Bill Text: MO HB1010 | 2013 | Regular Session | Introduced

Missouri House Bill 1010 (Prior Session Legislation)

Introduced

Bill Title: Changes the laws regarding the Missouri Professional Teacher and Administrator Act by adding requirements relating to plans for professional development

Spectrum: Partisan Bill (Democrat 2-0)

Status: (Introduced - Dead) 2013-05-17 - Referred: Elementary and Secondary Education(H) [HB1010 Detail]

Download: Missouri-2013-HB1010-Introduced.html

FIRST REGULAR SESSION

HOUSE BILL NO. 1010

97TH GENERAL ASSEMBLY

INTRODUCED BY REPRESENTATIVES MORGAN (Sponsor), ANDERS, MCNEIL, DUNN, MONTECILLO, PACE, PIERSON, BUTLER, NEWMAN, GANNON AND ROWLAND (Co-sponsors).

2085L.01I D. ADAM CRUMBLISS, Chief Clerk

AN ACT

To repeal section 168.400, RSMo, and to enact in lieu thereof one new section relating to professional development for teachers.

Be it enacted by the General Assembly of the state of Missouri, as follows:

Section A. Section 168.400, RSMo, is repealed and one new section enacted in lieu thereof, to be known as section 168.400, to read as follows:

168.400. 1. Sections 168.400 to 168.415 shall be known and may be cited as the "Missouri Professional Teacher and Administrator Act". This section shall become effective September 1, 1988, and shall establish programs for the following public school personnel:

(1) The preservice teacher or student in training;

(2) The beginning teacher;

(3) The practicing teacher; and

(4) The administrator.

2. Preservice teacher programs established under this section shall include, but need not be limited to, the following provisions:

(1) A program of entry-level testing of all prospective teacher education students shall be established at all colleges and universities offering approved teacher education programs and, with the advice of the advisory council as provided in section 168.015, shall be administered by the commissioner of education, who shall cause the department of elementary and secondary education to develop or select such tests to establish abilities necessary to receive a satisfactory rating, and to establish procedures for the administering of the test;

(2) The entry-level tests developed under this subsection shall include, but need not be limited to, an examination of basic oral and written communication skills and of basic mathematics skills, and may include both oral and written examinations;

(3) Each prospective teacher education student shall be required to obtain a satisfactory rating prior to admission into the approved teacher education program;

(4) The department of elementary and secondary education, with the advice of the advisory council as provided in section 168.015, shall establish and monitor exit requirements from approved teacher education programs which shall be met by all preservice teacher education students seeking certification in Missouri, and specific criteria for a preservice teacher assessment that all candidates for certification shall meet. The preservice teacher assessment established under this subdivision shall include, but need not be limited to, classroom achievement, practice teaching evaluation and observation, successful participation in assessment centers, interviews, tests and other evaluation measures. The department of elementary and secondary education shall promulgate rules to allow all preservice teacher education students who have been employed for at least two years as teacher assistants to utilize their teacher assistant experience to bypass the practice teaching evaluation and observation process. These rules shall allow the certified teacher working with the teacher assistant to observe and evaluate the teacher assistant's practice teaching. No rule or portion of a rule promulgated pursuant to the authority of this section shall become effective unless it has been promulgated pursuant to chapter 536. The preservice teacher assessment shall be reviewed by the certifying authority prior to issuance of a certificate. An unsatisfactory assessment shall result in the nonissuance of a certificate. Persons who are aggrieved by the nonissuance of a certificate may appeal such nonissuance in the manner provided in section 168.071. Any costs associated with the entry-level tests or the exit requirements established under this subsection shall be borne by each institution and costs defrayal included in the incidental fees charged to the student.

3. Each approved teacher education program shall require the faculty teaching preservice teacher education courses to further their professional development through direct personal involvement in the public schools in grades kindergarten through twelve on a periodic basis. As used in this subsection, the term "faculty" shall include, but need not be limited to, full- and part-time classroom instructors, and supervisors of practice teaching at institutions offering an approved teacher education program.

4. (1) Beginning teacher assistance programs established under this section shall include, but need not be limited to, the following provisions:

[(1)] (a) Such programs shall require each school district to provide a plan of professional development for the first two years of teaching for any teacher who does not have prior teaching experience. The professional development plan shall include assistance from a professional development committee, which is hereby established in each school district, which committee shall work with beginning teachers and experienced teachers in identifying instructional concerns and remedies; serve as a confidential consultant upon a teacher's request; assess faculty needs and develop in-service opportunities for school staff; and present to the proper authority faculty suggestions, ideas and recommendations pertaining to classroom instruction within the school district. The members of each professional development committee shall be selected by the teachers employed by the school district in question. The professional development plan may include guidance from a district-designated faculty member employed at a grade level comparable to the instructional grade level of the beginning teacher, and such other forms of assistance which the school district may choose to offer. The professional development committee may apply to the state board of education for a grant, which shall be in addition to any state aid provided to the committee for activities identified in this subdivision. The grant thus awarded shall be used by the committee to provide in-service training to the teachers of the district on teaching children identified as at risk of failing in school as defined in section 167.273. The department of elementary and secondary education shall provide resource materials and assist the committee if such assistance is requested;

[(2)] (b) Such programs shall include assistance from the teacher education program which provided the teacher's training if such training was provided in a Missouri college or university. Such assistance from the college or university may include retraining, internships, counseling, and in-service training.

(2) Plans for professional development required under paragraph (a) of subdivision (1) of this subsection shall be individualized and include a written statement of goals that:

(a) Align with the professional standards for teachers contained in section 160.045;

(b) Are derived from the evaluation process required under section 168.128;

(d) Identify support from the professional development committee or from a designated faculty member; and

(e) Ground professional development activities in objectives relating to improving teaching and learning with the goal of improving student achievement.

Individualized professional development plans shall include timelines for implementation, responsibilities of the employee and the school district for implementing the plan, and specify resources, support, and periodic feedback that the district shall provide.

5. (1) The practicing teacher assistance programs established under this section shall include, but need not be limited to, programs of professional development and improvement as provided for experienced teachers by the professional development committee established under subsection 4 of this section, and in-service opportunities as provided by the local school district for all practicing teachers. Each year, practicing teachers shall have an individualized professional development plan meeting the requirements of subdivision (2) of this subsection.

(2) Plans for professional development required under subdivision (1) of this subsection shall be individualized, developed in consultation with a professional development committee established under subsection 4 of this section, and include a written statement of goals that:

(a) Align with the professional standards for teachers contained in section 160.045;

(b) Are derived from the evaluation process required under section 168.128;

(d) Identify support from the professional development committee or from a designated faculty member; and

(e) Ground professional development activities in objectives relating to improving teaching and learning with the goal of improving student achievement.

(3) A corrective action plan shall be developed to address deficiencies outlined in an evaluation when a teacher is rated unsatisfactory. The corrective action plan shall include timelines for corrective action, responsibilities of the teacher, responsibilities of the school district, and responsibilities of a designated faculty member or the professional development committee, as applicable. The school district shall be responsible for providing professional development and other support as outlined in the corrective action plan.

6. (1) The administrator assistance programs established under this section shall include, but shall not be limited to, programs of professional development and improvement for superintendents, principals, assistant principals, and other school district personnel charged with administrative duties.

(2) Establishment of programs by local districts and organizations for the training of school board members are encouraged and recommended.

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