BILL NUMBER: SB 1292 AMENDED
BILL TEXT
AMENDED IN SENATE APRIL 16, 2012
INTRODUCED BY Senator Liu
(Principal coauthor: Senator Lowenthal)
(Principal coauthor: Assembly Member Bonilla)
FEBRUARY 23, 2012
An act to add Article 13 (commencing with Section 44670) to
Chapter 3 of Part 25 of Division 3 of Title 2 of the Education Code,
relating to school employees.
LEGISLATIVE COUNSEL'S DIGEST
SB 1292, as amended, Liu. School employees: principals:
evaluation.
(1) Existing
Existing law establishes the Administrator Training
Program, to be administered by the Superintendent of Public
Instruction, with the approval of the State Board of Education.
Existing law requires the Superintendent to award incentive funding
from funds appropriated for that purpose, to provide instruction and
training to school administrators in various areas, including, among
others, school financial and personnel management, instructional
leadership and management strategies, and the use of state and local
pupil assessments. Existing law states the intent of the Legislature
that local educational agencies give highest priority to training
school administrators assigned to, and practicing in, high-priority
or hard-to-staff schools.
This bill would require authorize a school
district to evaluate a principal to be evaluated
annually for the first and second year as a new principal.
The bill would require authorize the
governing board of a school district to identify who will conduct the
evaluation of each school principal. The bill would require
authorize the criteria for school principal
evaluations to be based upon the California Professional Standards
for Educational Leaders and to include evidence of, among other
things, pupil academic growth, effective and comprehensive teacher
evaluations, culturally responsive instructional strategies, the
ability to analyze quality instructional strategies and provide
effective feedback, and effective school management. To the
extent that this evaluation program would require a school district
to carry out additional duties, the bill would impose a
state-mandated local program.
The bill would authorize the use of specified federal carryover
funds and certain other funds to implement this act.
(2) The California Constitution requires the state to reimburse
local agencies and school districts for certain costs mandated by the
state. Statutory provisions establish procedures for making that
reimbursement.
This bill would provide that, if the Commission on State Mandates
determines that the bill contains costs mandated by the state,
reimbursement for those costs shall be made pursuant to these
statutory provisions.
Vote: majority. Appropriation: no. Fiscal committee: yes
no . State-mandated local program: yes
no .
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. (a) The Legislature finds and declares all of the
following:
(1) State and local educational agencies, not the federal
government, should determine the process for implementing principal
evaluations and determine what constitutes an effective principal
based on specified criteria.
(2) School district level evaluators have the obligation to ensure
that principals are evaluated fairly, consistently, and effectively
using multiple methods consistent with the California Professional
Standards for Education Educational
Leaders.
(3) The system of principal evaluation must consider the impact of
the diversity of schools in regard to size, demographics, and
available resources.
(4) Principals should be provided with the resources needed to be
truly effective.
(5) Policymakers must ensure there is a coherent and comprehensive
system to support principal development and leadership.
(b) (1) It is the intent of the Legislature
that the governing boards of school districts establish a uniform
system of evaluations to guide principal growth and to improve
principal performance while raising pupil achievement. Evaluations
should reflect the complex responsibilities of a principal's daily
work as it impacts pupil success. Evaluations should differentiate
how to accelerate success, address professional development needs, or
as necessary, intervene when there are persistent performance
issues.
(2) It is also the intent of the Legislature that when funds
become available all evaluators will receive training for purposes of
calibrating evaluations.
SEC. 2. Article 13 (commencing with Section 44670) is added to
Chapter 3 of Part 25 of Division 3 of Title 2 of the Education Code,
to read:
Article 13. Principal Evaluation System
44670. (a) The governing board of a school district
shall may identify who will conduct the
evaluation of each school principal.
(b) A school principal shall may be
evaluated annually for the first and second year of employment
as a new principal in a school district . The
governing board shall may determine the
frequency at regular intervals of evaluations after this
period.
(c) Additional evaluations may be agreed upon between the
evaluator and the principal.
(d) Evaluators and principals shall may
review school success and progress throughout the year. This
review should include goals that are defined by the school district.
44671. (a) Criteria for effective school principal evaluations
shall may be based upon the California
Professional Standards for Educational Leaders. These standards
identify a school administrator as being an educational leader who
promotes the success of all pupils by doing .
These standards may include, but are not limited to, all of
the following:
(1) Facilitating the development, articulation, implementation,
and stewardship of a vision of learning that is shared and supported
by the school community.
(2) Advocating, nurturing, and sustaining a school culture and
instructional program conducive to pupil learning and staff
professional growth.
(3) Ensuring management of the organization, operations, and
resources for a safe, efficient, and effective learning environment.
(4) Collaborating with families and community members, responding
to diverse community interests and needs, and mobilizing community
resources.
(5) Modeling a personal code of ethics and developing professional
leadership capacity.
(6) Understanding, responding to, and influencing the larger
political, social, economic, legal, and cultural context.
(b) A quality school principal evaluation shall
may include, but not be limited to, evidence of all of
the following:
(1) Academic growth of pupils based on multiple measures that may
include pupil work as well as pupil and school longitudinal data that
demonstrates pupil academic growth over time. Assessments used for
this purpose must be valid and reliable and used for the purposes
intended and for the appropriate pupil populations. Local and state
academic assessments include, but are not limited to, state
standardized assessments, formative, summative, benchmark, end of
chapter, end of course, advanced placement, international
baccalaureate, college entrance, and performance assessments. For
career and technical education, authentic performance assessment is a
strong indicator of effective teaching and learning.
(2) Effective and comprehensive teacher evaluations, including,
but not limited to, curricular and management leadership, ongoing
professional development, teacher-principal teamwork, and
professional learning communities.
(3) Culturally responsive instructional strategies to address and
eliminate the achievement gap.
(4) The ability to analyze quality instructional strategies and
provide effective feedback that leads to instructional improvement.
(5) High expectations for all pupils and leadership to ensure
active pupil engagement and learning.
(6) Collaborative professional practices for improving
instructional strategies.
(7) Effective school management, including personnel and resource
management, organizational leadership, sound fiscal practices, a safe
campus environment, and appropriate pupil behavior.
(8) Meaningful self-assessment to improve as a professional
educator. Self-assessment may include, but not be limited to, a
self-assessment on state professional standards for educational
leaders and the identification of areas of strengths and areas for
professional growth to engage in activities to foster professional
growth.
(9) Consistent and effective relationships with pupils, parents,
teachers, staff, and other administrators.
SEC. 3. Federal carryover funds received pursuant to Title I and
Title II of the federal No Child Left Behind Act of 2001 (20 U.S.C.
Section Sec. 6301 et seq.) and any
other available state and federal funds may be used to implement this
act.
SEC. 4. If the Commission on State Mandates
determines that this act contains costs mandated by the state,
reimbursement to local agencies and school districts for those costs
shall be made pursuant to Part 7 (commencing with Section 17500) of
Division 4 of Title 2 of the Government Code.