplace list under subparagraph 1 research-based
1346 professional development methods and programs that have
1347 demonstrated success in meeting identified student needs. The
1348 Commissioner of Education shall use data on student achievement
1349 to identify student needs. The methods of dissemination must
1350 include a web-based statewide performance support system,
1351 including a database of exemplary professional development
1352 activities, a listing of available professional development
1353 resources, training programs, and available assistance.
1354 2. The web-based statewide performance support system
1355 established pursuant to subparagraph 1. must include for middle
1356 grades, subject to appropriation, materials related to classroom
1357 instruction, including integrated digital instruction and
1358 competency-based instruction; CAPE Digital Tool certificates and
1359 CAPE industry certifications; classroom management; student
1360 behavior and interaction; extended learning opportunities for
1361 students; and instructional leadership.
1362 (b) Each school district shall develop a professional
1363 learning development system as specified in subsection (4) (3).
1364 The system shall be developed in consultation with teachers,
1365 teacher-educators of Florida College System institutions and
1366 state universities, business and community representatives, and
1367 local education foundations, consortia, and professional
1368 organizations. The professional learning development system
1369 must:
1370 1. Be reviewed and approved by the department for
1371 compliance with s. 1003.42(3) and this section. Effective March
1372 1, 2024, the department shall establish a calendar for the
1373 review and approval of all professional learning systems. A
1374 professional learning system must be reviewed and approved every
1375 5 years. Any All substantial revisions to the system shall be
1376 submitted to the department for review and for continued
1377 approval. The department shall establish a format for the review
1378 and approval of a professional learning system.
1379 2. Be based on analyses of student achievement data and
1380 instructional strategies and methods that support rigorous,
1381 relevant, and challenging curricula for all students. Schools
1382 and districts, in developing and refining the professional
1383 learning development system, shall also review and monitor
1384 school discipline data; school environment surveys; assessments
1385 of parental satisfaction; performance appraisal data of
1386 teachers, managers, and administrative personnel; and other
1387 performance indicators to identify school and student needs that
1388 can be met by improved professional performance.
1389 3. Provide inservice activities coupled with followup
1390 support appropriate to accomplish district-level and school
1391 level improvement goals and standards. The inservice activities
1392 for instructional and school administrative personnel shall
1393 focus on analysis of student achievement data, ongoing formal
1394 and informal assessments of student achievement, identification
1395 and use of enhanced and differentiated instructional strategies
1396 that emphasize rigor, relevance, and reading in the content
1397 areas, enhancement of subject content expertise, integrated use
1398 of classroom technology that enhances teaching and learning,
1399 classroom management, parent involvement, and school safety.
1400 4. Provide inservice activities and support targeted to the
1401 individual needs of new teachers participating in the
1402 professional learning development certification and education
1403 competency program under s. 1012.56(8)(a).
1404 5. Include a professional learning catalog master plan for
1405 inservice activities, pursuant to rules of the State Board of
1406 Education, for all district employees from all fund sources. The
1407 catalog master plan shall be updated annually by September 1,
1408 must be based on input from teachers and district and school
1409 instructional leaders, and must use the latest available student
1410 achievement data and research to enhance rigor and relevance in
1411 the classroom. Each district inservice catalog plan must be
1412 aligned to and support the school-based inservice catalog plans
1413 and school improvement plans pursuant to s. 1001.42(18). Each
1414 district inservice catalog plan must provide a description of
1415 the training that middle grades instructional personnel and
1416 school administrators receive on the district’s code of student
1417 conduct adopted pursuant to s. 1006.07; integrated digital
1418 instruction and competency-based instruction and CAPE Digital
1419 Tool certificates and CAPE industry certifications; classroom
1420 management; student behavior and interaction; extended learning
1421 opportunities for students; and instructional leadership.
1422 District plans must be approved by the district school board
1423 annually in order to ensure compliance with subsection (1) and
1424 to allow for dissemination of research-based best practices to
1425 other districts. District school boards must submit verification
1426 of their approval to the Commissioner of Education no later than
1427 October 1, annually. Each school principal may establish and
1428 maintain an individual professional learning development plan
1429 for each instructional employee assigned to the school as a
1430 seamless component to the school improvement plans developed
1431 pursuant to s. 1001.42(18). An individual professional learning
1432 development plan must be related to specific performance data
1433 for the students to whom the teacher is assigned, define the
1434 inservice objectives and specific measurable improvements
1435 expected in student performance as a result of the inservice
1436 activity, and include an evaluation component that determines
1437 the effectiveness of the professional learning development plan.
1438 6. Include inservice activities for school administrative
1439 personnel, aligned to the state’s educational leadership
1440 standards, that address updated skills necessary for
1441 instructional leadership and effective school management
1442 pursuant to s. 1012.986.
