February 12, 2015, Introduced by Senator PAVLOV and referred to the Committee on Education.
A bill to amend 1976 PA 451, entitled
"The revised school code,"
by amending sections 1249 and 1249a (MCL 380.1249 and 380.1249a),
section 1249 as amended by 2014 PA 257 and section 1249a as added
by 2011 PA 102, and by adding sections 1249b and 1531j; and to
repeal acts and parts of acts.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
Sec.
1249. (1) Subject to subsection (7), (5), with the
involvement of teachers and school administrators, the board of a
school district or intermediate school district or board of
directors of a public school academy shall adopt and implement for
all teachers and school administrators a rigorous, transparent, and
fair performance evaluation system that does all of the following:
(a) Evaluates the teacher's or school administrator's job
performance at least annually while providing timely and
constructive feedback.
(b) Establishes clear approaches to measuring student growth
and provides teachers and school administrators with relevant data
on student growth.
(c) Evaluates a teacher's or school administrator's job
performance, using multiple rating categories that take into
account
data on student growth as a significant factor. For
Beginning in 2014-2015, for grades and subjects in which state
assessments are administered in compliance with 20 USC 6311,
student growth must be measured, at least in part, using the state
assessments, and for grades and subjects in which state assessments
are not required and administered for purposes of 20 USC 6311,
student growth must be measured, at least in part, using
alternative assessments that are rigorous and comparable across
schools within the school district, intermediate school district,
or public school academy. If the performance evaluation system
implemented by a school district, intermediate school district, or
public school academy under this section does not already include
the rating of teachers as highly effective, effective, minimally
effective, and ineffective, then the school district, intermediate
school district, or public school academy shall revise the
performance evaluation system not later than September 19, 2011 to
ensure that it rates teachers as highly effective, effective,
minimally effective, or ineffective.
(d) Uses the evaluations, at a minimum, to inform decisions
regarding all of the following:
(i) The effectiveness of teachers and school administrators,
ensuring that they are given ample opportunities for improvement.
(ii) Promotion, retention, and development of teachers and
school administrators, including providing relevant coaching,
instruction support, or professional development.
(iii) Whether to grant tenure or full certification, or both, to
teachers and school administrators using rigorous standards and
streamlined, transparent, and fair procedures.
(iv) Removing ineffective tenured and untenured teachers and
school administrators after they have had ample opportunities to
improve, and ensuring that these decisions are made using rigorous
standards and streamlined, transparent, and fair procedures.
(2)
Beginning with the 2015-2016 2017-2018
school year, the
board of a school district or intermediate school district or board
of directors of a public school academy shall ensure that the
performance evaluation system for teachers meets all of the
following:
(a) The performance evaluation system shall include at least
an annual year-end evaluation for all teachers. An annual year-end
evaluation shall meet all of the following:
(i) At least 50% Twenty-five percent of the
annual year-end
evaluation shall be based on student growth and assessment data.
All
student growth and assessment data shall be measured using the
student
growth assessment tool that is required under legislation
enacted
by the legislature after review of the recommendations
contained
in the report of the former Michigan council for educator
effectiveness.Beginning with the 2018-2019 school year, 45%
of the
annual year-end evaluation shall be based on student growth and
assessment data.
(ii) For grades and subjects in which state assessments are
administered in compliance with 20 USC 6311, at least 50% of
student growth must be measured using the state assessments.
(iii) For grades and subjects in which state assessments are not
required and administered for purposes of 20 USC 6311, at least 50%
of student growth must be measured using alternative assessments
that are rigorous and comparable across schools within the school
district, intermediate school district, or public school academy.
Student growth also may be measured by standards-based, nationally
normed assessments, or other national or local assessments, or
based on achievement of individualized education program goals.
(iv) (ii) If
there are student growth and assessment data
available for a teacher for at least 3 school years, the annual
year-end evaluation shall be based on the student growth and
assessment data for the most recent 3-consecutive-school-year
period. If there are not student growth and assessment data
available for a teacher for at least 3 school years, the annual
year-end evaluation shall be based on all student growth and
assessment data that are available for the teacher.
