Bill Text: MN SF859 | 2013-2014 | 88th Legislature | Introduced
Bill Title: Teacher evaluations meet and confer process requirement
Sponsorship: Bipartisan Bill
Status: (Introduced - Dead) 2013-02-28 - Referred to Education [SF859 Detail]
Download: Minnesota-2013-SF859-Introduced.html
1.2relating to education; developing teacher evaluations through a meet and confer
1.3process;amending Minnesota Statutes 2012, sections 122A.40, subdivision 8;
1.4122A.41, subdivision 5.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, section 122A.40, subdivision 8, is amended to read:
1.7 Subd. 8. Development, evaluation, and peer coaching for continuing contract
1.8teachers. (a) To improve student learning and success, a school board and an exclusive
1.9representative of the teachers in the district, consistent with paragraph (b), may develop
1.10a teacher evaluation and peer review process for probationary and continuing contract
1.11teachers throughjoint agreement a meet and confer process, consistent with section
1.12179A.07, subdivision 3. If a school boardand the exclusive representative of the teachers
1.13do not agree to does not implement an annual teacher evaluation and peer review process
1.14 after having met and conferred, then the school board and the exclusive representative of
1.15the teachers must implement the plan for evaluation and review under paragraph (c). The
1.16process must include having trained observers serve as peer coaches or having teachers
1.17participate in professional learning communities, consistent with paragraph (b).
1.18(b) To develop, improve, and support qualified teachers and effective teaching
1.19practices and improve student learning and success, the annual evaluation process for
1.20teachers:
1.21(1) must, for probationary teachers, provide for all evaluations required under
1.22subdivision 5;
1.23(2) must establish a three-year professional review cycle for each teacher that
1.24includes an individual growth and development plan, a peer review process, the
2.1opportunity to participate in a professional learning community under paragraph (a), and
2.2at least one summative evaluation performed by a qualified and trained evaluator such as a
2.3school administrator. For the years when a tenured teacher is not evaluated by a qualified
2.4and trained evaluator, the teacher must be evaluated by a peer review;
2.5(3) must be based on professional teaching standards established in rule;
2.6(4) must coordinate staff development activities under sections122A.60 and
2.7122A.61
with this evaluation process and teachers' evaluation outcomes;
2.8(5) may provide time during the school day and school year for peer coaching and
2.9teacher collaboration;
2.10(6) may include mentoring and induction programs;
2.11(7) must include an option for teachers to develop and present a portfolio
2.12demonstrating evidence of reflection and professional growth, consistent with section
2.13122A.18, subdivision 4
, paragraph (b), and include teachers' own performance assessment
2.14based on student work samples and examples of teachers' work, which may include video
2.15among other activities for the summative evaluation;
2.16(8) must use an agreed upon teacher value-added assessment model for the grade
2.17levels and subject areas for which value-added data are available and establish state
2.18or local measures of student growth for the grade levels and subject areas for which
2.19value-added data are not available as a basis for 35 percent of teacher evaluation results;
2.20(9) must use longitudinal data on student engagement and connection, and other
2.21student outcome measures explicitly aligned with the elements of curriculum for which
2.22teachers are responsible;
2.23(10) must require qualified and trained evaluators such as school administrators to
2.24perform summative evaluations;
2.25(11) must give teachers not meeting professional teaching standards under clauses
2.26(3) through (10) support to improve through a teacher improvement process that includes
2.27established goals and timelines; and
2.28(12) must discipline a teacher for not making adequate progress in the teacher
2.29improvement process under clause (11) that may include a last chance warning,
2.30termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
2.31other discipline a school administrator determines is appropriate.
2.32Data on individual teachers generated under this subdivision are personnel data
2.33under section13.43 .
