BILL ANALYSIS Ó ----------------------------------------------------------------- |SENATE RULES COMMITTEE | SB 1060| |Office of Senate Floor Analyses | | |1020 N Street, Suite 524 | | |(916) 651-1520 Fax: (916) | | |327-4478 | | ----------------------------------------------------------------- UNFINISHED BUSINESS Bill No: SB 1060 Author: Liu (D) Amended: 6/19/14 Vote: 21 SENATE EDUCATION COMMITTEE : 9-0, 4/30/14 AYES: Liu, Wyland, Block, Correa, Galgiani, Hancock, Hueso, Huff, Monning SENATE FLOOR : 35-0, 5/8/14 AYES: Anderson, Beall, Berryhill, Block, Cannella, Corbett, Correa, De León, DeSaulnier, Evans, Fuller, Galgiani, Hancock, Hernandez, Hill, Hueso, Huff, Jackson, Lara, Leno, Lieu, Liu, Mitchell, Monning, Morrell, Nielsen, Padilla, Pavley, Roth, Steinberg, Torres, Vidak, Walters, Wolk, Wyland NO VOTE RECORDED: Calderon, Gaines, Knight, Wright, Yee ASSEMBLY FLOOR : 55-15, 6/26/14 - See last page for vote SUBJECT : School employees: professional growth SOURCE : Author DIGEST : This bill requires a local education agency (LEA), when offering professional development for teachers and other employees involved in the direct instruction of pupils, to evaluate professional learning that meets specified criteria. Assembly Amendments (1) add language to encourage LEAs to choose professional learning that meets any of the listed criteria and CONTINUED SB 1060 Page 2 (2) make minor and technical changes. ANALYSIS : Existing law authorizes the Professional Development Block Grant, which supports professional development activities allowed by the Staff Development Instructional Support, Teaching as a Priority, and Intersegmental programs. These activities include teacher recruitment and retention incentives, staff development projects designed to improve elementary teacher skills, and programs that promote development of highly qualified teachers. While the Budget Act of 2012 included $218.4 million for this block grant, the funds are subject to categorical flexibility whereby school districts may utilize the funds for any educational purpose. With implementation of the new Local Control Funding Formula (LCFF), professional development activities are not specifically funded nor are they required under existing law. The LCFF, enacted as part of the 2013-14 Budget Act, is a significant reform to the state's system of financing K-12 public schools. The LCFF replaces the prior system of revenue limits and restricted funding for a multitude of categorical programs with a funding formula that provides base funding for the core educational needs of all students and supplemental funding for the additional educational needs of low-income students, English learners, and foster youth. Under the LCFF, there are limited spending restrictions and LEAs have considerable flexibility to direct resources to best meet their students' needs. Although LEAs have considerably more flexibility in how they spend their resources under LCFF compared to the previous funding system, the law requires a LEA: "...to increase or improve services for unduplicated pupils [low-income students, English learners, and foster youth] in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils in the school district, county office of education, or charter school." Under the previous system, revenue limits provided LEAs with discretionary (unrestricted) funding for general educational purposes, and categorical program (restricted) funding was provided for specialized purposes, with each program having unique allocation and spending requirements. Revenue limits made up about two-thirds of state funding for schools, while CONTINUED SB 1060 Page 3 categorical program funding made up the remaining one-third portion. This bill: 1.Provides that if a LEA offers a program of professional growth for teachers, administrators, paraprofessional educators, or other classified employees involved in the direct instruction of pupils, the LEA shall evaluate professional learning based on all of the following criteria, and the LEA is encouraged to choose professional learning that meets any of the following criteria: A. Helps attract, grow, and retain effective educators. B. Is a part of every educator's experience in order to accelerate instructional improvement and support pupil achievement. C. Is based on needs assessment of educators and tied to pupil learning. D. Emphasizes the importance of meeting the needs of all pupils. E. Is grounded in a description of effective practice as articulated in the California Standards for the Teaching Profession. F. Affords educators opportunities to engage with others to develop their craft, including but not limited to, opportunities to increase their content knowledge. G. Ensures educators have adequate time to learn about, practice, reflect, adjust, critique, and share what educators need to ensure that all pupils, especially high-needs pupils, develop, knowledge, and lifelong learning skills that will help the pupils to be successful. H. Recognizes and utilizes expert teacher and leader skills. I. Attends to collective growth needs as well as educators' individual growth needs. CONTINUED SB 1060 Page 4 J. Contributes to a positive, collaborative, and supportive adult learning environment. AA. Contributes to cycles of inquiring and improvement. BB. Is not limited to a single instance, but supports educators through multiple iterations or engagements. CC. Is based on coherent and focused plan. 1.Provides that professional learning activities may also include collaboration time for teachers to develop new instructional lessons or analyze pupil data, mentoring projects for new teachers, or extra support for teachers to improve practice. 2.Provides that appropriate professional learning may be part of a coherent plan that combines school activities within the school, including, but not limited to, lesson study or co-teaching, and external learning opportunities that meet certain criteria, as specified. 3.Defines LEA as a school district, county office of education, or charter school for purposes of this bill. FISCAL EFFECT : Appropriation: No Fiscal Com.: No Local: No SUPPORT : (Verified 6/27/14) California Federation of Teachers California School Employees Association California Teacher Association Education Trust-West ARGUMENTS IN SUPPORT : According to the author's office, with the implementation of common core standards and the upcoming roll out of the Smarter Balanced Assessment Consortium assessments in 2014-15, it is imperative more now than ever, that teachers, administrators, and paraprofessionals have the necessary, up-to-date training to adequately prepare students. This bill encourages the use of proven professional training and best practices for school districts when offering programs of CONTINUED SB 1060 Page 5 professional growth for their teachers. ASSEMBLY FLOOR : 55-15, 6/26/14 AYES: Alejo, Ammiano, Bloom, Bocanegra, Bonilla, Bonta, Bradford, Brown, Buchanan, Ian Calderon, Campos, Chau, Chesbro, Cooley, Dababneh, Daly, Dickinson, Eggman, Fong, Fox, Frazier, Garcia, Gatto, Gomez, Gonzalez, Gordon, Gray, Hall, Roger Hernández, Holden, Jones-Sawyer, Levine, Lowenthal, Medina, Mullin, Muratsuchi, Nazarian, Pan, Perea, John A. Pérez, V. Manuel Pérez, Quirk, Quirk-Silva, Rendon, Ridley-Thomas, Rodriguez, Salas, Skinner, Stone, Ting, Weber, Wieckowski, Williams, Yamada, Atkins NOES: Chávez, Dahle, Donnelly, Beth Gaines, Grove, Harkey, Jones, Linder, Mansoor, Nestande, Olsen, Patterson, Wagner, Waldron, Wilk NO VOTE RECORDED: Achadjian, Allen, Bigelow, Conway, Gorell, Hagman, Logue, Maienschein, Melendez, Vacancy PQ:ek 6/27/14 Senate Floor Analyses SUPPORT/OPPOSITION: SEE ABOVE **** END **** CONTINUED