(v) (iii) The
annual year-end evaluation shall include specific
performance goals that will assist in improving effectiveness for
the next school year and are developed by the school administrator
or his or her designee conducting the evaluation, in consultation
with the teacher, and any recommended training identified by the
school administrator or designee, in consultation with the teacher,
that would assist the teacher in meeting these goals. For a teacher
described in subdivision (b), the school administrator or designee
shall develop, in consultation with the teacher, an individualized
development plan that includes these goals and training and is
designed to assist the teacher to improve his or her effectiveness.
(b) The performance evaluation system shall include a midyear
progress report for a teacher who is in the first year of the
probationary period prescribed by section 1 of article II of 1937
(Ex Sess) PA 4, MCL 38.81, or who received a rating of minimally
effective or ineffective in his or her most recent annual year-end
evaluation. The midyear progress report shall be used as a
supplemental tool to gauge a teacher's improvement from the
preceding school year and to assist a teacher to improve. All of
the following apply to the midyear progress report:
(i) The midyear progress report shall be based at least in part
on student achievement.
(ii) The midyear progress report shall be aligned with the
teacher's individualized development plan under subdivision (a)(iii).
(iii) The midyear progress report shall include specific
performance goals for the remainder of the school year that are
developed by the school administrator conducting the annual year-
end evaluation or his or her designee and any recommended training
identified by the school administrator or designee that would
assist the teacher in meeting these goals. At the midyear progress
report, the school administrator or designee shall develop, in
consultation with the teacher, a written improvement plan that
includes these goals and training and is designed to assist the
teacher to improve his or her rating.
(iv) The midyear progress report shall not take the place of an
annual year-end evaluation.
(c) The performance evaluation system shall include classroom
observations to assist in the performance evaluations. All of the
following apply to these classroom observations:
(i) Except as provided in this subdivision, the manner
in which
a
classroom observation is conducted shall be prescribed in the
evaluation
tool for teachers described in subdivision (d).
(i) (ii) A
classroom observation shall include a review of the
teacher's lesson plan and the state curriculum standard being used
in the lesson and a review of pupil engagement in the lesson.
(ii) (iii) A
classroom observation does not have to be for an
entire class period.
(iii) (iv) Unless
a teacher has received a rating of effective or
highly effective on his or her 2 most recent annual year-end
evaluations, there shall be multiple classroom observations of the
teacher each school year.
(iv) The school administrator responsible for the teacher's
performance evaluation shall conduct at least 1 of the
observations. Other observations may be conducted by other
observers who are trained in the use of the evaluation tool that is
used under subdivision (d). These other observers may be teacher
leaders.
(d) For the purposes of conducting annual year-end evaluations
under the performance evaluation system, the school district,
intermediate school district, or public school academy shall
develop
or adopt and implement the state an evaluation
tool for
teachers. that
is required under legislation enacted by the
legislature
after review of the recommendations contained in the
report
of the former Michigan council for educator effectiveness.
However,
if a school district, intermediate school district, or
public
school academy has a local evaluation tool for teachers that
is
consistent with the state evaluation tool, the school district,
intermediate
school district, or public school academy may conduct
annual
year-end evaluations for teachers using that local
evaluation
tool.The evaluation tool or
tools used by the school
district, intermediate school district, or public school academy in
its performance evaluation system shall be used consistently among
the schools operated by a school district, intermediate school
district, or public school academy so that all similarly situated
teachers are evaluated using the same evaluation tool. The school
district, intermediate school district, or public school academy
shall post information about the evaluation tool on its public
website as required under subsection (4).
(e) The performance evaluation system shall assign an
effectiveness rating to each teacher of highly effective,
effective, minimally effective, or ineffective, based on his or her
score on the annual year-end evaluation described in this
subsection.
(f) As part of the performance evaluation system, and in
addition to the requirements of section 1526, a school district,
intermediate school district, or public school academy is
encouraged to assign a mentor or coach to each teacher who is
described in subdivision (b).
