BILL ANALYSIS �
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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 Le�n, 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
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(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
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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.
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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
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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 Hern�ndez, Holden, Jones-Sawyer, Levine, Lowenthal,
Medina, Mullin, Muratsuchi, Nazarian, Pan, Perea, John A.
P�rez, V. Manuel P�rez, Quirk, Quirk-Silva, Rendon,
Ridley-Thomas, Rodriguez, Salas, Skinner, Stone, Ting, Weber,
Wieckowski, Williams, Yamada, Atkins
NOES: Ch�vez, 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
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