(1) State and federal funds appropriated by the legislature to support professional development and education may be used for the following:

    (a) Professional development programs for administrators and teachers. These programs shall emphasize the improvement of teaching and pupils' learning of academic core curriculum objectives, as measured by the Michigan student test of education progress (M-STEP), the Michigan merit examination, and other criterion - reference assessments; collaborative decision-making; site-based management; the process of school improvement; instructional leadership; and the use of data and assessment instruments to improve teaching and learning for all pupils.

    (b) A biennial education policy leadership institute. The state board shall organize and convene a biennial education policy leadership institute for the governor, the lieutenant governor, the state board, the state superintendent, the legislature, and the presidents of the state board approved teacher education institutions, and the staff of each as may be considered appropriate, to examine the most current public education policy issues and initiatives and the appropriate role of policy leaders.

    (c) A statewide academy for school leadership established by the state board.

    (d) A principal leadership academy. The department, in collaboration with statewide associations of school principals, shall establish the principal leadership academy. The principal leadership academy shall consist of training for school principals that is conducted by other school principals who have a record of demonstrated success in improving pupil performance. The department shall solicit input from school district superintendents and intermediate superintendents to compile a list of successful school principals who would likely be effective in conducting the training at the principal leadership academy and shall select school principals to conduct the training from this list. The training shall include all aspects of successful school leadership, including at least all of the following:

    (i) Strategies for increasing parental involvement.

    (ii) Strategies for engaging community support and involvement.

    (iii) Creative problem-solving.

    (iv) Financial decision-making.

    (v) Management rights and techniques.

    (vi) Other strategies for improving school leadership to achieve better pupil performance.

    (e) Community leadership development. The state board, in conjunction with intermediate school districts, shall conduct a leadership development training program in each school district for members of the community.

    (f) Promotion of high educational standards. The state board, in collaboration with the business community and educators, shall coordinate and assist in the promotion of a statewide public education and information program concerning the need to achieve world class educational standards in the public schools of this state.

    (g) Sabbatical leaves. School districts shall provide sabbatical leaves for up to 1 academic year for selected master teachers who aid in professional development.

    (h) Any other purpose authorized in the appropriation for professional development in the state school aid act of 1979.

    (2) The state board may disapprove for state funding proposed professional development that the state board finds to be 1 or more of the following:

    (a) Not in furtherance of core academic curriculum needs.

    (b) Not constituting serious, informed innovation.

    (c) Of generally inferior overall quality or depth regardless of who sponsors or conducts the education or training.

    (d) Not in compliance with the requirements of section 1526.

    (1) For the first 3 years of his or her employment in classroom teaching, a teacher must be assigned by the school in which he or she teaches to 1 or more master teachers, or college professors or retired master teachers, who shall act as a mentor or mentors to the teacher. During the 3-year period, the teacher must also receive intensive professional development induction into teaching, based on a professional development plan that is consistent with the requirements of section 3a of article II of 1937 (Ex Sess) PA 4, MCL 38.83a, including classroom management and instructional delivery. Subject to subsection (2), during the 3-year period, the intensive professional development induction into teaching must consist of at least 15 days of professional development, the experiencing of effective practices in university-linked professional development schools, and regional seminars conducted by master teachers and other mentors.

    (2) Except as otherwise provided in this subsection, for teachers employed in classroom teaching on or after August 1, 2023, except for individuals who have physical limitations that make it impracticable for the individual to complete the course and instruction and obtain the required certification under this subsection, the 15 days of professional development described in subsection (1) must include a course approved by the department in first aid and cardiopulmonary resuscitation that includes a test demonstration on a mannequin and instruction in foreign body airway obstruction management that results in valid certification in these topics issued by the American Red Cross, American Heart Association, or a comparable organization or institution approved by the department. The course, instruction, and certification required under this subsection must be completed within the first year of the 3-year period described in subsection (1). This subsection does not apply to an individual who has successfully completed a course and instruction and holds the valid certification as described in this subsection.

    (3) An individual who has completed the course and instruction and obtained the certification described in subsection (2) and who performs first aid, cardiopulmonary resuscitation, or foreign body airway obstruction management on another individual in the course of his or her employment as a teacher is not liable in a civil action for damages resulting from an act or omission occurring in that performance except for an act or omission constituting gross negligence or willful or wanton misconduct.

    

    

     Training in teaching 1 or more college level equivalent courses may be included in the professional development plan, and in the required 15 days of professional development, under section 1526.

    Beginning with the 2024-2025 school year, the board of a school district or intermediate school district or board of directors of a public school academy, together with a local organization that receives funding from the Michigan domestic and sexual violence prevention and treatment board and that serves the geographic area of the school district, intermediate school district, or public school academy, is encouraged to provide all educators and school personnel who have contact with pupils training at least every 5 years in responding to pupils who have experienced sexual assault or sexual harassment. This training may be provided as part of the professional development provided under section 1527. If a school district, intermediate school district, or public school academy is located in an area without a local organization that receives funding from the Michigan domestic and sexual violence prevention and treatment board, the school district, intermediate school district, or public school academy is encouraged to provide the training described in this section together with the Michigan domestic and sexual violence prevention and treatment board or the Michigan Coalition to End Domestic and Sexual Violence.

    

    

    (1) The board of each school district, intermediate school district, or public school academy shall provide at least 5 days of teacher professional development each school year.

    (2) A state-approved nonpublic school may provide teacher professional development for nonpublic school teachers. The department shall credit this professional development toward the issuance or renewal of a teaching certificate or endorsement to the same extent as professional development provided by a public school is credited for its teachers for those purposes if the department determines that all of the following are met:

    (a) The professional development provides substantially the same program content as professional development provided by a public school that is credited by the department toward the issuance or renewal of a teaching certificate or endorsement.

    (b) The nonpublic school submits to the same auditing and documentation requirements for professional development as a public school.

    (3) Professional development days provided under this section shall not be counted toward the professional development required under section 1526.