(g) The performance evaluation system may allow for exemption
of student growth data for a particular pupil for a school year
upon the recommendation of the school administrator conducting the
annual year-end evaluation or his or her designee and approval of
the school district superintendent or his or her designee,
intermediate superintendent or his or her designee, or chief
administrator of the public school academy, as applicable.
(h) The performance evaluation system shall provide that, if a
teacher is rated as ineffective on 3 consecutive annual year-end
evaluations, the school district, public school academy, or
intermediate school district shall dismiss the teacher from his or
her employment. This subdivision does not affect the ability of a
school district, intermediate school district, or public school
academy to dismiss an ineffective teacher from his or her
employment regardless of whether the teacher is rated as
ineffective on 3 consecutive annual year-end evaluations.
(i) The performance evaluation system shall provide that, if a
teacher is rated as highly effective on 3 consecutive annual year-
end evaluations, the school district, intermediate school district,
or public school academy may choose to conduct a year-end
evaluation biennially instead of annually. However, if a teacher is
not rated as highly effective on 1 of these biennial year-end
evaluations, the teacher shall again be provided with annual year-
end evaluations.
(j) The performance evaluation system shall provide that, if a
teacher who is not in a probationary period prescribed by section 1
of article II of 1937 (Ex Sess) PA 4, MCL 38.81, is rated as
ineffective on an annual year-end evaluation, the teacher may
request a review of the evaluation and the rating by the school
district superintendent, intermediate superintendent, or chief
administrator of the public school academy, as applicable. The
request for a review must be submitted in writing within 20 days
after the teacher is informed of the rating. Upon receipt of the
request, the school district superintendent, intermediate
superintendent, or chief administrator of the public school
academy, as applicable, shall review the evaluation and rating and
may make any modifications as appropriate based on his or her
review. However, the performance evaluation system shall not allow
for a review as described in this subdivision more than twice in a
3-school-year period.
(k) The school district, intermediate school district, or
public school academy shall provide information to teachers on the
evaluation tool or tools used by the school district, intermediate
school district, or public school academy in its performance
evaluation system and on how each evaluation tool is used.
(3)
Beginning with the 2015-2016 school year, the board of a
school
district or intermediate school district or board of
directors
of a public school academy shall ensure that the
performance
evaluation system for building-level school
administrators
and for central office-level school administrators
who
are regularly involved in instructional matters meets all of
the
following:
(a)
The performance evaluation system shall include at least
an
annual year-end evaluation for all school administrators
described
in this subsection by the school district superintendent
or
his or her designee, intermediate superintendent or his or her
designee,
or chief administrator of the public school academy, as
applicable,
except that a superintendent or chief administrator
shall
be evaluated by the board or board of directors.
(b)
At least 50% of the annual year-end evaluation shall be
based
on student growth and assessment data. The student growth and
assessment
data to be used for the school administrator annual
year-end
evaluation are the aggregate student growth and assessment
data
that are used in teacher annual year-end evaluations in each
school
in which the school administrator works as an administrator
or,
for a central-office level school administrator, for the entire
school
district or intermediate school district.
(c)
The portion of the annual year-end evaluation that is not
based
on student growth and assessment data shall be based on at
least
the following for each school in which the school
administrator
works as an administrator or, for a central-office
level
school administrator, for the entire school district or
intermediate
school district:
(i) If the school administrator conducts teacher
performance
evaluations,
the school administrator's training and proficiency in
using
the evaluation tool for teachers described in subsection
(2)(d),
including a random sampling of his or her teacher
performance
evaluations to assess the quality of the school
administrator's
input in the teacher performance evaluation system.
If
the school administrator designates another person to conduct
teacher
performance evaluations, the evaluation of the school
administrator
on this factor shall be based on the designee's
training
and proficiency in using the evaluation tool for teachers
described
in subsection (2)(d), including a random sampling of the
designee's
teacher performance evaluations to assess the quality of
the
designee's input in the teacher performance evaluation system,
with
the designee's performance to be counted as if it were the
school
administrator personally conducting the teacher performance
evaluations.
