BILL REQ. #:  S-4037.1 

READ FIRST TIME 02/04/04.   

     AN ACT Relating to residency teacher certification partnership programs; amending RCW 28A.660.010, 28A.660.020, 28A.660.030, 28A.660.040, and 28A.660.901; repealing RCW 28A.660.900; and providing an expiration date.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

Sec. 1   RCW 28A.660.010 and 2001 c 158 s 2 are each amended to read as follows:
     There is hereby created a statewide partnership grant program to provide new high-quality alternative routes to residency teacher certification. To the extent funds are appropriated for this specific purpose, funds provided under this partnership grant program shall be used solely for school districts, or consortia of school districts, to partner with state-approved higher education teacher preparation programs to provide one or more of ((three)) four alternative route programs in RCW 28A.660.040, with routes one, two, and three aimed at recruiting candidates to teaching in subject matter shortage areas and areas with shortages due to geographic location. Districts, or consortia of districts, may also include their educational service districts in their partnership grant program. ((Partnership programs receiving grants may enroll candidates as early as January 2002.))

Sec. 2   RCW 28A.660.020 and 2003 c 410 s 1 are each amended to read as follows:
     (1) Each district or consortia of school districts applying for the alternative route certification program shall submit a proposal to the Washington professional educator standards board specifying:
     (a) The route or routes the partnership program intends to offer and a detailed description of how the routes will be structured and operated by the partnership;
     (b) The number of candidates that will be enrolled per route;
     (c) An identification, indication of commitment, and description of the role of approved teacher preparation programs that are partnering with the district or consortia of districts;
     (d) An assurance of district provision of adequate training for mentor teachers either through participation in a state mentor training academy or district-provided training that meets state-established mentor-training standards specific to the mentoring of alternative route candidates;
     (e) An assurance that significant time will be provided for mentor teachers to spend with the alternative route teacher candidates throughout the internship. Partnerships must provide each candidate with intensive classroom mentoring until such time as the candidate demonstrates the competency necessary to manage the classroom with less intensive supervision and guidance from a mentor;
     (f) A description of the rigorous screening process for applicants to alternative route programs, including entry requirements specific to each route, as provided in RCW 28A.660.040; and
     (g) The design and use of a teacher development plan for each candidate. The plan shall specify the alternative route coursework and training required of each candidate and shall be developed by comparing the candidate's prior experience and coursework with the state's new performance-based standards for residency certification and adjusting any requirements accordingly. The plan may include the following components:
     (i) A minimum of one-half of a school year, and an additional significant amount of time if necessary, of intensive mentorship, starting with full-time mentoring and progressing to increasingly less intensive monitoring and assistance as the intern demonstrates the skills necessary to take over the classroom with less intensive support. For route one and two candidates, before the supervision is diminished, the mentor of the teacher candidate at the school and the supervisor of the teacher candidate from the higher education teacher preparation program must both agree that the teacher candidate is ready to manage the classroom with less intensive supervision. For route three and four candidates, the mentor of the teacher candidate shall make the decision;
     (ii) Identification of performance indicators based on the knowledge and skills standards required for residency certification by the state board of education;
     (iii) Identification of benchmarks that will indicate when the standard is met for all performance indicators;
     (iv) A description of strategies for assessing candidate performance on the benchmarks;
     (v) Identification of one or more tools to be used to assess a candidate's performance once the candidate has been in the classroom for about one-half of a school year; and
     (vi) A description of the criteria that would result in residency certification after about one-half of a school year but before the end of the program.
     (2) To the extent funds are appropriated for this purpose, districts may apply for program funds to pay stipends to trained mentor teachers of interns during the mentored internship. The per intern amount of mentor stipend shall not exceed five hundred dollars.

Sec. 3   RCW 28A.660.030 and 2003 c 410 s 2 are each amended to read as follows:
     (1) The professional educator standards board, with support from the office of the superintendent of public instruction, shall select school districts and consortia of school districts to receive partnership grants from funds appropriated by the legislature for this purpose. Factors to be considered in selecting proposals include, but are not limited to:
     (a) For routes one, two, and three, the degree to which the district, or consortia of districts in partnership, are currently experiencing teacher shortages;
     (b)(i) For routes one, two, three, and four, the degree to which the proposal addresses criteria specified in RCW 28A.660.020 and is in keeping with specifications of program routes in RCW 28A.660.040;
     (((c))) (ii) The cost-effectiveness of the proposed program; and
     (((d))) (iii) Any demonstrated district and in-kind contributions to the program.
     (2) Selection of proposals shall also take into consideration the need to ensure an adequate number of candidates for each type of route in order to evaluate their success.
     (3) Funds appropriated for the partnership grant program in this chapter shall be administered by the office of the superintendent of public instruction.

