SB 1497 — teachers; principals; evaluation instrument

SB1497 - 532R - IS Ver       REFERENCESenate TITLE:Engrossed       State of Arizona Senate Fifty-third Legislature Second Regular Session       SENATE BILL 1497       AN ACT   Amending sections 15‑203 and 15‑977, Arizona Revised Statutes;

teachers;

principals;

evaluation instrument         State of Arizona Senate Fifty-third Legislature Second Regular Session     SB 1497   Introduced by Senator Smith     AN ACT   Amending sections 15‑203 and 15‑977, Arizona Revised Statutes;

Persons who are certified pursuant to this subdivision are exempt from the subject knowledge proficiency requirements prescribed in section 15‑533 and from the proficiency requirements prescribed in section 15‑532 on the Constitutions of the United States and Arizona.  Persons pursuant who are subject to item (i)item (i) of this subdivision are also exempt from the professional knowledge proficiency requirements pursuant to section 15‑533.  A person who obtains a subject matter expert standard teaching certificate pursuant to this subdivision may provide instruction in the person's field of expertise in grades six through twelve at any public school in this state.  Issuance of the subject matter expert standard teaching certificate may not be conditioned on the person's employment with a local education agency.  A person who meets the requirements of this subdivision shall be issued a subject matter expert standard teaching certificate without having to demonstrate professional knowledge proficiency pursuant to section 15‑533, except that the person shall have at least two years to demonstrate professional knowledge proficiency pursuant to section 15‑533.

15.  Adopt a list of approved tests for determining special education assistance to gifted pupils as defined in and as provided in chapter 7, article 4.1 of this title. title.  The The adopted tests shall provide separate scores for quantitative reasoning, verbal reasoning and nonverbal reasoning and shall be capable of providing reliable and valid scores at the highest ranges of the score distribution.

31.  Adopt guidelines to encourage pupils in grades nine, ten, eleven and twelve to volunteer for twenty hours of community service before graduation from high school.  A school district that complies with the guidelines adopted pursuant to this paragraph is not liable for damages resulting from a pupil's participation in community service unless the school district is found to have demonstrated wanton or reckless disregard for the safety of the pupil and other participants in community service.  For the purposes of this paragraph, "community service" may include service learning.learning.  The guidelines shall include the following:

The guidelines shall include the following:

Quantitative Quantitative data associated with the statewide assessment pursuant to section 15‑741 may not be part of the evaluation for teachers who do not instruct students in content areas that are tested by the statewide assessment.  A school district or charter school that chooses to have quantitative data associated with the statewide assessment included as part of the evaluation framework shall ensure that teachers who instruct students in social studies, English language arts, mathematics and science collaborate to improve student academic progress on the statewide assessment.  A school district or charter school may determine the portion of the quantitative data on student academic progress that is associated with the statewide assessment.  The portion of the evaluation that is associated with quantitative data on student academic progress shall include multiple measures of student academic progress.  The framework shall also include teacher observations that account for between sixty percent and eighty percent and that include performance components by observing the classroom environment, instructional practices, professional responsibilities and planning and preparation of the teacher.  The framework shall include four performance classifications, designated as highly effective, effective, developing and ineffective, and guidelines for school districts and charter schools to use in their evaluation instruments.  The state board of education shall adopt best practices for professional development and evaluator training.  The state board of education may periodically make adjustments to align the model framework for teacher and principal evaluations with assessment or data changes at the state level.  School districts and charter schools shall use an instrument that meets the data requirements established by the state board of education to annually evaluate individual teachers and principals.

(b)  Annual training for all school site personnel on the recognition of anaphylactic shock symptoms and the procedures to follow when anaphylactic shock occurs, following the national guidelines of the American academy of pediatrics. pediatrics.  The The annual training prescribed in this subdivision is optional during any fiscal year in which sufficient monies are not appropriated by the legislature during that fiscal year to provide for the purchase of two juvenile doses and two adult doses of epinephrine auto‑injectors at each public school in this state and if the school does not stock two juvenile doses and two adult doses of epinephrine auto‑injectors at the school during that fiscal year.