(ii) The progress made by the school or school district
in
meeting
the goals set forth in the school's school improvement plan
or
the school district's school improvement plans.
(iii) Pupil attendance in the school or school district.
(iv) Student, parent, and teacher feedback, and other
information
considered pertinent by the superintendent or other
school
administrator conducting the performance evaluation or the
board
or board of directors.
(d)
For the purposes of conducting performance evaluations
under
the performance evaluation system, the school district,
intermediate
school district, or public school academy shall adopt
and
implement the state evaluation tool for school administrators
described
in this subsection that is required under legislation
enacted
by the legislature after review of the recommendations
contained
in the report of the former Michigan council for educator
effectiveness.
However, if a school district, intermediate school
district,
or public school academy has a local evaluation tool for
school
administrators described in this subsection that is
consistent
with the state evaluation tool, the school district,
intermediate
school district, or public school academy may conduct
performance
evaluations for school administrators using that local
evaluation
tool.
(e)
The performance evaluation system shall assign an
effectiveness
rating to each school administrator described in this
subsection
of highly effective, effective, minimally effective, or
ineffective,
based on his or her score on the evaluation tool
described
in subdivision (d).
(f)
The performance evaluation system shall ensure that if a
school
administrator described in this subsection is rated as
minimally
effective or ineffective, the person or persons
conducting
the evaluation shall develop and require the school
administrator
to implement an improvement plan to correct the
deficiencies.
The improvement plan shall recommend professional
development
opportunities and other measures designed to improve
the
rating of the school administrator on his or her next annual
year-end
evaluation.
(g)
The performance evaluation system shall provide that, if a
school
administrator described in this subsection is rated as
ineffective
on 3 consecutive annual year-end evaluations, the
school
district, public school academy, or intermediate school
district
shall dismiss the school administrator from his or her
employment.
However, this subdivision applies only if the 3
consecutive
annual year-end evaluations are conducted using the
same
evaluation tool and under the same performance evaluation
system.
This subdivision does not affect the ability of a school
district,
intermediate school district, or public school academy to
dismiss
an ineffective school administrator from his or her
employment
regardless of whether the school administrator is rated
as
ineffective on 3 consecutive annual year-end evaluations.
(h)
The performance evaluation system shall provide that, if a
school
administrator is rated as highly effective on 3 consecutive
annual
year-end evaluations, the school district, intermediate
school
district, or public school academy may choose to conduct a
year-end
evaluation biennially instead of annually. However, if a
school
administrator is not rated as highly effective on 1 of these
biennial
year-end evaluations, the school administrator shall again
be
provided with annual year-end evaluations.
(4)
It is the intent of the legislature to review the report
submitted
by the former Michigan council for educator effectiveness
and
to enact appropriate legislation to put into place a statewide
performance
evaluation system taking into consideration the
recommendations
contained in the report.
(3) (5)
If all of the following apply for a public school
operated
by a school district, intermediate school district, or
public
school academy, then the school district, intermediate
school
district, or public school academy is not required to comply
with
subsection (2) or (3) for that public school:
(a)
As of July 19, 2011, the school district, intermediate
school
district, or public school academy had already implemented
and
is currently using a performance evaluation system for that
public
school For the purposes of
this section, a school district,
intermediate school district, or public school academy is
encouraged to adopt and implement a performance evaluation system
for
teachers that meets all of the
following: requirements:
(a) (i) Under
the system, the most significant portion of a
teacher's
or school administrator's evaluation is based on student
growth and assessment data, which may include value-added measures.
(b) (ii) The For
student growth that cannot be measured as
required under subsection (2)(a)(i) to (iii), the system uses
research-based
measures to determine student growth. For 2014-2015,
for
grades and subjects in which state assessments are administered
in
compliance with 20 USC 6311, student growth must be measured, at
least
in part, using the state assessments, and for grades and
subjects
in which state assessments are not required and
administered
for purposes of 20 USC 6311, student growth must be
measured,
at least in part, using alternative assessments that are
rigorous
and comparable across schools within the school district,
intermediate
school district, or public school academy. Student
growth
also may be measured by standards-based, nationally normed
assessments
and other objective criteria which may include other
national
or local assessments.
