Bill Text: CA SB1292 | 2011-2012 | Regular Session | Amended

NOTE: There are more recent revisions of this legislation. Read Latest Draft

---

Bill Title: School employees: principals: evaluation.

Spectrum: Partisan Bill (Democrat 4-0)

Status: (Passed) 2012-09-21 - Chaptered by Secretary of State. Chapter 435, Statutes of 2012. [SB1292 Detail]

Download: California-2011-SB1292-Amended.html

---

BILL NUMBER: SB 1292	AMENDED
	BILL TEXT

	AMENDED IN SENATE  MAY 2, 2012
	AMENDED IN SENATE  APRIL 16, 2012

INTRODUCED BY   Senator Liu
   (Principal coauthor: Senator Lowenthal)
   (Principal coauthor: Assembly Member Bonilla)
    (   Coauthor:   Senator   Alquist
  ) 

                        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.
   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 authorize a school district to evaluate a
principal annually for the  principal's  first and second
year  of employment  as a new principal. The bill would
authorize the governing board of a school district to identify who
will conduct the evaluation of each school principal. The bill would
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.
   The bill would authorize the use of specified federal carryover
funds and certain other funds to implement this act.
   Vote: majority. Appropriation: no. Fiscal committee: no.
State-mandated local program: 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 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 may identify
who will conduct the evaluation of each school principal.
   (b) A school principal may be evaluated annually for the first and
second year of employment as a new principal in a school district.
The governing board 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 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
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
 . These standards may include, but are not limited to,
  through leadership that fosters  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. 

   (1) A shared vision.  
   (2) Effective teaching and learning.  
   (3) Management and safety.  
   (4) Parent, family, and community involvement.  
   (5) Professional and ethical leadership.  
   (6) Contextual awareness. 
   (b) A quality school principal evaluation 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.
Sec. 6301 et seq.) and any other available state and federal funds
may be used to implement this act.