CALIFORNIA LEGISLATURE 20232024 REGULAR SESSION Assembly Bill No. 1509Introduced by Assembly Member Quirk-SilvaFebruary 17, 2023 An act to amend Section 44671 of the Education Code, relating to school employees.LEGISLATIVE COUNSEL'S DIGESTAB 1509, as introduced, Quirk-Silva. School employees: principals: evaluation. Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes 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. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would add the Cambridge Assessment to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: NO Local Program: NO Bill TextThe people of the State of California do enact as follows:SECTION 1. Section 44671 of the Education Code is amended to read: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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
CALIFORNIA LEGISLATURE 20232024 REGULAR SESSION Assembly Bill No. 1509Introduced by Assembly Member Quirk-SilvaFebruary 17, 2023 An act to amend Section 44671 of the Education Code, relating to school employees.LEGISLATIVE COUNSEL'S DIGESTAB 1509, as introduced, Quirk-Silva. School employees: principals: evaluation. Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes 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. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would add the Cambridge Assessment to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: NO Local Program: NO
CALIFORNIA LEGISLATURE 20232024 REGULAR SESSION
Assembly Bill
No. 1509
Introduced by Assembly Member Quirk-SilvaFebruary 17, 2023
Introduced by Assembly Member Quirk-Silva
February 17, 2023
An act to amend Section 44671 of the Education Code, relating to school employees.
LEGISLATIVE COUNSEL'S DIGEST
## LEGISLATIVE COUNSEL'S DIGEST
AB 1509, as introduced, Quirk-Silva. School employees: principals: evaluation.
Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes 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. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would add the Cambridge Assessment to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.
Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes 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. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.
This bill would add the Cambridge Assessment to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.
## Digest Key
## Bill Text
The people of the State of California do enact as follows:SECTION 1. Section 44671 of the Education Code is amended to read: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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
The people of the State of California do enact as follows:
## The people of the State of California do enact as follows:
SECTION 1. Section 44671 of the Education Code is amended to read: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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
SECTION 1. Section 44671 of the Education Code is amended to read:
### SECTION 1.
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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
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 through leadership that fosters all of the following:(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.
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 through leadership that fosters all of the following:
(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 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 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. assessments, Advanced Placement Exams, International Baccalaureate exams, and the Cambridge Assessment. 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.