(c) (iii) The
system determines professional competence through
multiple direct observations of classroom practices and
professional practices throughout the school year.
(d) (iv) Under
the system, teacher effectiveness and ratings,
as measured by student achievement and growth data, are factored
into teacher retention, promotion, and termination decisions.
(e) (v) Under
the system, teacher and school administrator
performance evaluation results are used to inform teacher
professional development for the succeeding year.
(f) (vi) The
system ensures that teachers and school
administrators
are evaluated at least annually.
(b)
The school district, intermediate school district, or
public
school academy notified the former governor's council on
educator
effectiveness by November 1, 2011 that it is exempt under
this
subsection from the requirements of subsections (2) and (3).
(c)
The school district, intermediate school district, or
public
school academy posts a description of its evaluation system
on
its website.
(6)
If, after July 19, 2011, a school district, intermediate
school
district, or public school academy begins operating a new
public
school, or implements a new performance evaluation system
for
a public school it operates, and all of the following apply,
then
the school district, intermediate school district, or public
school
academy is not required to comply with subsection (2) or (3)
for
that public school:
(a)
The performance evaluation system adopted and implemented
for
that public school replicates and is identical to the
performance
evaluation system of a public school that is exempt
under
subsection (5).
(b)
The school district, intermediate school district, or
public
school academy posts a description of the performance
evaluation
system on its website.
(4) A school district, intermediate school district, or public
school academy shall post on its public website all of the
following information about the evaluation tool or tools it uses
for its performance evaluation system for teachers:
(a) The research base for the evaluation framework,
instrument, and process.
(b) The identity and qualifications of the author or authors.
(c) Either evidence of reliability, validity, and efficacy or
a plan for developing that evidence.
(d) The evaluation frameworks and rubrics with detailed
descriptors for each performance level on key summative indicators.
(e) A description of the processes for conducting classroom
observations, collecting evidence, conducting evaluation
conferences, developing performance ratings, and developing
performance improvement plans.
(f) A description of the plan for providing evaluators and
observers with training.
(5) (7)
If a collective bargaining agreement
is was in effect
for teachers or school administrators of a school district, public
school academy, or intermediate school district as of July 19,
2011, if that same collective bargaining agreement is still in
effect as of the effective date of the amendatory act that added
section 1531j, and if that collective bargaining agreement prevents
compliance with subsection (1), then subsection (1) does not apply
to that school district, public school academy, or intermediate
school district until after the expiration of that collective
bargaining agreement.
(6) The department of technology, management, and budget may
establish and maintain a list of evaluation tools for evaluating
teachers that may be used for the purposes of this section. That
list may include evaluation models recommended in the final
recommendations released by the Michigan council on educator
effectiveness in July 2013. The list shall include a statement
indicating that school districts, intermediate school districts,
and public school academies are not limited to only using the
evaluation tools that are included on the list.
Sec. 1249a. (1) Beginning with the 2018-2019 school year,
subject to subsection (2), a school district, intermediate school
district, or public school academy shall not assign a pupil to be
taught in the same subject area for 2 consecutive years by a
teacher who has been rated as ineffective on his or her 2 most
recent annual year-end evaluations under section 1249.
(2)
Beginning in 2015-2016, with the 2018-2019 school year, if
a
pupil is assigned to be taught by a teacher who has been rated as
ineffective
on his or her 2 most recent annual year-end evaluations
under
section 1249, school
district, intermediate school district,
or public school academy is unable to comply with subsection (1)
and plans to assign a pupil to be taught in the same subject area
for 2 consecutive years by a teacher who has been rated as
ineffective on his or her 2 most recent annual year-end evaluations
under section 1249, the board of the school district or
intermediate school district or board of directors of the public
school academy in which the pupil is enrolled shall notify the
pupil's parent or legal guardian that the board or board of
directors is unable to comply with subsection (1) and that the
pupil has been assigned to be taught in the same subject area for a
second consecutive year by a teacher who has been rated as
ineffective on his or her 2 most recent annual year-end
evaluations. The notification shall be in writing, shall be
delivered to the parent or legal guardian not later than July 15
immediately preceding the beginning of the school year for which
the
pupil is assigned to the teacher, and shall identify the
teacher
who is the subject of the notification. include an
explanation of why the board or board of directors is unable to
comply with subsection (1).