2.34(c) The department, in consultation with parents who may represent parent
2.35organizations and teacher and administrator representatives appointed by their respective
2.36organizations, representing the Board of Teaching, the Minnesota Association of School
3.1Administrators, the Minnesota School Boards Association, the Minnesota Elementary
3.2and Secondary Principals Associations, Education Minnesota, and representatives of
3.3the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
3.4Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
3.5in teacher evaluation, must create and publish a teacher evaluation process that complies
3.6with the requirements in paragraph (b) and applies to all teachers under this section and
3.7section122A.41 for whom no agreement exists under paragraph (a) for an annual teacher
3.8evaluation and peer review process. The teacher evaluation process created under this
3.9subdivision does not create additional due process rights for probationary teachers under
3.10subdivision 5.
3.11EFFECTIVE DATE.This section is effective the day following final enactment.
3.12 Sec. 2. Minnesota Statutes 2012, section 122A.41, subdivision 5, is amended to read:
3.13 Subd. 5. Development, evaluation, and peer coaching for continuing contract
3.14teachers. (a) To improve student learning and success, a school board and an exclusive
3.15representative of the teachers in the district, consistent with paragraph (b), may develop an
3.16annual teacher evaluation and peer review process for probationary and nonprobationary
3.17teachers throughjoint agreement a meet and confer process, consistent with section
3.18179A.07, subdivision 3. If a school boardand the exclusive representative of the teachers
3.19in the district do not agree to does not implement an annual teacher evaluation and peer
3.20review process after having met and conferred, then the school board and the exclusive
3.21representative of the teachers must implement the plan for evaluation and review
3.22developed under paragraph (c). The process must include having trained observers serve
3.23as peer coaches or having teachers participate in professional learning communities,
3.24consistent with paragraph (b).
3.25(b) To develop, improve, and support qualified teachers and effective teaching
3.26practices and improve student learning and success, the annual evaluation process for
3.27teachers:
3.28(1) must, for probationary teachers, provide for all evaluations required under
3.29subdivision 2;
3.30(2) must establish a three-year professional review cycle for each teacher that
3.31includes an individual growth and development plan, a peer review process, the
3.32opportunity to participate in a professional learning community under paragraph (a), and
3.33at least one summative evaluation performed by a qualified and trained evaluator such
3.34as a school administrator;
3.35(3) must be based on professional teaching standards established in rule;
4.1(4) must coordinate staff development activities under sections122A.60 and
4.2122A.61
with this evaluation process and teachers' evaluation outcomes;
4.3(5) may provide time during the school day and school year for peer coaching and
4.4teacher collaboration;
4.5(6) may include mentoring and induction programs;
4.6(7) must include an option for teachers to develop and present a portfolio
4.7demonstrating evidence of reflection and professional growth, consistent with section
4.8122A.18, subdivision 4
, paragraph (b), and include teachers' own performance assessment
4.9based on student work samples and examples of teachers' work, which may include video
4.10among other activities for the summative evaluation;
4.11(8) must use an agreed upon teacher value-added assessment model for the grade
4.12levels and subject areas for which value-added data are available and establish state
4.13or local measures of student growth for the grade levels and subject areas for which
4.14value-added data are not available as a basis for 35 percent of teacher evaluation results;
4.15(9) must use longitudinal data on student engagement and connection and other
4.16student outcome measures explicitly aligned with the elements of curriculum for which
4.17teachers are responsible;
4.18(10) must require qualified and trained evaluators such as school administrators to
4.19perform summative evaluations;
4.20(11) must give teachers not meeting professional teaching standards under clauses
4.21(3) through (10) support to improve through a teacher improvement process that includes
4.22established goals and timelines; and
4.23(12) must discipline a teacher for not making adequate progress in the teacher
4.24improvement process under clause (11) that may include a last chance warning,
4.25termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
4.26other discipline a school administrator determines is appropriate.
4.27Data on individual teachers generated under this subdivision are personnel data
4.28under section13.43 .
