Connecticut 2023 Regular Session

Connecticut House Bill HB06757 Compare Versions

Version 1 (Old)

Version 2 (New)

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7		-	General Assembly ~~Substitute~~ Bill No. 6757
	5	+	General Assembly Raised Bill No. 6757
8	6		January Session, 2023
	7	+	LCO No. 4497
9	8
	9	+
	10	+	Referred to Committee on EDUCATION
	11	+
	12	+
	13	+	Introduced by:
	14	+	(ED)
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14	19		AN ACT CONCERNING TEACHER PERFORMANCE EVALUATIONS.
15	20		Be it enacted by the Senate and House of Representatives in General
16	21		Assembly convened:
17	22
18	23		Section 1. Section 10-151b of the general statutes is repealed and the 1
19		-	following is substituted in lieu thereof (Effective July 1, ~~2024~~): 2
	24	+	following is substituted in lieu thereof (Effective July 1, 2023): 2
20	25		(a) The superintendent of each local or regional board of education 3
21	26		shall annually evaluate or cause to be evaluated each teacher, and for 4
22	27		the school year commencing July 1, 2013, and each school year 5
23	28		thereafter, such annual evaluations shall be the teacher evaluation and 6
24		-	support program adopted pursuant to subsection (b) of this section. 7
25		-	The superintendent may conduct additional formative evaluations 8
26		-	toward producing an annual summative evaluation. An evaluation 9
27		-	pursuant to this subsection shall include, but need not be limited to, 10
28		-	strengths, areas needing improvement, strategies for improvement and 11
29		-	multiple indicators of student academic growth. Claims of failure to 12
30		-	follow the established procedures of such teacher evaluation and 13
31		-	support program shall be subject to the grievance procedure in 14
32		-	collective bargaining agreements negotiated subsequent to July 1, 2004. 15
33		-	In the event that a teacher does not receive a summative evaluation 16
34		-	during the school year, such teacher shall [receive a "not rated" 17
35		-	designation for such school year] be recorded as not evaluated. The 18
36		-	superintendent shall report (1) the status of teacher evaluations to the 19
37		-	local or regional board of education on or before June first of each year, 20 Substitute Bill No. 6757
	29	+	support program adopted pursuant to subsection (b) of this section. The 7
	30	+	superintendent may conduct additional formative evaluations toward 8
	31	+	producing an annual summative evaluation. An evaluation pursuant to 9
	32	+	this subsection shall include, but need not be limited to, strengths, areas 10
	33	+	needing improvement, strategies for improvement and multiple 11
	34	+	indicators of student academic growth. Claims of failure to follow the 12
	35	+	established procedures of such teacher evaluation and support program 13
	36	+	shall be subject to the grievance procedure in collective bargaining 14
	37	+	agreements negotiated subsequent to July 1, 2004. In the event that a 15
	38	+	teacher does not receive a summative evaluation during the school year, 16 Raised Bill No. 6757
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44		-	and (2) the status of the implementation of the teacher evaluation and 21
45		-	support program, including the frequency of evaluations, [aggregate 22
46		-	evaluation ratings,] the number of teachers who have not been 23
47		-	evaluated and other requirements as determined by the Department of 24
48		-	Education, to the Commissioner of Education on or before September 25
49		-	fifteenth of each year. For purposes of this section, the term "teacher" 26
50		-	shall include each professional employee of a board of education, 27
51		-	below the rank of superintendent, who holds a certificate or permit 28
52		-	issued by the State Board of Education. 29
53		-	(b) [Except as provided in subsection (d) of this section, not] Not 30
54		-	later than September 1, [2013] 2024, each local and regional board of 31
55		-	education shall adopt and implement a teacher evaluation and support 32
56		-	program that is consistent with the guidelines for a [model] teacher 33
57		-	evaluation and support program adopted by the State Board of 34
58		-	Education, pursuant to subsection (c) of this section. Such teacher 35
59		-	evaluation and support program shall be developed through mutual 36
60		-	agreement between the local or regional board of education and the 37
61		-	professional development and evaluation committee for the school 38
62		-	district, established pursuant to subsection (b) of section 10-220a. If a 39
63		-	local or regional board of education is unable to develop a teacher 40
64		-	evaluation and support program through mutual agreement with such 41
65		-	professional development and evaluation committee, then such board 42
66		-	of education and such professional development and evaluation 43