1443 7. Provide for systematic consultation with regional and
1444 state personnel designated to provide technical assistance and
1445 evaluation of local professional learning development programs.
1446 8. Provide for delivery of professional learning
1447 development by distance learning and other technology-based
1448 delivery systems to reach more educators at lower costs.
1449 9. Provide for the continuous evaluation of the quality and
1450 effectiveness of professional learning development programs in
1451 order to eliminate ineffective programs and strategies and to
1452 expand effective ones. Evaluations must consider the impact of
1453 such activities on the performance of participating educators
1454 and their students’ achievement and behavior.
1455 10. For all middle grades, emphasize:
1456 a. Interdisciplinary planning, collaboration, and
1457 instruction.
1458 b. Alignment of curriculum and instructional materials to
1459 the state academic standards adopted pursuant to s. 1003.41.
1460 c. Use of small learning communities; problem-solving,
1461 inquiry-driven research and analytical approaches for students;
1462 strategies and tools based on student needs; competency-based
1463 instruction; integrated digital instruction; and project-based
1464 instruction.
1465
1466 Each school that includes any of grades 6, 7, or 8 must include
1467 in its school improvement plan, required under s. 1001.42(18), a
1468 description of the specific strategies used by the school to
1469 implement each item listed in this subparagraph.
1470 11. Provide training to reading coaches, classroom
1471 teachers, and school administrators in effective methods of
1472 identifying characteristics of conditions such as dyslexia and
1473 other causes of diminished phonological processing skills;
1474 incorporating instructional techniques into the general
1475 education setting which are proven to improve reading
1476 performance for all students; and using predictive and other
1477 data to make instructional decisions based on individual student
1478 needs. The training must help teachers integrate phonemic
1479 awareness; phonics, word study, and spelling; reading fluency;
1480 vocabulary, including academic vocabulary; and text
1481 comprehension strategies into an explicit, systematic, and
1482 sequential approach to reading instruction, including
1483 multisensory intervention strategies. Each district must provide
1484 all elementary grades instructional personnel access to training
1485 sufficient to meet the requirements of s. 1012.585(3)(f).
1486 (6)(5) Each district school board shall provide funding for
1487 the professional learning development system as required by s.
1488 1011.62 and the General Appropriations Act, and shall direct
1489 expenditures from other funding sources to continuously
1490 strengthen the system in order to increase student achievement
1491 and support instructional staff in enhancing rigor and relevance
1492 in the classroom. The department shall identify professional
1493 learning development opportunities that require the teacher to
1494 demonstrate proficiency in specific classroom practices, with
1495 priority given to implementing training to complete a reading
1496 endorsement pathway adopted pursuant to s. 1012.586(2)(a). A
1497 school district may coordinate its professional learning
1498 development program with that of another district, with an
1499 educational consortium, or with a Florida College System
1500 institution or university, especially in preparing and educating
1501 personnel. Each district school board shall make available
1502 inservice activities to instructional personnel of nonpublic
1503 schools in the district and the state certified teachers who are
1504 not employed by the district school board on a fee basis not to
1505 exceed the cost of the activity per all participants.
1506 (7)(6) An organization of private schools or consortium of
1507 charter schools which has no fewer than 10 member schools in
1508 this state, which publishes and files with the Department of
1509 Education copies of its standards, and the member schools of
1510 which comply with the provisions of part II of chapter 1003,
1511 relating to compulsory school attendance, or a public or private
1512 college or university with a teacher preparation program
1513 approved pursuant to s. 1004.04, may also develop a professional
1514 learning development system that includes a professional
1515 learning catalog master plan for inservice activities. The
1516 system and inservice catalog plan must be submitted to the
1517 commissioner for approval pursuant to state board rules.
1518 (8)(a)(7)(a) The Department of Education shall disseminate,
1519 using web-based technology, research-based best practice methods
1520 by which the state and district school boards may evaluate and
1521 improve the professional learning development system. The best
1522 practices must include data that indicate the progress of all
1523 students. The department shall report annually to the State
1524 Board of Education and the Legislature any school district that,
1525 in the determination of the department, has failed to provide an
1526 adequate professional learning development system. This report
1527 must include the results of the department’s investigation and
1528 of any intervention provided.
1529 (b) The department shall also disseminate, using web-based
1530 technology, professional learning development in the use of
1531 integrated digital instruction at schools that include middle
1532 grades. The professional learning development must provide
1533 training and materials that districts can use to provide
1534 instructional personnel with the necessary knowledge, skills,
1535 and strategies to effectively blend digital instruction into
1536 subject-matter curricula. The professional learning development
1537 must emphasize online learning and research techniques, reading
1538 instruction, the use of digital devices to supplement the
1539 delivery of curricular content to students, and digital device
1540 management and security. Districts are encouraged to incorporate
1541 the professional learning development as part of their
1542 professional learning development system.
