BILL REQ. #:  S-1299.1 

Read first time 02/08/2007.   Referred to Committee on Early Learning & K-12 Education.

     AN ACT Relating to educator preparation, professional development, and compensation; amending RCW 28A.310.350; adding new sections to chapter 28A.415 RCW; adding a new section to chapter 28A.405 RCW; and creating new sections.

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

NEW SECTION.  Sec. 1   A new section is added to chapter 28A.415 RCW to read as follows:
     SCHOOL DISTRICT LEADERSHIP ACADEMY. (1) Research supports the value of quality school and school district leadership. Effective leadership is critical to improving student learning and transforming underperforming schools and school districts into world-class learning centers.
     (2) A public-private partnership is established to develop, pilot, and implement the Washington state leadership academy to focus on the development and enhancement of personal leadership characteristics and the teaching of effective practices and skills demonstrated by school and district administrators who are successful managers and instructional leaders. It is the goal of the academy to provide state-of-the-art programs and services across the state.
     (3) Academy partners include the state superintendent and principal professional associations, private nonprofit foundations, institutions of higher education, the professional educator standards board, the office of the superintendent of public instruction, educational service districts, and other entities identified by the partners. The partners shall designate an independent organization to act as the fiscal agent for the academy and shall establish a board of directors to oversee and direct the academy's finances, services, and programs. The academy shall be supported by a national research institution with demonstrated expertise in educational leadership.
     (4) Initial development of academy course content and activities shall be supported by private funds. Initial tasks of the academy are to:
     (a) Finalize a comprehensive design of the academy and the development of the curriculum frameworks for a comprehensive leadership development program that includes coursework, practicum, mentoring, and evaluation components;
     (b) Develop curriculum for individual leadership topics;
     (c) Pilot the curriculum and all program components; and
     (d) Modify the comprehensive design, curriculum coursework, practicum, and mentoring programs based on the research results gained from pilot activities.
     (5) The board of directors shall report semiannually to the superintendent of public instruction on the financial contributions provided by foundations and other organizations to support the work of the academy. The board of directors shall report by December 31st each year to the superintendent of public instruction on the programs and services provided, numbers of participants in the various academy activities, evaluation activities regarding program and participant outcomes, and plans for the academy's future development.
     (6) The board of directors shall identify possible areas to better coordinate with and make recommendations for changes in superintendent and principal preparation programs, the administrator licensure system, and continuing education requirements.

NEW SECTION.  Sec. 2   PROFESSIONAL EDUCATOR STANDARDS BOARD DUTIES. (1) The purpose of the duties in this section for the professional educator standards board is to take the next steps in developing quality teaching knowledge and skill in the state's teaching ranks. The duties build upon the current teacher development foundation that requires demonstrated teaching competency, requires evidence of positive impact on student learning, and focuses on furthering state kindergarten through twelfth grade learning goals through instructional skill alignment.
     (2) The professional educator standards board shall:
     (a) By December 2007:
     (i) Adopt new knowledge and skill standards that prepare all individuals seeking residency teacher certification to integrate mathematics across all content areas; and
     (ii) Adopt new certification requirements for individuals seeking residency teacher certification as elementary education or middle level and secondary mathematics teachers to assure adequate content and instructional strategy preparation to teach to the kindergarten through twelfth grades state mathematics and science standards;
     (b) By June 2009:
     (i) Set performance standards and develop, pilot, and implement a uniform and external professional-level certification assessment based on demonstrated teaching skill. In the development of this assessment, consideration shall be given to changes in professional certification program components such as the culminating seminar;
     (ii) Summarize its work in the development of the assessment in (b)(i) of this subsection in the annual reports required by RCW 28A.410.240; and
     (iii) Review and revise the standards for higher education teacher preparation programs to incorporate updated practices to enhance teacher success in a knowledge and skill-based performance system that emphasizes strong content, applied learning, and personal, meaningful connections with students; and
     (c) By December 2009, review and revise as needed teacher preparation standards and requirements to focus on diversity in cultural knowledge and respect.

NEW SECTION.  Sec. 3   A new section is added to chapter 28A.415 RCW to read as follows:
     MATHEMATICS AND SCIENCE TEACHER PROFESSIONAL DEVELOPMENT. (1) Several targeted professional development programs are authorized to further the development of outstanding mathematics and science teaching and learning opportunities in the state of Washington.
     (2) The expected outcomes of this program are:
     (a) Provision of meaningful, targeted professional development for all middle, junior high, and high school teachers of mathematics and science;
     (b) Increased knowledge and instructional skill for mathematics and science teachers;
     (c) Increased use of curriculum materials with supporting diagnostic and supplemental materials that align with state standards;
     (d) Skillful guidance for students participating in alternative assessment activities;
     (e) Increased rigor of mathematics and science course offerings;
     (f) Increased student opportunities for focused, applied mathematics and science classes;
     (g) Increased student success on state achievement measures; and
     (h) Increased student appreciation of the value and uses of mathematics and science knowledge and exploration of mathematics and science-related careers.