Sec. 4   RCW 28A.660.040 and 2001 c 158 s 5 are each amended to read as follows:
     Partnership grants funded under this chapter shall operate one to ((three)) four specific route programs. Successful completion of the program shall make a candidate eligible for residency teacher certification. For route one and two candidates, the mentor of the teacher candidate at the school and the supervisor of the teacher candidate from the higher education teacher preparation program must both agree that the teacher candidate has successfully completed the program. For route three and four candidates, the mentor of the teacher candidate shall make the determination that the candidate has successfully completed the program.
     (1) Partnership grant programs seeking funds to operate route one programs shall enroll currently employed classified instructional employees with transferable associate degrees seeking residency teacher certification with endorsements in special education, bilingual education, or English as a second language. It is anticipated that candidates enrolled in this route will complete both their baccalaureate degree and requirements for residency certification in two years or less, including a mentored internship to be completed in the final year. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) District or building validation of qualifications, including three years of successful student interaction and leadership as a classified instructional employee;
     (b) Successful passage of the statewide basic skills exam, when available; and
     (c) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers.
     (2) Partnership grant programs seeking funds to operate route two programs shall enroll currently employed classified staff with baccalaureate degrees seeking residency teacher certification in subject matter shortage areas and areas with shortages due to geographic location. Candidates enrolled in this route must complete a mentored internship complemented by flexibly scheduled training and coursework offered at a local site, such as a school or educational service district, or online or via video-conference over the K-20 network, in collaboration with the partnership program's higher education partner. In addition, partnership grant programs shall uphold entry requirements for candidates that include:
     (a) District or building validation of qualifications, including three years of successful student interaction and leadership as classified staff;
     (b) A baccalaureate degree from a regionally accredited institution of higher education. The individual's college or university grade point average may be considered as a selection factor;
     (c) Successful completion of the content test, once the state content test is available;
     (d) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (e) Successful passage of the statewide basic skills exam, when available.
     (3) Partnership grant programs seeking funds to operate route three programs shall enroll individuals with baccalaureate degrees, who are not employed in the district at the time of application((, or who hold emergency substitute certificates)). When selecting candidates for certification through route three, districts shall give priority to individuals who are seeking residency teacher certification in subject matter shortage areas or shortages due to geographic locations. For route three only, the districts may include additional candidates in nonshortage subject areas if the candidates are seeking endorsements with a secondary grade level designation as defined by rule by the state board of education. The districts shall disclose to candidates in nonshortage subject areas available information on the demand in those subject areas. Cohorts of candidates for this route shall attend an intensive summer teaching academy, followed by a full year employed by a district in a mentored internship, followed, if necessary, by a second summer teaching academy. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) Five years' experience in the work force;
     (b) A baccalaureate degree from a regionally accredited institution of higher education. The individual's grade point average may be considered as a selection factor;
     (c) Successful completion of the content test, once the state content test is available;
     (d) External validation of qualifications, including demonstrated successful experience with students or children, such as references [reference] letters and letters of support from previous employers;
     (e) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (f) Successful passage of statewide basic skills exams, when available.
     (4) Partnership grant programs seeking funds to operate route four programs shall enroll individuals with baccalaureate degrees, who are employed in the district at the time of application, or who hold conditional teaching certificates or emergency substitute certificates. Cohorts of candidates for this route shall attend an intensive summer teaching academy, followed by a full year employed by a district in a mentored internship. In addition, partnership programs shall uphold entry requirements for candidates that include:
     (a) Five years' experience in the work force;
     (b) A baccalaureate degree from a regionally accredited institution of higher education. The individual's grade point average may be considered as a selection factor;
     (c) Successful completion of the content test, once the state content test is available;
     (d) External validation of qualifications, including demonstrated successful experience with students or children, such as reference letters and letters of support from previous employers;
     (e) Meeting the age, good moral character, and personal fitness requirements adopted by rule for teachers; and
     (f) Successful passage of statewide basic skills exams, when available.

Sec. 5   RCW 28A.660.901 and 2001 c 158 s 8 are each amended to read as follows:
     (1) The Washington state institute for public policy shall submit to the education and fiscal committees of the legislature, the governor, the state board of education, and the Washington professional educator standards board, an interim evaluation of partnership grant programs funded under this chapter by December 1, 2002, and a final evaluation by December 1, 2004. If specific funding for the purposes of this section, referencing this section and this act by bill or chapter number, is not provided by June 30, 2001, in the omnibus appropriations act, this section is null and void.
     (2) This section expires June 30, 2005.

NEW SECTION.  Sec. 6   RCW 28A.660.900 (Expiration of chapter) and 2001 c 158 s 7 are each repealed.