HB 1565 — Supporting and strengthening the professional education workforce.

and p.(c) At least five grants to support cohorts of residents seeking an endorsement in elementary education.

4 SHB 1565 (c) At least five grants to support cohorts of residents seeking an endorsement in elementary education.

(1)(a) The office and the board shall collaborate to develop and publish a model agreement for school districts,districts state-tribal education compact schools, or consortia, and teacher preparation programs partnering to operate teacher residency programs.

(i) The teacher preparation program must provide feedback and instructional support to preserviceschool district mentors and to residents in curricula, instructional design and planning, and pedagogical practice;

(ii) The school district,district state-tribal education compact school, or consortium must support residents in navigating the teacher residency program, as well as school district processes and structures;

and (iii)p. An affirmation by the school district, state-tribal education compact school, or consortium of its capacity and intent to hire its residents into teaching positions, with preference for positions in the resident's endorsement area.

(2)4 AHB school1565 district,(iii) state-tribalAn educationaffirmation compactby school,the orschool consortium,district andof aits teachercapacity preparationand programintent intending to operatehire aits teacherresidents residencyinto programteaching shallpositions, enterwith intopreference afor partnershippositions agreementin using the modelresident's agreementendorsement developedarea. under subsection (1) of this section.

(2) A school district, or consortium of school districts, and a teacher preparation program intending to operate a teacher residency program shall enter into a partnership agreement using the model agreement developed under subsection (1) of this section.

RESIDENCY PRESERVICE MENTORING AND INDUCTION STANDARDS.

School(1) districts,The state-tribaloffice educationshall compactdevelop schools,standards for mentoring and consortiainduction mustof useresidents based on the standards for preservicebeginning educator mentoring and induction of residents developed under sectionRCW 1828A.415.265. of this act.

(2) School districts must use the standards for mentoring and induction of residents developed under subsection (1) of this section.

RESIDENT AND PRESERVICE MENTOR SCREENING TOOLS.

School(1) districts,The state-tribaloffice educationand compactthe schools,board andshall consortiacollaborate mustto usedevelop themodel screening tools developedfor underschool sectiondistricts 18to ofuse thisto act.identify and select residents and mentors.

p.(2) School districts must use the screening tools developed under subsection (1) of this section.

5 SHB 1565 NEW SECTION.

School districts,districts state- tribal education compact schools, consortia, and teacher preparation programs partnering to operate teacher residency programs shall submit teacher residency program data at the time and in the manner required by the office and the board.

(1) The board, in collaboration with the office, shall coordinate and regularly convene an advisory councilcommittee of education partners.partners to study problems of practice within the teacher residency programs and to guide and steer decisions for continuous improvement of the teacher residency programs that result in positive outcomes for students, school districts, teacher preparation programs, mentors, and residents participating in the teacher residency programs.

The advisory council must include representatives of state associations representing teachers, principals, administrators, school board members, and families.

The advisory council must study problems of practice within the teacher residency programs and to guide and steer decisions for continuous improvement of the teacher residency programs that result in positive outcomes for students, school districts, state-tribal education compact schools, consortia, teacher preparation programs, preservice mentors, and residents participating in the teacher residency programs.

(1) The board shall contract with a nonprofit and nonpartisan organization to evaluatep. the effectiveness and impacts of the teacher residency program over at least the first four years of implementation.

5 HB 1565 evaluate the effectiveness and impacts of the teacher residency program over at least the first four years of implementation.

p.(b) Intend to pursue an initial teacher certificate with an endorsement in special education, early childhood special education, bilingual education, English language learner, or elementary education;

6 SHB 1565 (b)(i) For the 2024-25 and 2025-26 school years, intend to pursue an initial teacher certificate with an endorsement in special education, early childhood special education, bilingual education, English language learner, or elementary education;

and (ii) Beginning with the 2026-27 school year, intend to pursue an initial teacher certificate with an endorsement in a shortage area, as defined in RCW 28B.102.020;

NEWp. SECTION.

6 HB 1565 NEW SECTION.

p.NEW SECTION.

7 SHB 1565 NEW SECTION.

(c) A listdraft memorandum of letters,understanding memorandato ofbe understanding,executed orwith other documentscountries addressingthat issuesdescribes such as teacher qualifications, includingsuch as licensure and experience, any United States visa requirements, and estimated teacher expenses and salary information,information; drafted to facilitate establishment and implementation of teacher exchange programs in Washington;

(3)p. In developing its recommendations, the office of the superintendent of public instruction must consult with:

7 HB 1565 (3) In developing its recommendations, the office of the superintendent of public instruction must consult with:

Educator Preparation Program Improvement Report p.NEW SECTION.

8 SHB 1565 NEW SECTION.

PreserviceBeginning andEducator InserviceSupport MentoringTeam Program Sec.

(2)(a))) The beginning educator support team program is established to ((provide professional development and mentoring for beginning principals, beginning educational staff associates, beginning teachers, and candidates in alternative route teacher certification programs under chapter 28A.660 RCW)) improve beginning educator quality and increase beginning educator retention.