Sec. 1249b. (1) Beginning with the 2017-2018 school year, the
board of a school district or intermediate school district or board
of directors of a public school academy shall ensure that the
performance evaluation system for building-level school
administrators and for central-office-level school administrators
who are regularly involved in instructional matters meets all of
the following:
(a) The performance evaluation system shall include at least
an annual evaluation for all school administrators described in
this subsection by the school district superintendent or his or her
designee, intermediate superintendent or his or her designee, or
chief administrator of the public school academy, as applicable.
However, a superintendent or chief administrator shall be evaluated
by the board or board of directors or, if the superintendent or
chief administrator is not employed directly by the board or board
of directors, by the designee of the board or board of directors.
(b) Twenty-five percent of the annual year-end evaluation
shall be based on student growth and assessment data. Beginning
with the 2018-2019 school year, 45% of the annual year-end
evaluation shall be based on student growth and assessment data.
The student growth and assessment data to be used for the school
administrator annual year-end evaluation are the aggregate student
growth and assessment data that are used in teacher annual year-end
evaluations in each school in which the school administrator works
as an administrator or, for a central-office-level school
administrator, for the entire school district or intermediate
school district.
(c) The portion of the annual year-end evaluation that is not
based on student growth and assessment data shall be based on at
least the following for each school in which the school
administrator works as an administrator or, for a central-office-
level school administrator, for the entire school district or
intermediate school district:
(i) If the school administrator conducts teacher performance
evaluations, the school administrator's training and proficiency in
using the evaluation tool for teachers used by the school district,
intermediate school district, or public school academy under
section 1249, including a random sampling of his or her teacher
performance evaluations to assess the quality of the school
administrator's input in the teacher performance evaluation system.
If the school administrator designates another person to conduct
teacher performance evaluations, the evaluation of the school
administrator on this factor shall be based on the designee's
training and proficiency in using the evaluation tool for teachers
used by the school district, intermediate school district, or
public school academy under section 1249, including a random
sampling of the designee's teacher performance evaluations to
assess the quality of the designee's input in the teacher
performance evaluation system, with the designee's performance to
be counted as if it were the school administrator personally
conducting the teacher performance evaluations.
(ii) The progress made by the school or school district in
meeting the goals set forth in the school's school improvement plan
or the school district's school improvement plans.
(iii) Pupil attendance in the school or school district.
(iv) Student, parent, and teacher feedback, and other
information considered pertinent by the superintendent or other
school administrator conducting the performance evaluation or the
board or board of directors.
(d) The measures used by the school district, intermediate
school district, or public school academy in its performance
evaluation system for school administrators shall be used
consistently among the schools operated by a school district,
intermediate school district, or public school academy so that all
similarly situated school administrators are evaluated using the
same measures.
(e) The performance evaluation system shall assign an
effectiveness rating to each school administrator described in this
subsection of highly effective, effective, minimally effective, or
ineffective.
(f) The performance evaluation system shall ensure that if a
school administrator described in this subsection is rated as
minimally effective or ineffective, the person or persons
conducting the evaluation shall develop and require the school
administrator to implement an improvement plan to correct the
deficiencies. The improvement plan shall recommend professional
development opportunities and other actions designed to improve the
rating of the school administrator on his or her next annual year-
end evaluation.
