SENATE BILL REPORT
SB 6012
As of January 22, 2024
Title: An act relating to an ongoing and collaborative process to help approved teacher preparation programs respond to the continuously changing needs of the modern classroom.
Brief Description: Helping approved teacher preparation programs respond to the continuously changing needs of the modern classroom.
Sponsors: Senators Wellman, Braun, Dhingra, Nobles and Wilson, C..
Brief History:
Committee Activity: Early Learning & K-12 Education: 1/22/24.
Brief Summary of Bill
  • Directs the Professional Educator Standards Board (PESB) to develop a list of changes to the educational system in statute and rule during the last ten years that might require pedagogical changes in teacher preparation programs. 
  • Directs PESB to convene various work groups to identify what teacher preparation programs must be providing candidates to prepare them for the modern classroom and for programs to develop a gap analysis and action plan. 
  • Requires PESB to submit a report based on work group findings and to develop an ongoing and collaborative process to help programs update action plans.
SENATE COMMITTEE ON EARLY LEARNING & K-12 EDUCATION
Staff: Benjamin Omdal (786-7442)
Background:

The Professional Educator Standards Board (PESB) is a statutorily-created state agency that has had general certification authority since 2005.  Specifically, PESB is required under state law to establish, publish, and enforce rules determining eligibility for and certification of personnel employed in the common schools of this state, including certificated classroom teachers and certificated administrative staff.

 

While requirements vary by subject area and professional routes, typically certificated teachers need a baccalaureate?bachelor's?degree and to have graduated from an approved teacher preparation program in order to receive a residency teacher certificate.

 

With respect to educator preparation programs, PESB is tasked in statute with the requirement to, among other things:

  • establish policies and practices for the approval of programs of courses, requirements, and other activities leading to teacher certification;
  • establish policies and practices for the work required as a condition of entrance to and graduation from teacher preparation programs;
  • establish a list of accredited institutions of higher education whose graduates may be awarded certificates; and
  • conduct a review of educator program approval standards.

 

There are currently 40 PESB-approved program providers, including 33 providers of residency teacher preparation programs.
Summary of Bill:

Preparation Program Collaboration Groups.  PESB must develop and facilitate an ongoing and collaborative process to help teacher preparation programs in Washington State respond to the continuously changing needs of the modern classroom, as well as provide a feedback loop between school staff and programs.

 

PESB, in collaboration with the Office of the Superintendent of Public Instruction, must develop a list of changes to the educational system in statute and rule during the last ten years that might require pedagogical changes in preparation programs by August 1, 2024.

 

By October 1, 2024, PESB must convene a group of educators, including principals and teachers, to identify what programs must be providing candidates to prepare them for the modern classroom.  The group must include a wide variety of representatives from different subject matter areas including, but not limited to:

  • any shortage areas;
  • different grade levels;
  • rural and urban school districts;
  • large and small school districts;
  • schools participating in the mastery-based learning collaborative;
  • schools implementing inclusionary practices to support students with disabilities; and
  • educators of color.

 

PESB must compile a summary of the findings from the group by March 1, 2025, to be available by review of members of the Legislature.

 

By January 1, 2025, PESB must convene a group representing preparation programs at institutions of higher education.  The group of program providers shall review the findings from the group of educators.  Each program must perform a gap analysis of their programs and submit the analysis and an action plan to PESB by December 1, 2025.

 

PESB may administer one-time grants to the institutions of higher education to allow faculty to complete the gap analysis, subject to appropriation.

 

Report to the Legislature.  PESB must monitor compliance with the action plans and submit a report to the education committees of the Legislature summarizing action plan progress by December 1, 2026, and biennially after.  The report must include recommendations on how best to incorporate principal preparation programs into the process as well as a profile of a program finisher in order to create a cohesive and coherent baseline of what is expected of all programs.

 

After December 1, 2026, PESB, in collaboration with policy experts from relevant education agencies, shall develop an ongoing and collaborative process to help programs continue to update their action plans and respond to the continuously changing needs of the modern classroom.  This process must include convening groups of educators and establishing a schedule for programs to complete the review process at least once every three years.
Appropriation: The bill contains a section or sections to limit implementation to the availability of amounts appropriated for that specific purpose.
Fiscal Note: Available.
Creates Committee/Commission/Task Force that includes Legislative members: No.
Effective Date: Ninety days after adjournment of session in which bill is passed.