(2)(a) The state beginning educator support team program, administered by the office of the superintendent of public instruction, must support local beginning educator support team programs by:

(i) Providing technical assistance, intentional and sustained professional learning opportunities, and induction coaching services to school leaders and mentors;

98 SHBHB 1565 (ii)(2)(a))) FacilitatingThe collaborative,beginning coordinatededucator learningsupport betweenteam localprogram is established to ((provide professional development and mentoring for beginning principals, beginning educational staff associates, beginning teachers, and candidates in alternative route teacher certification programs under chapter 28A.660 RCW)) improve beginning educator supportquality teamand programs;increase beginning educator retention.

(2)(a) The beginning educator support team program, administered by the office of the superintendent of public instruction, must support local beginning educator support team programs by:

(i) Providing technical assistance, intentional and sustained professional learning opportunities, and induction coaching services to school leaders and mentors;

(ii) Facilitating collaborative, coordinated learning between local beginning educator support team programs;

(b) The office of the superintendent of public instruction shall notify school districts and state-tribal education compact schools about the beginning educator support team program and encourage ((districtsdistricts to apply))apply application for program funds.

((and))and (c) School districts and state-tribal education compact schools that ((demonstrate an understanding of the research-based standards for beginning educator induction developed by the office of the superintendent of public instruction)) have not recently been allocated funds under this subsection (3)(3). and exhibit a readiness to implement a local beginning educator support team program;

and(4) (d)A Schoolportion districtsof andthe state-tribalappropriated educationfunds compactmay schoolsbe expandingused existingfor localprogram beginningcoordination educatorand supportprovision teamof programs.statewide or regional professional p.

(4)9 AHB portion1565 of the ((appropriated funds may be used for program coordination and provision of statewide or regional professional development through))through funds appropriated under subsection (3) of this section may be used by the office of the superintendent of public instructioninstruction. for activities under subsection (2) of this section.

p.(b) A trained and qualified mentor assigned to each ((program participant)) beginning educator for up to three years, with intensive support in the first year and decreasing support in subsequent years;

10 SHB 1565 (b) A trained and qualified mentor assigned to each ((program participant)) beginning educator for up to three years, with intensive support in the first year and decreasing support in subsequent years;

and (l) A program evaluation that identifies program strengths and gaps using the standards for beginning educator induction, the retentionp. of beginning educators, and positive impact on student growth for ((program participants)) beginning educators.

10 HB 1565 retention of beginning educators, and positive impact on student growth for ((program participants)) beginning educators.

p.(a) "Beginning educator" means a first-year principal, first-year teacher, first-year educational staff associate, or student teacher.

11 SHB 1565 (a) "Beginning educator" means a first-year through third-year principal, first-year through third-year teacher, and first-year through third-year educational staff associate.

(iii) Has successfully completed training in assisting, coaching, and advising beginning principals, beginning educational staff associates, beginning teachers, or beginningstudent teachers;

NEW(c) SECTION."Student teacher" means a person enrolled in a teacher preparation program working as a classroom teacher as specified by the office of the superintendent of public instruction.

Educator Workforce Research NEW SECTION.

A new section is added to chapter 28A.410 RCW to read as follows:

(1) The Washington professional educator standards board shall collaborate with the office of the superintendent of public instruction to develop and periodically update:

(a) Standards for preservice mentoring and induction of preservice teachers, including residents as defined in section 2 of this act, based on the standards for beginning educator mentoring and induction developed under RCW 28A.415.265;

and (b) Model screening tools for the identification and selection of residents and preservice mentors, as defined in section 2 of this act.

(2) The standards and model screening tools developed under subsection (1) of this section must be posted on the website of the Washington professional educator standards board.

p.

12 SHB 1565 Educator Workforce Research NEW SECTION.

Sec.

19.

(1) The office of the superintendent of public instruction and the Washington professional educator standards board shall collect, organize,p. and analyze data to make determinations about the quality and effectiveness of educator workforce programs.

11 HB 1565 organize, and analyze data to make determinations about the quality and effectiveness of educator workforce programs.

20.19.

The objective of the system is to monitor student progress, have information on the quality of the educator workforce, monitor and analyze the costs of programs, provide for financial integrity and accountability, and p.have the capability to link across these various data components by student, by class, by ((teacher)) certificated instructional staff, by certificated administrative staff, by paraeducator, by school, by district, by educator's preparation program, and statewide.

13Education SHB 1565 have the capability to link across these various data componentssystems bymust student,be byflexible class,and byable ((teacher))to certificatedadapt instructionalto staff,evolving byneeds certificatedfor administrativeinformation, staff,but bythere paraeducator,must bybe school,an byobjective district,and byorderly educator'sdata preparationp. program, and statewide.

Education12 dataHB systems1565 must be flexible and able to adapt to evolving needs for information, but there must be an objective and orderly data governance process for determining when changes are needed and how to implement them.

(2) ((It is the intent that the)) ToThe the extent that data is available, the K-12 education data improvement system must specifically service reporting requirements for ((teachers)) educators, parents, superintendents, public schools, school boards, the legislature, the office of the superintendent of public instruction, the Washington professional educator standards board, the state board of education, the Washington state charter school commission, and the public.

p.(d) Robust student information, ((including but not limited to student)) for example:

14 SHB 1565 (d) Robust student information, ((including but not limited to student)) for example:

(f)p. The capacity to link educator information with student information;

13 HB 1565 (f) The capacity to link educator information with student information;

p.(7) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.