NEW SECTION.  Sec. 4   A new section is added to chapter 28A.415 RCW to read as follows:
     PROFESSIONAL DEVELOPMENT LEARNING OPPORTUNITIES. (1) The superintendent of public instruction and the educational service districts shall create a partnership to develop and deliver professional development learning opportunities for educators that fulfill the goals and address the specific targeted activities described in this section. The partnership shall:
     (a) Support school districts by providing professional development leadership, courses, and consultation services to school districts in their implementation of the professional development activities described in this section; and
     (b) Support one another in the delivery of state-level and regional-level professional development activities such as state conferences and regional accountability institutes.
     (2) Each educational service district shall enter into a performance agreement with the superintendent of public instruction to clearly articulate partner responsibilities and to assure fidelity for the delivery of professional development initiatives including job-embedded practices. Components of such performance agreement shall include:
     (a) Participation in the development of various professional development workshops, programs, and activities;
     (b) Characteristics and qualifications of professional development staff supported by the program;
     (c) Methods to ensure consistent delivery of professional development services; and
     (d) Reporting responsibilities related to services provided, program participation, outcomes, and recommendations for service improvement.
     (3) For the 2007-08 and 2008-09 school years, school districts receiving professional development resources are directed to the following activities:
     (a) For middle school and junior high school mathematics teachers:
     (i) During the 2007-08 school year the focus shall be on development of basic mathematics knowledge and instructional skills; and
     (ii) During the 2008-09 school year the focus shall be on implementing new international mathematics standards;
     (b) For middle school and junior high school science teachers:
     (i) During the 2007-08 school year the focus shall be on examination of student science assessment data and identification of science knowledge and skill areas in need of additional instructional attention; and
     (ii) During the 2008-09 school year the focus is on implementing new international science standards;
     (c) For high school mathematics teachers:
     (i) During the 2007-08 school year the focus shall be on implementing state mathematics learning modules, the segmented mathematics class and assessment program, the collection of evidence alternative assessment and basic mathematics knowledge, and instructional skills; and
     (ii) During the 2008-09 school year the focus shall be on implementing new international mathematics standards;
     (d) For high school science teachers:
     (i) During the 2007-08 school year the focus shall be on examination of student science assessment data and identification of science knowledge and skill areas in need of additional instructional attention; and
     (ii) During the 2008-09 school year the focus shall be on implementing new international science standards;
     (e) For the 2007-08 and 2008-09 school years, one mathematics teacher and one science teacher in each middle or junior high school and high school shall be provided specialized professional development to bring new rigor to mathematics and science offerings and/or expand the opportunities for students to take applied mathematics and science courses;
     (f) For the 2007-08 and 2008-09 school years, twenty teachers, from middle, junior high, and high schools, each year shall be provided professional development to implement a specialized science, technology, engineering, and mathematics curriculum in their school. Schools shall apply to the office of the superintendent of public instruction for this program; and
     (g) For fourth and fifth grade mathematics and science teachers:
     (i) During the 2007-08 school year the focus shall be on development of basic mathematics knowledge and instructional skill and improving instruction in science; and
     (ii) During the 2008-09 school year the focus shall be on implementing new international mathematics and science standards.
     (4) The superintendent of public instruction shall develop the methodology for determining the number of mathematics and science teachers in middle, junior high, and high schools within each district for the purposes of providing formula-driven resources for the purposes of implementing subsection (3) of this section.
     (5) School districts receiving resources under this section shall submit reports to the superintendent of public instruction regarding the use of the funds. The superintendent of public instruction and the office of financial management shall collaborate on required report content and format. Information in the report shall include the professional development offered and the number of teachers participating.
     (6) Beginning with the 2009-10 school year, the focus for professional development resources and activities may be adjusted.

Sec. 5   RCW 28A.310.350 and 1977 ex.s. c 283 s 10 are each amended to read as follows:
     The basic core services and cost upon which educational service districts are budgeted shall include, but not be limited to, the following:
     (1) Educational service district administration and facilities such as office space, maintenance and utilities;
     (2) Cooperative administrative services such as assistance in carrying out procedures to abolish sex and race bias in school programs, fiscal services, grants management services, special education services and transportation services;
     (3) Personnel services such as certification/registration services;
     (4) Learning resource services such as audio visual aids;
     (5) Cooperative curriculum services such as health promotion and health education services, in-service training, workshops and assessment; ((and))
     (6) Professional development services identified by statute or the omnibus appropriations act; and
     (7) Special needs of local education agencies.