67		-	committee shall consider the model teacher evaluation and support 44
68		-	program adopted by the State Board of Education, pursuant to 45
69		-	subsection (c) of this section, and such board of education may adopt, 46
70		-	through mutual agreement with such professional development and 47
71		-	evaluation committee, such model teacher evaluation and support 48
72		-	program. If a local or regional board of education and the professional 49
73		-	development and evaluation committee are unable to mutually agree 50
74		-	on the adoption of such model teacher evaluation and support 51
75		-	program, then such board of education shall adopt and implement a 52
76		-	teacher evaluation and support program developed by such board of 53
77		-	education, provided such teacher evaluation and support program is 54 Substitute Bill No. 6757
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	44	+	such teacher shall [receive a "not rated" designation for such school year] 17
	45	+	be recorded as not evaluated. The superintendent shall report (1) the 18
	46	+	status of teacher evaluations to the local or regional board of education 19
	47	+	on or before June first of each year, and (2) the status of the 20
	48	+	implementation of the teacher evaluation and support program, 21
	49	+	including the frequency of evaluations, [aggregate evaluation ratings,] 22
	50	+	the number of teachers who have not been evaluated and other 23
	51	+	requirements as determined by the Department of Education, to the 24
	52	+	Commissioner of Education on or before September fifteenth of each 25
	53	+	year. For purposes of this section, the term "teacher" shall include each 26
	54	+	professional employee of a board of education, below the rank of 27
	55	+	superintendent, who holds a certificate or permit issued by the State 28
	56	+	Board of Education. 29
	57	+	(b) Except as provided in subsection (d) of this section, not later than 30
	58	+	September 1, [2013] 2024, each local and regional board of education 31
	59	+	shall adopt and implement a teacher evaluation and support program 32
	60	+	that is consistent with [the guidelines for a model teacher evaluation and 33
	61	+	support program adopted by the State Board of Education, pursuant to 34
	62	+	subsection (c) of this section] Connecticut state guidelines for educator 35
	63	+	evaluation and support. Such teacher evaluation and support program 36
	64	+	shall be developed through mutual agreement between the local or 37
	65	+	regional board of education and the professional development and 38
	66	+	evaluation committee for the school district, established pursuant to 39
	67	+	subsection (b) of section 10-220a. [If a local or regional board of 40
	68	+	education is unable to develop a teacher evaluation and support 41
	69	+	program through mutual agreeme nt with such professional 42
	70	+	development and evaluation committee, then such board of education 43
	71	+	and such professional development and evaluation committee shall 44
	72	+	consider the model teacher evaluation and support program adopted by 45
	73	+	the State Board of Education, pursuant to subsection (c) of this section, 46
	74	+	and such board of education may adopt, through mutual agreement 47
	75	+	with such professional development and evaluation committee, such 48
	76	+	model teacher evaluation and support program. If a local or regional 49
	77	+	board of education and the professional development and evaluation 50 Raised Bill No. 6757
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84		-	consistent with the guidelines adopted by the State Board of 55
85		-	Education, pursuant to subsection (c) of this section. [Each local and 56
86		-	regional board of education may commence implementation of the 57
87		-	teacher evaluation and support program adopted pursuant to this 58
88		-	subsection in accordance with a teacher evaluation and support 59
89		-	program implementation plan adopted pursuant to subsection (d) of 60
90		-	this section.] 61
91		-	(c) (1) On or before July 1, [2012] 2025, the State Board of Education 62
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	82	+
	83	+	committee are unable to mutually agree on the adoption of such model 51
	84	+	teacher evaluation and support program, then such board of education 52
	85	+	shall adopt and implement a teacher evaluation and support program 53
	86	+	developed by such board of education, provided such teacher 54
	87	+	evaluation and support program is consistent with the guidelines 55
	88	+	adopted by the State Board of Education, pursuant to subsection (c) of 56
	89	+	this section. Each local and regional board of education may commence 57
	90	+	implementation of the teacher evaluation and support program adopted 58
	91	+	pursuant to this subsection in accordance with a teacher evaluation and 59
	92	+	support program implementation plan adopted pursuant to subsection 60
