Bill Text: MN SF629 | 2011-2012 | 87th Legislature | Introduced
Bill Title: Teacher performance assessments establishment
Sponsorship: Partisan Bill (Democrat 2)
Status: (Introduced - Dead) 2011-03-07 - Referred to Education [SF629 Detail]
Download: Minnesota-2011-SF629-Introduced.html
1.2relating to education; establishing teacher performance assessments;proposing
1.3coding for new law in Minnesota Statutes, chapter 122A.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. [122A.091] BOARD OF TEACHING; TEACHER PERFORMANCE
1.6ASSESSMENTS.
1.7(a) Consistent with section 122A.09, subdivision 4, the Board of Teaching must
1.8adopt rules to establish a statewide teacher performance assessment system that is
1.9aligned with Minnesota's required kindergarten through grade 12 academic standards
1.10and accommodates locally adopted alternative assessment measures including teacher
1.11portfolios. Teacher performance assessments must:
1.12(1) include training and a reliability review for educators who evaluate teachers'
1.13performance;
1.14(2) be integrated with board-approved teacher preparation requirements; and
1.15(3) correspond to the state and local resources allocated for this purpose.
1.16(b) To the extent resources are available, the Board of Teaching must:
1.17(1) convene a group of experts, where at least one-third of group members
1.18are classroom teachers, to advise the board about teacher performance standards,
1.19developmental scales for teacher candidates, and the design, content, administration, and
1.20scoring of teacher performance assessments;
1.21(2) design, develop, and implement assessment standards and a statewide training
1.22program for educators to evaluate teachers' performance;
1.23(3) establish a review panel to examine districts' use of teacher performance
1.24assessments;
2.1(4) periodically analyze the validity of assessment content and the reliability of
2.2assessment scores under this section;
2.3(5) establish and implement appropriate standards applicable to teacher candidates
2.4for demonstrating satisfactory performance;
2.5(6) analyze and eliminate bias in the performance assessments;
2.6(7) collect and analyze background information from teacher candidates who
2.7participate in a performance assessment and interpret and report the results;
2.8(8) use the information and results to analyze the quality and effectiveness of
2.9performance assessment; and
2.10(9) examine and revise board approval of teacher preparation programs and
2.11institutions to assure candidates of opportunities to acquire the knowledge, skills, and
2.12abilities measured by the assessment system.
2.13(c) The board must ensure that performance assessments are ongoing, well integrated
2.14into teacher preparation programs, aligned with state standards of effective teaching
2.15practices, and are consistently applied to teacher candidates enrolled in board-approved
2.16teacher preparation programs. Performance assessments must meet the needs of teacher
2.17candidates, teacher preparation program providers, and school districts that employ newly
2.18licensed teachers by:
2.19(1) designing performance assessments that accommodate formative assessment
2.20information for teacher candidates, postsecondary faculty, and educators who evaluate
2.21teachers' performance to use to help teachers and teacher candidates improve their
2.22teaching knowledge, skills, and abilities;
2.23(2) developing a teacher performance reporting system that a teacher preparation
2.24program provider can use to recommend a successful teacher candidate for licensure; and
2.25(3) using reports of formative assessment information and performance assessment
2.26results to develop a new teacher induction plan.
2.27EFFECTIVE DATE.This section is effective the day following final enactment.
1.3coding for new law in Minnesota Statutes, chapter 122A.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. [122A.091] BOARD OF TEACHING; TEACHER PERFORMANCE
1.6ASSESSMENTS.
1.7(a) Consistent with section 122A.09, subdivision 4, the Board of Teaching must
1.8adopt rules to establish a statewide teacher performance assessment system that is
1.9aligned with Minnesota's required kindergarten through grade 12 academic standards
1.10and accommodates locally adopted alternative assessment measures including teacher
1.11portfolios. Teacher performance assessments must:
1.12(1) include training and a reliability review for educators who evaluate teachers'
1.13performance;
1.14(2) be integrated with board-approved teacher preparation requirements; and
1.15(3) correspond to the state and local resources allocated for this purpose.
1.16(b) To the extent resources are available, the Board of Teaching must:
1.17(1) convene a group of experts, where at least one-third of group members
1.18are classroom teachers, to advise the board about teacher performance standards,
1.19developmental scales for teacher candidates, and the design, content, administration, and
1.20scoring of teacher performance assessments;
1.21(2) design, develop, and implement assessment standards and a statewide training
1.22program for educators to evaluate teachers' performance;
1.23(3) establish a review panel to examine districts' use of teacher performance
1.24assessments;
2.1(4) periodically analyze the validity of assessment content and the reliability of
2.2assessment scores under this section;
2.3(5) establish and implement appropriate standards applicable to teacher candidates
2.4for demonstrating satisfactory performance;
2.5(6) analyze and eliminate bias in the performance assessments;
2.6(7) collect and analyze background information from teacher candidates who
2.7participate in a performance assessment and interpret and report the results;
2.8(8) use the information and results to analyze the quality and effectiveness of
2.9performance assessment; and
2.10(9) examine and revise board approval of teacher preparation programs and
2.11institutions to assure candidates of opportunities to acquire the knowledge, skills, and
2.12abilities measured by the assessment system.
2.13(c) The board must ensure that performance assessments are ongoing, well integrated
2.14into teacher preparation programs, aligned with state standards of effective teaching
2.15practices, and are consistently applied to teacher candidates enrolled in board-approved
2.16teacher preparation programs. Performance assessments must meet the needs of teacher
2.17candidates, teacher preparation program providers, and school districts that employ newly
2.18licensed teachers by:
2.19(1) designing performance assessments that accommodate formative assessment
2.20information for teacher candidates, postsecondary faculty, and educators who evaluate
2.21teachers' performance to use to help teachers and teacher candidates improve their
2.22teaching knowledge, skills, and abilities;
2.23(2) developing a teacher performance reporting system that a teacher preparation
2.24program provider can use to recommend a successful teacher candidate for licensure; and
2.25(3) using reports of formative assessment information and performance assessment
2.26results to develop a new teacher induction plan.
2.27EFFECTIVE DATE.This section is effective the day following final enactment.
