Bill Text: VA HB1093 | 2022 | Regular Session | Prefiled
Bill Title: Public elementary and secondary education; cultural competency training.
Spectrum: Partisan Bill (Republican 3-0)
Status: (Engrossed - Dead) 2022-03-03 - Passed by indefinitely in Education and Health (9-Y 6-N) [HB1093 Detail]
Download: Virginia-2022-HB1093-Prefiled.html
Be it enacted by the General Assembly of Virginia:
1. That §§22.1-253.13:5 and 22.1-298.7 of the Code of Virginia are amended and reenacted as follows:
§22.1-253.13:5. Standard 5. Quality of classroom instruction and educational leadership.
A. Each member of the Board of Education shall participate in high-quality professional development programs on personnel, curriculum and current issues in education as part of his service on the Board.
B. Consistent with the finding that leadership is essential
for the advancement of public education in the Commonwealth, teacher,
principal, and superintendent evaluations shall be consistent with the
performance standards included in the Guidelines for Uniform Performance
Standards and Evaluation Criteria for Teachers, Principals, and
Superintendents. Evaluations shall include student academic progress as a
significant component and an overall summative rating. Teacher evaluations
shall include regular observation and evidence that instruction is aligned with
the school's curriculum. Evaluations shall include identification of areas of
individual strengths and weaknesses and recommendations for appropriate
professional activities. Evaluations Each evaluation shall include
an evaluation of cultural competency if the relevant local
school board has adopted and implemented policies to require
cultural competency training pursuant to §22.1-298.7.
C. The Board of Education shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents, and other school staff; (ii) principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel; (iii) school board members on personnel, curriculum and current issues in education; and (iv) programs in Braille for teachers of the blind and visually impaired, in cooperation with the Virginia Department for the Blind and Vision Impaired.
The Board shall also provide technical assistance on high-quality professional development to local school boards designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its comprehensive plan for educational technology.
D. Each local school board shall require (i) its members to participate annually in high-quality professional development activities at the state, local, or national levels on governance, including, but not limited to, personnel policies and practices; the evaluation of personnel, curriculum, and instruction; use of data in planning and decision making; and current issues in education as part of their service on the local board and (ii) the division superintendent to participate annually in high-quality professional development activities at the local, state, or national levels, including the Standards of Quality, Board of Education regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents.
E. Each local school board shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote student achievement at the school and classroom levels; (ii) as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board of Education; (iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula; and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.
In addition, each local school board shall also provide teachers and principals with high-quality professional development programs each year in (a) instructional content; (b) the preparation of tests and other assessment measures; (c) methods for assessing the progress of individual students, including Standards of Learning assessment materials or other criterion-referenced tests that match locally developed objectives; (d) instruction and remediation techniques in English, mathematics, science, and history and social science; (e) interpreting test data for instructional purposes; (f) technology applications to implement the Standards of Learning; and (g) effective classroom management.
F. Schools and school divisions shall include as an integral component of their comprehensive plans required by §22.1-253.13:6, high-quality professional development programs that support the recruitment, employment, and retention of qualified teachers and principals. Each school board shall require all instructional personnel to participate each year in these professional development programs.
G. Each local school board shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division.
§22.1-298.7. Teachers and other licensed school board employees; cultural competency training.
Each Any school
board shall may
adopt and implement policies that require each teacher and any other school
board employee holding a license issued by the Board to complete cultural
competency training, in accordance with guidance issued by the Board, at least
every two years. A local school board may adopt and
implement such policies only after
providing 30 days' advanced written notice of and holding a
public hearing regarding the adoption and implementation of such policies.