15 SHB 1565 (7) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.

21.20.

(1)p. A K-12 data governance group shall be established within the office of the superintendent of public instruction to assist in the design and implementation of a K-12 education data improvement system for financial, student, and educator data as described in RCW 28A.655.210.

14 HB 1565 (1) A K-12 data governance group shall be established within the office of the superintendent of public instruction to assist in the design and implementation of a K-12 education data improvement system for financial, student, and educator data as described in RCW 28A.655.210.

(d) Conduct a gap analysis of current and planned information compared to the needs requirement document, including an analysis of the strengths and limitations of an education data system and programs currently used by school districts and the state, and specifically the gap analysis must look at the extent to which the p.existing data can be transformed into canonical form and where existing software can be used to meet the needs requirement document;

16 SHB 1565 existing data can be transformed into canonical form and where existing software can be used to meet the needs requirement document;

and (f)p. Define the operating rules and governance structure for K-12 education data collections, ensuring that data systems are flexible and able to adapt to evolving needs for information, within an objective and orderly data governance process for determining when changes are needed and how to implement them.

15 HB 1565 (f) Define the operating rules and governance structure for K-12 education data collections, ensuring that data systems are flexible and able to adapt to evolving needs for information, within an objective and orderly data governance process for determining when changes are needed and how to implement them.

p.(b) The work of the K-12 data governance group shall be periodically reviewed and monitored by the educational data center and the legislative evaluation and accountability program committee.

17 SHB 1565 (b) The work of the K-12 data governance group shall be periodically reviewed and monitored by the educational data center and the legislative evaluation and accountability program committee.

(a)p. The per-pupil expenditures of federal, state, and local funds including actual personnel expenditures and actual nonpersonnel expenditures of federal, state, and local funds disaggregated by source of funds, for each local educational agency and each school in the state for the preceding fiscal year;

16 HB 1565 (a) The per-pupil expenditures of federal, state, and local funds including actual personnel expenditures and actual nonpersonnel expenditures of federal, state, and local funds disaggregated by source of funds, for each local educational agency and each school in the state for the preceding fiscal year;

p.(((8))) (7) Reports ((shall)) must contain data to the extent it is available.

18 SHB 1565 (((8))) (7) Reports ((shall)) must contain data to the extent it is available.

22.21.

((Beginningp. with the 2010 school year and annually thereafter, each educational service district, in cooperation with the)) The Washington professional educator standards board((,)) must annually convene each educational service district and representatives from school districts within that region and Washington professional educator standards board-approved educator preparation programs to review school district and regional educator workforce data maintained in the K-12 education data improvement system established under RCW 28A.655.210, make biennial projections of ((certificate)) certificated staffing needs, and identify how recruitment and enrollment plans in educator preparation programs reflect projected need.

17 HB 1565 ((Beginning with the 2010 school year and annually thereafter, each)) Each educational service district, in cooperation with the Washington professional educator standards board, must annually convene representatives from school districts within that region and Washington professional educator standards board-approved educator preparation programs to review school district and regional educator workforce data maintained in the K-12 education data improvement system established under RCW 28A.655.210, make biennial projections of ((certificate)) certificated staffing needs, and identify how recruitment and enrollment plans in educator preparation programs reflect projected need.

23.22.

(2) Establish policies and practices for the approval of the character of work required to be performed as a condition of entrance p.to and graduation from any educator preparation program including teacher, school administrator, and educational staff associate preparation program as provided in subsection (1) of this section;

19(3) SHBEstablish 1565a tolist of accredited institutions of higher education of this and graduationother fromstates anywhose educatorgraduates preparationmay programbe includingawarded educator certificates as teacher, school administrator, and educational staff associate preparationand programestablish ascriteria providedand inenter subsectioninto (1)agreements with other states to acquire reciprocal approval of thiseducator section;preparation programs and certification, including teacher p.

(3)18 EstablishHB a1565 list of accredited institutions of higher education of this and other states whose graduates may be awarded educator certificates as teacher, school administrator, and educational staff associate and establish criteria and enter into agreements with other states to acquire reciprocal approval of educator preparation programs and certification, including teacher certification from the national board for professional teaching standards;

p.(12) Establish the prospective teacher assessment system for basic skills and subject knowledge that shall be required to obtain residency certification pursuant to RCW 28A.410.220 through 28A.410.240;

20 SHB 1565 (12) Establish the prospective teacher assessment system for basic skills and subject knowledge that shall be required to obtain residency certification pursuant to RCW 28A.410.220 through 28A.410.240;

NEWp. SECTION.

19 HB 1565 NEW SECTION.

24.23.

RCW 28B.76.699 (Student teaching grant program— Report—Rules) and 2019 c 406 s 41, 2019 c 295 s 206, & 2016 c 233 s 17 are each repealed.

NEW SECTION.

Sec.

25.

2120 SHBHB 1565