	93	+	(d) of this section.] 61
	94	+	(c) [(1)] On or before July 1, [2012] 2025, the State Board of Education 62
92	95		shall adopt, in consultation with the Performance Evaluation Advisory 63
93		-	Council established pursuant to section 10-151d, as amended by this 64
94		-	~~act,~~ guidelines for a [model] teacher evaluation and support program. 65
95		-	~~Such~~ guidelines shall include, but not be limited to, (A) [the use of four 66
	96	+	Council established pursuant to section 10-151d, as amended by this act, 64
	97	+	guidelines for a [model] teacher evaluation and support program. Such 65
	98	+	guidelines shall include, but not be limited to, [(A) the use of four 66
96	99		performance evaluations designators: Exemplary, proficient, 67
97		-	developing and below standard; (B)] the use of multiple indicators of 68
98		-	student [academic] learning, growth and [development] achievement 69
99		-	in teacher evaluations; [(C)] (B) methods for assessing student 70
100		-	[academic] learning, growth and [development; (D)] achievement; (C) 71
101		-	a consideration of control factors tracked by the state-wide public 72
102		-	school information system, pursuant to subsection (c) of section 10-10a, 73
103		-	that may influence teacher performance, [ratings,] including, but not 74
104		-	limited to, student characteristics, student attendance and student 75
105		-	mobility; [(E)] (D) minimum requirements for teacher evaluation 76
106		-	instruments and procedures, including [scoring systems to determine 77
107		-	exemplary, proficient, developing and below standard ratings; (F)] an 78
108		-	annual summary of teacher growth provided by the evaluator; (E) the 79
109		-	development and implementation of periodic training programs 80
110		-	regarding the teacher evaluation and support program to be offered by 81
111		-	the local or regional board of education or regional educational service 82
112		-	center for the school district to teachers who are employed by such 83
113		-	local or regional board of education and whose performance is being 84
114		-	evaluated and to administrators who are employed by such local or 85
115		-	regional board of education and who are conducting performance 86
116		-	evaluations; [(G)] (F) the provision of professional development 87
117		-	services based on the individual or group of individuals' needs that are 88 Substitute Bill No. 6757
	100	+	developing and below standard; (B)] (1) the use of multiple indicators 68
	101	+	of student [academic] growth and development in teacher evaluations; 69
	102	+	[(C)] (2) methods for assessing student [academic] growth and 70
	103	+	development; [(D)] (3) a consideration of control factors tracked by the 71
	104	+	state-wide public school information system, pursuant to subsection (c) 72
	105	+	of section 10-10a, that may influence teacher performance, [ratings,] 73
	106	+	including, but not limited to, student characteristics, student attendance 74
	107	+	and student mobility; [(E)] (4) minimum requirements for teacher 75
	108	+	evaluation instruments and procedures; [, including scoring systems to 76
	109	+	determine exemplary, proficient, developing and below standard 77
	110	+	ratings; (F)] (5) the development and implementation of periodic 78
	111	+	training programs regarding the teacher evaluation and support 79
	112	+	program to be offered by the local or regional board of education or 80
	113	+	regional educational service center for the school district to teachers 81
	114	+	who are employed by such local or regional board of education and 82
	115	+	whose performance is being evaluated and to administrators who are 83
	116	+	employed by such local or regional board of education and who are 84 Raised Bill No. 6757
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124		-	identified through the evaluation process; [(H)] (G) the creation of 89
125		-	individual teacher improvement and remediation plans for teachers 90
126		-	[whose performance is developing or below standard] who require 91
127		-	additional support, designed in consultation with such teacher and his 92
128		-	or her exclusive bargaining representative for certified teachers chosen 93
129		-	pursuant to section 10-153b, and that (i) identify resources, support 94
130		-	and other strategies to be provided by the local or regional board of 95
131		-	education to address documented deficiencies, (ii) indicate a timeline 96
132		-	for implementing such resources, support, and other strategies, in the 97
133		-	course of the same school year as the plan is issued, and (iii) include 98
134		-	indicators of success [including a summative rating of proficient or 99
135		-	better] immediately at the conclusion of the improvement and 100
136		-	remediation plan; [(I)] (H) opportunities for career development and 101