1543 (9)(8) The State Board of Education may adopt rules
1544 pursuant to ss. 120.536(1) and 120.54 to administer this
1545 section.
1546 (10)(9) This section does not limit or discourage a
1547 district school board from contracting with independent entities
1548 for professional learning development services and inservice
1549 education if the district school board can demonstrate to the
1550 Commissioner of Education that, through such a contract, a
1551 better product can be acquired or its goals for education
1552 improvement can be better met. Such entities shall have 3 or
1553 more years of experience providing professional learning with
1554 demonstrative success in instructional or school administrator
1555 growth. The school district must verify that such entities and
1556 contracted professional learning activities from such entities
1557 meet the criteria established in subsection (3) for training
1558 linked to student learning or professional growth.
1559 (11)(10) For instructional personnel and administrative
1560 personnel who have been evaluated as less than effective, a
1561 district school board shall require participation in specific
1562 professional learning development programs as provided in
1563 subparagraph (5)(b)5. (4)(b)5. as part of the improvement
1564 prescription.
1565 (12)(11) The department shall disseminate to the school
1566 community proven model professional learning development
1567 programs that have demonstrated success in increasing rigorous
1568 and relevant content, increasing student achievement and
1569 engagement, meeting identified student needs, and providing
1570 effective mentorship activities to new teachers and training to
1571 teacher mentors. The methods of dissemination must include a
1572 web-based statewide performance-support system including a
1573 database of exemplary professional learning development
1574 activities, a listing of available professional learning
1575 development resources, training programs, and available
1576 technical assistance. Professional learning development
1577 resources must include sample course-at-a-glance and unit
1578 overview templates that school districts may use when developing
1579 curriculum. The templates must provide an organized structure
1580 for addressing the Florida Standards, grade-level expectations,
1581 evidence outcomes, and 21st century skills that build to
1582 students’ mastery of the standards at each grade level. Each
1583 template must support teaching to greater intellectual depth and
1584 emphasize transfer and application of concepts, content, and
1585 skills. At a minimum, each template must:
1586 (a) Provide course or year-long sequencing of concept-based
1587 unit overviews based on the Florida Standards.
1588 (b) Describe the knowledge and vocabulary necessary for
1589 comprehension.
1590 (c) Promote the instructional shifts required within the
1591 Florida Standards.
1592 (d) Illustrate the interdependence of grade-level
1593 expectations within and across content areas within a grade.
1594 (13)(12) The department shall require teachers in grades K
1595 12 to participate in continuing education training provided by
1596 the Department of Children and Families on identifying and
1597 reporting child abuse and neglect.
1598 Section 15. Subsection (1) of section 1012.986, Florida
1599 Statutes, is amended to read:
1600 1012.986 William Cecil Golden Professional Learning
1601 Development Program for School Leaders.—
1602 (1) There is established the William Cecil Golden
1603 Professional Learning Development Program for School Leaders to
1604 provide high-quality standards and sustained support for
1605 educational leaders. For purposes of this section, the term
1606 “educational leader” means teacher leaders, assistant
1607 principals, principals, or school district leaders. The program
1608 shall consist of a collaborative network of school districts,
1609 state-approved educational leadership programs, regional
1610 consortia, charter management organizations, and state and
1611 national professional leadership organizations to respond to
1612 educational leadership needs throughout the state. The network
1613 shall support the human-resource learning development needs of
1614 educational leaders using the framework of leadership standards
1615 adopted by the State Board of Education. The goal of the network
1616 leadership program is to:
1617 (a) Provide resources to support and enhance the roles of
1618 educational leaders.
1619 (b) Maintain a clearinghouse and disseminate data-supported
1620 information related to the continued enhancement of student
1621 achievement and learning, civic education, coaching and
1622 mentoring, mental health awareness, technology in education,
1623 distance learning, and school safety based on educational
1624 research and best practices.
1625 (c) Increase the quality and capacity of educational
1626 leadership learning development programs.
1627 (d) Support evidence-based leadership practices through
1628 dissemination and modeling at the preservice and inservice
1629 levels for educational leaders.
1630 (e) Support the professional growth of instructional
1631 personnel who provide reading instruction and interventions by
1632 training school administrators on classroom observation,
1633 instructional coaching, and teacher evaluation practices aligned
1634 to evidence-based reading instruction and intervention
1635 strategies.
1636 Section 16. The Division of Law Revision shall prepare a
1637 reviser’s bill to replace references to the term “professional
1638 development” where it occurs within chapters 1000 through 1013
1639 of the Florida Statutes with the term “professional learning.”
1640 Section 17. Except as otherwise expressly provided in this
1641 act, and except for this section, which shall take effect upon
1642 this act becoming a law, this act shall take effect July 1,
1643 2023.