NEW SECTION.  Sec. 6   FINDINGS--NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS CERTIFICATION. The legislature finds and declares:
     (1) The national board for professional teaching standards has established high and rigorous standards for what highly accomplished teachers should know and be able to do in order to increase student learning results;
     (2) The national board for professional teaching standards certifies teachers who meet these standards through a rigorous, performance-based assessment process;
     (3) A certificate awarded by the national board attests that a teacher has met high and rigorous standards and has demonstrated the ability to make sound professional judgments about how to best meet students' learning needs and effectively help students meet challenging academic standards;
     (4) The process of national board assessment is the most rigorous advanced certification process in the teaching profession; and
     (5) Teachers who attain national board certification should be acknowledged and rewarded in order to encourage more teachers to pursue certification for the benefit of Washington students.

NEW SECTION.  Sec. 7   A new section is added to chapter 28A.405 RCW to read as follows:
     NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS CERTIFICATION--BONUSES. (1) Certificated instructional staff who have attained certification from the national board for professional teaching standards shall receive a bonus each year in which they maintain certification from the national board. The bonus for national board certification is provided in addition to compensation received under a district's salary schedule adopted in accordance with RCW 28A.405.200 and shall not be included in calculations of a district's average salary and associated salary limitations under RCW 28A.400.200.
     (a) The bonus shall be calculated as ten percent of the salary that would be allocated for that teacher under the state salary allocation model published in the omnibus appropriations act; and
     (b) The bonus amount for an individual shall not be less than the bonus amount received by that individual in the 2006-07 school year.
     (2) Certificated instructional staff who have attained certification from the national board for professional teaching standards shall be eligible for one or more bonuses in addition to that provided by subsection (1) of this section if the individual:
     (a) Is in an instructional assignment in a school in which at least seventy percent of the students qualify for the free and reduced-price lunch program; and
     (b) Has attained certification from the national board for professional teaching standards in middle level and/or high school level mathematics and/or science and is in a mathematics and/or science instructional assignment in a school in which at least seventy percent of the students qualify for the free and reduced-price lunch program.
     (3) The amount of the additional bonus under subsection (2) of this section for those meeting the qualifications of subsection (2)(a) of this section is five thousand dollars. The amount of the additional bonus for those meeting the qualifications of subsection (2)(a) and (b) of this section is ten thousand dollars.

NEW SECTION.  Sec. 8   CERTIFICATED INSTRUCTIONAL STAFF PAY STRUCTURE. (1) The legislature finds that the current pay structure for certificated instructional staff must be updated to address and acknowledge the depth of content knowledge, range of instructional skill, and intensity of practice experienced by teachers and other instructional staff in our state.
     (2) The office of financial management shall lead a committee to develop recommendations for a new comprehensive expertise and incentive pay structure for K-12 staff. The director of the office of financial management or the director's designee shall serve as chair of the committee. Committee members shall include, but not be limited to:
     (a) Four legislators, with one appointed by each of the major caucuses in the house of representatives and senate;
     (b) The superintendent of public instruction or the superintendent's designee;
     (c) A member of the professional educator standards board;
     (d) A member from each statewide education organization representing teachers, principals, superintendents, school directors, human resource professionals, and parents; and
     (e) Business organizations.
     (3) The recommendations shall include a proposed expertise and incentive pay structure that includes:
     (a) Changes to the certificated instructional staff salary allocation model to include pay for performance, knowledge, and skills;
     (b) Elements to recognize assignments that are difficult; and
     (c) Recognition for the professional teaching level certificate in the salary allocation model.
     (4) The committee's recommendations shall also include a plan to implement the expertise and incentive pay structure for K-12 staff. The plan shall include necessary support elements to implement the pay structure, such as a professional development delivery system that focuses on identified areas of teacher knowledge and skill and addresses the transition from the current salary allocation model to the expertise and incentive pay structure.
     (5) The committee may create ad hoc subgroups as needed to complete specified tasks or to compile research and expertise on selected subjects.
     (6) The office of financial management shall submit the committee's final recommendations, including the expertise and incentive pay structure, to the governor and fiscal committees of the legislature by December 15, 2008.

NEW SECTION.  Sec. 9   TEACHER PAY SYSTEM REVIEW. The office of financial management and the superintendent of public instruction shall jointly conduct a review of teacher pay systems in the global challenge states. The office of financial management and the superintendent of public instruction shall develop a methodology for comparing teacher salaries among the global challenge states. The office of financial management shall report to the governor and the legislature on the findings from this review and the initial set of teacher salary comparisons among the global challenge states by January 10, 2008.

NEW SECTION.  Sec. 10   Captions used in this act are not any part of the law.