137		-	professional growth; and [(J)] (I) a validation procedure to audit 102
138		-	[evaluation ratings of exemplary or below standard] remediation plans 103
139		-	by the department or a third-party entity approved by the department. 104
140		-	(2) (A) The State Board of Education [shall, following the 105
141		-	completion of the teacher evaluation and support pilot program, 106
142		-	pursuant to section 10-151f, and the submission of the study of such 107
143		-	pilot program, pursuant to section 10-151g, review and] may revise, as 108
144		-	necessary, the guidelines for a [model] teacher evaluation and support 109
145		-	program and the model teacher evaluation and support program 110
146		-	adopted under [this subsection] subparagraph (B) of this subdivision. 111
147		-	(B) The State Board of Education shall adopt a model teacher 112
148		-	evaluation and support program that may be used by local and 113
149		-	regional boards of education. Such model teacher evaluation and 114
150		-	support program shall be consistent with the guidelines described in 115
151		-	subdivision (1) of this subsection. 116
152		-	(d) [A local or regional board of education may phase in full 117
153		-	implementation of the teacher evaluation and support program 118
154		-	adopted pursuant to subsection (b) of this section during the school 119
155		-	years commencing July 1, 2013, and July 1, 2014, pursuant to a teacher 120
156		-	evaluation and support program implementation plan adopted by the 121 Substitute Bill No. 6757
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	122	+	conducting performance evaluations; [(G)] (6) the provision of 85
	123	+	professional development services based on the individual or group of 86
	124	+	individuals' needs that are identified through the evaluation process; 87
	125	+	[(H)] (7) the creation of individual teacher improvement and 88
	126	+	remediation plans for teachers [whose performance is developing or 89
	127	+	below standard] who require additional support, designed in 90
	128	+	consultation with such teacher and his or her exclusive bargaining 91
	129	+	representative for certified teachers chosen pursuant to section 10-153b, 92
	130	+	and that (i) identify resources, support and other strategies to be 93
	131	+	provided by the local or regional board of education to address 94
	132	+	documented deficiencies, (ii) indicate a timeline for implementing such 95
	133	+	resources, support, and other strategies, in the course of the same school 96
	134	+	year as the plan is issued, and (iii) include indicators of success 97
	135	+	[including a summative rating of proficient or better] immediately at the 98
	136	+	conclusion of the improvement and remediation plan; [(I)] (8) 99
	137	+	opportunities for career development and professional growth; and [(J)] 100
	138	+	(9) a validation procedure to audit [evaluation ratings of exemplary or 101
	139	+	below standard] remediation plans by the department or a third-party 102
	140	+	entity approved by the department. 103
	141	+	[(2) The State Board of Education shall, following the completion of 104
	142	+	the teacher evaluation and support pilot program, pursuant to section 105
	143	+	10-151f, and the submission of the study of such pilot program, 106
	144	+	pursuant to section 10-151g, review and may revise, as necessary, the 107
	145	+	guidelines for a model teacher evaluation and support program and the 108
	146	+	model teacher evaluation and support program adopted under this 109
	147	+	subsection.] 110
	148	+	[(d) A local or regional board of education may phase in full 111
	149	+	implementation of the teacher evaluation and support program adopted 112
	150	+	pursuant to subsection (b) of this section during the school years 113
	151	+	commencing July 1, 2013, and July 1, 2014, pursuant to a teacher 114
	152	+	evaluation and support program implementation plan adopted by the 115
	153	+	State Board of Education, in consultation with the Performance 116
	154	+	Evaluation Advisory Council, not later than July 1, 2013. The 117
	155	+	Commissioner of Education may waive the provisions of subsection (b) 118 Raised Bill No. 6757
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163		-	State Board of Education, in consultation with the Performance 122
164		-	Evaluation Advisory Council, not later than July 1, 2013.] The 123
165		-	Commissioner of Education may waive the provisions of subsection 124
166		-	(b) of this section [and the implementation plan provisions of this 125
167		-	subsection] for any local or regional board of education that has 126
168		-	expressed an intent, not later than July 1, [2013] 2024, to adopt a 127
169		-	teacher evaluation program for which such board requests a waiver in 128
170		-	accordance with this subsection. 129
171		-	Sec. 2. Section 10-151d of the general statutes is repealed and the 130
