Bill Text: IA HF2398 | 2017-2018 | 87th General Assembly | Introduced

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Bill Title: A bill for an act relating to the components of a comparable system of career paths and compensation for school districts. (Formerly HSB 663.)

Spectrum: Committee Bill

Status: (Introduced - Dead) 2018-03-15 - Referred to Education. H.J. 594. [HF2398 Detail]

Download: Iowa-2017-HF2398-Introduced.html

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House File 2398 - Introduced




                                 HOUSE FILE       
                                 BY  COMMITTEE ON EDUCATION

                                 (SUCCESSOR TO HSB 663)

                                      A BILL FOR

  1 An Act relating to the components of a comparable system of
  2    career paths and compensation for school districts.
  3 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:
    TLSB 5256HV (2) 87
    kh/rj

PAG LIN



  1  1    Section 1.  Section 284.17, Code 2018, is amended to read as
  1  2 follows:
  1  3    284.17  Comparable system criteria.
  1  4    1.  Any comparable system of career paths and compensation
  1  5 for teachers approved pursuant to section 284.15, including the
  1  6 instructional coach model set forth in section 284.16, shall
  1  7 include, at a minimum, all of the following components:
  1  8    1.  a.  A minimum salary of thirty=three thousand five
  1  9 hundred dollars for a full=time teacher.
  1 10    2.  b.  Increased support for new teachers and veteran
  1 11 teachers where appropriate, such as additional coaching,
  1 12 mentoring, and opportunities for observing exceptional
  1 13 instructional practice.
  1 14    3.  c.  Differentiated, multiple teacher leadership roles
  1 15 beyond the initial teacher and career teacher levels, in which
  1 16 a goal of at least twenty=five percent of the teacher workforce
  1 17 serves additional contract days with compensation commensurate
  1 18 with the responsibilities for the leadership role. A district
  1 19 shall demonstrate that a good=faith effort has been made to
  1 20 attain participation by twenty=five percent of the teacher
  1 21 workforce and that no other practical alternative is available
  1 22 to meet the goal. These leadership roles may include but shall
  1 23 not be limited to all of the following:
  1 24    a.  (1)  Instructional coaches who engage full=time or
  1 25 part=time in instructional coaching.
  1 26    b.  (2)  Peer coaches who provide additional guidance in one
  1 27 or more aspects of the teaching profession to other teachers
  1 28 during normal noninstructional time. Peer coaches may be used
  1 29 only as one element of a more extensive teacher leadership
  1 30 plan.
  1 31    c.  (3)  Curriculum and professional development leaders who
  1 32 engage full=time or part=time in the planning, development, and
  1 33 implementation of curriculum and professional development.
  1 34    d.  (4)  Model teachers who teach full=time and serve as
  1 35 models of exemplary teaching practice.
  2  1    e.  (5)  Mentor teachers who teach full=time or part=time and
  2  2 also support the professional development of initial and career
  2  3 teachers.
  2  4    f.  (6)  Lead teachers who teach full=time or part=time and
  2  5 also plan and deliver professional development activities or
  2  6 engage in other activities designed to improve instructional
  2  7 strategies.
  2  8    4.  d.  A rigorous selection process for placement into
  2  9 and retention in teacher leadership roles. The process shall
  2 10 include all of the following components:
  2 11    a.  (1)  The use of measures of effectiveness and
  2 12 professional growth to determine suitability for the role.
  2 13    b.  (2)  A selection committee that includes teachers and
  2 14 administrators who shall accept and review applications for
  2 15 assignment or reassignment to a teacher leadership role and
  2 16 shall make recommendations regarding the applications to the
  2 17 superintendent of the school district.
  2 18    c.  (3)  An annual review of the assignment to a teacher
  2 19 leadership role by the school's or school district's
  2 20 administration. The review shall include peer feedback on the
  2 21 effectiveness of the teacher's performance of duty specific to
  2 22 the teacher's leadership role. A teacher who completes the
  2 23 time period of assignment to a leadership role may apply to the
  2 24 school's or the school district's administration for assignment
  2 25 in a new leadership role, if appropriate, or for reassignment.
  2 26    d.  (4)  A requirement that a teacher assigned to a
  2 27 leadership role must have at least three years of teaching
  2 28 experience, and at least one year of experience in the school
  2 29 district.
  2 30    5.  e.  A professional development system facilitated by
  2 31 teachers and other education experts and aligned with the Iowa
  2 32 professional development model adopted by the state board.
  2 33    f.  An instructional rubric, framework, or learning
  2 34 progression that defines effective instructional practice
  2 35 across developmental stages and focuses on student learning and
  3  1 achievement.  The department shall issue guidance that school
  3  2 districts may use in developing, adopting, or retaining, and
  3  3 implementing a rubric, framework, or learning progression.
  3  4 A school district approved to implement a comparable system
  3  5 pursuant to section 284.15 shall annually submit to the
  3  6 department, in the manner prescribed by the department, data on
  3  7 the efficacy of the rubric, framework, or learning progression
  3  8 implemented by the school district.
  3  9    6.  2.  A school district approved to implement a comparable
  3 10 system pursuant to section 284.15, and which meets the
  3 11 requirements of this section, shall receive funds under section
  3 12 257.10, subsection 12.
  3 13    Sec. 2.  SCHOOL DISTRICTS APPROVED FOR A COMPARABLE SYSTEM
  3 14 UNDER SECTION 284.15.  A school district approved to implement
  3 15 a comparable system pursuant to section 284.15 for a school
  3 16 year beginning on or before July 1, 2018, shall implement a
  3 17 rubric, framework, or learning progression by the school year
  3 18 beginning July 1, 2019.
  3 19                           EXPLANATION
  3 20 The inclusion of this explanation does not constitute agreement with
  3 21 the explanation's substance by the members of the general assembly.
  3 22    This bill adds to the components of the comparable system
  3 23 of career paths and compensation that a school district must
  3 24 implement if approved by the department of education.  Under
  3 25 the bill, a school district with an approved comparable system
  3 26 of career paths and compensation must, by the school year
  3 27 beginning July 1, 2019, implement an instructional rubric,
  3 28 framework, or learning progression that defines effective
  3 29 instructional practice across developmental stages and focuses
  3 30 on student learning and achievement.
  3 31    Also, the department is directed to issue related guidance
  3 32 that school districts with approved systems may use.  A school
  3 33 district with an approved system must annually submit data to
  3 34 the department on the efficacy of the rubric, framework, or
  3 35 learning progression implemented by the school district.
       LSB 5256HV (2) 87
       kh/rj