4.29(c) The department, in consultation with parents who may represent parent
4.30organizations and teacher and administrator representatives appointed by their respective
4.31organizations, representing the Board of Teaching, the Minnesota Association of School
4.32Administrators, the Minnesota School Boards Association, the Minnesota Elementary
4.33and Secondary Principals Associations, Education Minnesota, and representatives of
4.34the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
4.35Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
4.36in teacher evaluation, must create and publish a teacher evaluation process that complies
5.1with the requirements in paragraph (b) and applies to all teachers under this section and
5.2section122A.40 for whom no agreement exists under paragraph (a) for an annual teacher
5.3evaluation and peer review process. The teacher evaluation process created under this
5.4subdivision does not create additional due process rights for probationary teachers under
5.5subdivision 2.
5.6EFFECTIVE DATE.This section is effective the day following final enactment.
1.3process;amending Minnesota Statutes 2012, sections 122A.40, subdivision 8;
1.4122A.41, subdivision 5.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, section 122A.40, subdivision 8, is amended to read:
1.7 Subd. 8. Development, evaluation, and peer coaching for continuing contract
1.8teachers. (a) To improve student learning and success, a school board and an exclusive
1.9representative of the teachers in the district, consistent with paragraph (b), may develop
1.10a teacher evaluation and peer review process for probationary and continuing contract
1.11teachers through
1.12179A.07, subdivision 3. If a school board
1.13
1.14 after having met and conferred, then the school board and the exclusive representative of
1.15the teachers must implement the plan for evaluation and review under paragraph (c). The
1.16process must include having trained observers serve as peer coaches or having teachers
1.17participate in professional learning communities, consistent with paragraph (b).
1.18(b) To develop, improve, and support qualified teachers and effective teaching
1.19practices and improve student learning and success, the annual evaluation process for
1.20teachers:
1.21(1) must, for probationary teachers, provide for all evaluations required under
1.22subdivision 5;
1.23(2) must establish a three-year professional review cycle for each teacher that
1.24includes an individual growth and development plan, a peer review process, the
2.1opportunity to participate in a professional learning community under paragraph (a), and
2.2at least one summative evaluation performed by a qualified and trained evaluator such as a
2.3school administrator. For the years when a tenured teacher is not evaluated by a qualified
2.4and trained evaluator, the teacher must be evaluated by a peer review;
2.5(3) must be based on professional teaching standards established in rule;
2.6(4) must coordinate staff development activities under sections
2.8(5) may provide time during the school day and school year for peer coaching and
2.9teacher collaboration;
2.10(6) may include mentoring and induction programs;
2.11(7) must include an option for teachers to develop and present a portfolio
2.12demonstrating evidence of reflection and professional growth, consistent with section
2.14based on student work samples and examples of teachers' work, which may include video
2.15among other activities for the summative evaluation;
2.16(8) must use an agreed upon teacher value-added assessment model for the grade
2.17levels and subject areas for which value-added data are available and establish state
2.18or local measures of student growth for the grade levels and subject areas for which
2.19value-added data are not available as a basis for 35 percent of teacher evaluation results;
2.20(9) must use longitudinal data on student engagement and connection, and other
2.21student outcome measures explicitly aligned with the elements of curriculum for which
2.22teachers are responsible;
2.23(10) must require qualified and trained evaluators such as school administrators to
2.24perform summative evaluations;
2.25(11) must give teachers not meeting professional teaching standards under clauses
2.26(3) through (10) support to improve through a teacher improvement process that includes
2.27established goals and timelines; and
2.28(12) must discipline a teacher for not making adequate progress in the teacher
2.29improvement process under clause (11) that may include a last chance warning,
2.30termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
2.31other discipline a school administrator determines is appropriate.
2.32Data on individual teachers generated under this subdivision are personnel data
2.33under section
2.34(c) The department, in consultation with parents who may represent parent
2.35organizations and teacher and administrator representatives appointed by their respective
2.36organizations, representing the Board of Teaching, the Minnesota Association of School
3.1Administrators, the Minnesota School Boards Association, the Minnesota Elementary
3.2and Secondary Principals Associations, Education Minnesota, and representatives of
3.3the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
3.4Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
3.5in teacher evaluation, must create and publish a teacher evaluation process that complies
3.6with the requirements in paragraph (b) and applies to all teachers under this section and
3.7section
3.8evaluation and peer review process. The teacher evaluation process created under this
3.9subdivision does not create additional due process rights for probationary teachers under
3.10subdivision 5.