172		-	following is substituted in lieu thereof (Effective July 1, 2023): 131
173		-	(a) There is established a Performance Evaluation Advisory Council 132
174		-	within the Department of Education. Membership of the council shall 133
175		-	consist of: (1) The Commissioner of Education and the president of the 134
176		-	Connecticut State Colleges and Universities, or their designees, (2) one 135
177		-	representative from each of the following associations, designated by 136
178		-	the association, the Connecticut Association of Boards of Education, 137
179		-	the Connecticut Association of Public School Superintendents, the 138
180		-	Connecticut Federation of School Administrators, the Connecticut 139
181		-	Education Association, the American Federation of Teachers -140
182		-	Connecticut, the Connecticut Association of School Administrators and 141
183		-	the Connecticut Association of Schools, (3) a representative from the 142
184		-	Task Force to Diversify the Educator Workforce, established pursuant 143
185		-	to section 10-156aa, designated by the chairpersons of said task force, 144
186		-	and (4) persons selected by the Commissioner of Education who shall 145
187		-	include, but need not be limited to, teachers, persons with expertise in 146
188		-	performance evaluation processes and systems, and any other person 147
189		-	the commissioner deems appropriate. 148
190		-	(b) The council shall be responsible for (1) assisting the State Board 149
191		-	of Education in the development of [(A)] guidelines for a [model] 150
192		-	teacher evaluation and support program, and [(B) a model teacher 151
193		-	evaluation and support program, pursuant to subsection (c) of section 152
194		-	10-151b,] (2) the data collection and evaluation support system, 153
195		-	pursuant to subsection (c) of section 10-10a. [, and (3) assisting the 154 Substitute Bill No. 6757
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	160	+
	161	+	of this section and the implementation plan provisions of this subsection 119
	162	+	for any local or regional board of education that has expressed an intent, 120
	163	+	not later than July 1, 2013, to adopt a teacher evaluation program for 121
	164	+	which such board requests a waiver in accordance with this subsection.] 122
	165	+	Sec. 2. Section 10-151d of the general statutes is repealed and the 123
	166	+	following is substituted in lieu thereof (Effective July 1, 2023): 124
	167	+	(a) There is established a Performance Evaluation Advisory Council 125
	168	+	within the Department of Education. Membership of the council shall 126
	169	+	consist of: (1) The Commissioner of Education and the president of the 127
	170	+	Connecticut State Colleges and Universities, or their designees, (2) one 128
	171	+	representative from each of the following associations, designated by 129
	172	+	the association, the Connecticut Association of Boards of Education, the 130
	173	+	Connecticut Association of Public School Superintendents, the 131
	174	+	Connecticut Federation of School Administrators, the Connecticut 132
	175	+	Education Association, the American Federation of Teachers -133
	176	+	Connecticut, the Connecticut Association of School Administrators and 134
	177	+	the Connecticut Association of Schools, (3) a representative from the 135
	178	+	Task Force to Diversify the Educator Workforce, established pursuant 136
	179	+	to section 10-156aa, designated by the chairpersons of said task force, 137
	180	+	and (4) persons selected by the Commissioner of Education who shall 138
	181	+	include, but need not be limited to, teachers, persons with expertise in 139
	182	+	performance evaluation processes and systems, and any other person 140
	183	+	the commissioner deems appropriate. 141
	184	+	(b) The council shall be responsible for (1) assisting the State Board of 142
	185	+	Education in the development of [(A)] guidelines for a [model] teacher 143
	186	+	evaluation and support program, and [(B) a model teacher evaluation 144
	187	+	and support program, pursuant to subsection (c) of section 10-151b,] (2) 145
	188	+	the data collection and evaluation support system, pursuant to 146
	189	+	subsection (c) of section 10-10a. [, and (3) assisting the State Board of 147
	190	+	Education in the development of a teacher evaluation and support 148
	191	+	program implementation plan, pursuant to subsection (e) of section 10-149
	192	+	151b.] The council shall meet at least quarterly. The council shall 150
	193	+	collaborate with the Task Force to Diversify the Educator Workforce, 151 Raised Bill No. 6757
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202		-	State Board of Education in the development of a teacher evaluation 155
203		-	and support program implementation plan, pursuant to subsection (e) 156
204		-	of section 10-151b.] The council shall meet at least quarterly. The 157