(g) The performance evaluation system shall provide that, if a
school administrator described in this subsection is rated as
ineffective on 3 consecutive annual year-end evaluations, the
school district, public school academy, or intermediate school
district shall dismiss the school administrator from his or her
employment. This subdivision does not affect the ability of a
school district, intermediate school district, or public school
academy to dismiss an ineffective school administrator from his or
her employment regardless of whether the school administrator is
rated as ineffective on 3 consecutive annual year-end evaluations.
(h) The performance evaluation system shall provide that, if a
school administrator is rated as highly effective on 3 consecutive
annual year-end evaluations, the school district, intermediate
school district, or public school academy may choose to conduct a
year-end evaluation biennially instead of annually. However, if a
school administrator is not rated as highly effective on 1 of these
biennial year-end evaluations, the school administrator shall again
be provided with annual year-end evaluations.
(i) The school district, intermediate school district, or
public school academy shall provide information to school
administrators on the measures used by the school district,
intermediate school district, or public school academy in its
performance evaluation system for school administrators and on how
each of the measures is used.
(2) For the purposes of this section, a school district,
intermediate school district, or public school academy is
encouraged to adopt and implement a performance evaluation system
for school administrators that meets all of the following:
(a) Under the system, the most significant portion of a school
administrator's evaluation is based on student growth and
assessment data, which may include value-added measures.
(b) The system uses research-based measures to determine
student growth.
(c) The system determines professional competence through
multiple direct observations of professional practices throughout
the school year.
(d) Under the system, school administrator effectiveness and
ratings, as measured by student achievement and growth data, are
factored into school administrator retention, promotion, and
termination decisions.
(e) Under the system, school administrator performance
evaluation results are used to inform school administrator
professional development for the succeeding year.
(f) The system ensures that school administrators are
evaluated at least annually.
(3) A school district, intermediate school district, or public
school academy shall post on its public website all of the
following information about the measures it uses for its
performance evaluation system for school administrators:
(a) The research base for the evaluation framework,
instrument, and process.
(b) The identity and qualifications of the author or authors.
(c) Either evidence of reliability, validity, and efficacy or
a plan for developing that evidence.
(d) The evaluation frameworks and rubrics, with detailed
descriptors for each performance level on key summative indicators.
(e) A description of the processes for collecting evidence,
conducting evaluation conferences, developing performance ratings,
and developing performance improvement plans.
(f) A description of the plan for providing evaluators and
observers with training.
(4) The department of technology, management, and budget may
establish and maintain a list of evaluation tools for evaluating
school administrators that may be used for the purposes of this
section. That list may include the 2 evaluation models recommended
in the final recommendations released by the Michigan council on
educator effectiveness in July 2013. The list shall include a
statement indicating that school districts, intermediate school
districts, and public school academies are not limited to only
using the evaluation tools that are included on the list.
Sec. 1531j. Notwithstanding any other provision of this act or
a rule to the contrary, beginning July 1, 2018, the superintendent
of public instruction shall not issue an initial professional
teaching certificate to an individual unless the individual
presents evidence satisfactory to the superintendent of public
instruction demonstrating that he or she meets all of the
following:
(a) The individual has successfully completed at least 3 full
years of classroom teaching.
(b) The individual meets either of the following:
(i) Was rated as either effective or highly effective on his or
her annual year-end performance evaluation under section 1249 for
the 3 consecutive school years immediately preceding his or her
application for the professional teaching certificate.
(ii) Was rated as either effective or highly effective on his
or her annual year-end performance evaluation under section 1249
for at least 3 nonconsecutive school years before his or her
application for the professional teaching certificate and submits a
recommendation from the chief school administrator of the school at
which he or she is currently employed that he or she be issued a
professional teaching certificate.
(c) The individual has completed at least 6 semester credit
hours, or the equivalent in terms or trimesters, in a planned
program at an approved teacher preparation institution or 6
semester credit hours, or the equivalent in terms or trimesters, of
academic credit approved by the superintendent of public
instruction, as being appropriate to the grade level and subject
area endorsement of the teaching certificate at any college or
university.
Enacting section 1. Section 95a of the state school aid act of
1979, 1979 PA 94, MCL 388.1695a, is repealed.