3.11EFFECTIVE DATE.This section is effective the day following final enactment.
3.12 Sec. 2. Minnesota Statutes 2012, section 122A.41, subdivision 5, is amended to read:
3.13 Subd. 5. Development, evaluation, and peer coaching for continuing contract
3.14teachers. (a) To improve student learning and success, a school board and an exclusive
3.15representative of the teachers in the district, consistent with paragraph (b), may develop an
3.16annual teacher evaluation and peer review process for probationary and nonprobationary
3.17teachers through
3.18179A.07, subdivision 3. If a school board
3.19
3.20review process after having met and conferred, then the school board and the exclusive
3.21representative of the teachers must implement the plan for evaluation and review
3.22developed under paragraph (c). The process must include having trained observers serve
3.23as peer coaches or having teachers participate in professional learning communities,
3.24consistent with paragraph (b).
3.25(b) To develop, improve, and support qualified teachers and effective teaching
3.26practices and improve student learning and success, the annual evaluation process for
3.27teachers:
3.28(1) must, for probationary teachers, provide for all evaluations required under
3.29subdivision 2;
3.30(2) must establish a three-year professional review cycle for each teacher that
3.31includes an individual growth and development plan, a peer review process, the
3.32opportunity to participate in a professional learning community under paragraph (a), and
3.33at least one summative evaluation performed by a qualified and trained evaluator such
3.34as a school administrator;
3.35(3) must be based on professional teaching standards established in rule;
4.1(4) must coordinate staff development activities under sections
4.3(5) may provide time during the school day and school year for peer coaching and
4.4teacher collaboration;
4.5(6) may include mentoring and induction programs;
4.6(7) must include an option for teachers to develop and present a portfolio
4.7demonstrating evidence of reflection and professional growth, consistent with section
4.9based on student work samples and examples of teachers' work, which may include video
4.10among other activities for the summative evaluation;
4.11(8) must use an agreed upon teacher value-added assessment model for the grade
4.12levels and subject areas for which value-added data are available and establish state
4.13or local measures of student growth for the grade levels and subject areas for which
4.14value-added data are not available as a basis for 35 percent of teacher evaluation results;
4.15(9) must use longitudinal data on student engagement and connection and other
4.16student outcome measures explicitly aligned with the elements of curriculum for which
4.17teachers are responsible;
4.18(10) must require qualified and trained evaluators such as school administrators to
4.19perform summative evaluations;
4.20(11) must give teachers not meeting professional teaching standards under clauses
4.21(3) through (10) support to improve through a teacher improvement process that includes
4.22established goals and timelines; and
4.23(12) must discipline a teacher for not making adequate progress in the teacher
4.24improvement process under clause (11) that may include a last chance warning,
4.25termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or
4.26other discipline a school administrator determines is appropriate.
4.27Data on individual teachers generated under this subdivision are personnel data
4.28under section
4.29(c) The department, in consultation with parents who may represent parent
4.30organizations and teacher and administrator representatives appointed by their respective
4.31organizations, representing the Board of Teaching, the Minnesota Association of School
4.32Administrators, the Minnesota School Boards Association, the Minnesota Elementary
4.33and Secondary Principals Associations, Education Minnesota, and representatives of
4.34the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota
4.35Chamber of Commerce, and Minnesota postsecondary institutions with research expertise
4.36in teacher evaluation, must create and publish a teacher evaluation process that complies
5.1with the requirements in paragraph (b) and applies to all teachers under this section and
5.2section
5.3evaluation and peer review process. The teacher evaluation process created under this
5.4subdivision does not create additional due process rights for probationary teachers under
5.5subdivision 2.
5.6EFFECTIVE DATE.This section is effective the day following final enactment.