205		-	council shall collaborate with the Task Force to Diversify the Educator 158
206		-	Workforce, established pursuant to section 10-156aa, to focus on issues 159
207		-	concerning equity and closing the achievement gap, as defined in 160
208		-	section 10-14u. 161
209		-	(c) On and after July 1, 2018, the council shall, in collaboration with 162
210		-	the [minority teacher recruitment task force] Task Force to Diversify 163
211		-	the Educator Workforce, incorporate into the work of the council 164
212		-	strategies and a framework for educators to be effective in closing the 165
213		-	achievement gap and in increasing educational opportunities. 166
214		-	Sec. 3. Section 10-151h of the general statutes is repealed and the 167
215		-	following is substituted in lieu thereof (Effective July 1, 2023): 168
216		-	(a) Upon the implementation of the teacher evaluation and support 169
217		-	program adopted pursuant to subsection (b) of section 10-151b, as 170
218		-	amended by this act, each local and regional board of education shall 171
219		-	conduct training programs for all evaluators and orientation for all 172
220		-	teachers employed by such board relating to the provisions of such 173
221		-	teacher evaluation and support program adopted by such board of 174
222		-	education. Such training shall provide instruction to evaluators in how 175
223		-	to conduct proper performance evaluations prior to conducting an 176
224		-	evaluation under the teacher evaluation and support program. Such 177
225		-	orientation shall be completed by each teacher before a teacher 178
226		-	receives an evaluation under the teacher evaluation and support 179
227		-	program. For purposes of this section, "teacher" includes each 180
228		-	professional employee of a board of education, below the rank of 181
229		-	superintendent, who holds a certificate or permit issued by the State 182
230		-	Board of Education. 183
231		-	(b) For the school year commencing July 1, [2014] 2023, and each 184
232		-	school year thereafter, each local and regional board of education shall 185
233		-	(1) conduct the training programs and orientation described in 186 Substitute Bill No. 6757
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	199	+	established pursuant to section 10-156aa, to focus on issues concerning 152
	200	+	equity and closing the achievement gap, as defined in section 10-14u. 153
	201	+	(c) On and after July 1, 2018, the council shall, in collaboration with 154
	202	+	the [minority teacher recruitment task force] Task Force to Diversify the 155
	203	+	Educator Workforce, incorporate into the work of the council strategies 156
	204	+	and a framework for educators to be effective in closing the achievement 157
	205	+	gap and in increasing educational opportunities. 158
	206	+	Sec. 3. Section 10-151h of the general statutes is repealed and the 159
	207	+	following is substituted in lieu thereof (Effective July 1, 2023): 160
	208	+	(a) Upon the implementation of the teacher evaluation and support 161
	209	+	program adopted pursuant to subsection (b) of section 10-151b, as 162
	210	+	amended by this act, each local and regional board of education shall 163
	211	+	conduct training programs for all evaluators and orientation for all 164
	212	+	teachers employed by such board relating to the provisions of such 165
	213	+	teacher evaluation and support program adopted by such board of 166
	214	+	education. Such training shall provide instruction to evaluators in how 167
	215	+	to conduct proper performance evaluations prior to conducting an 168
	216	+	evaluation under the teacher evaluation and support program. Such 169
	217	+	orientation shall be completed by each teacher before a teacher receives 170
	218	+	an evaluation under the teacher evaluation and support program. For 171
	219	+	purposes of this section, "teacher" includes each professional employee 172
	220	+	of a board of education, below the rank of superintendent, who holds a 173
	221	+	certificate or permit issued by the State Board of Education. 174
	222	+	(b) For the school year commencing July 1, [2014] 2023, and each 175
	223	+	school year thereafter, each local and regional board of education shall 176
	224	+	(1) conduct the training programs and orientation described in 177
	225	+	subsection (a) of this section at least [biennially] annually to all 178
	226	+	evaluators and teachers employed by such board, (2) conduct such 179
	227	+	training programs for all new evaluators prior to any evaluations 180
	228	+	conducted by such evaluators, and (3) provide such orientation to all 181
	229	+	new teachers hired by such board before such teachers receive an 182
	230	+	evaluation. 183 Raised Bill No. 6757
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240		-	subsection (a) of this section at least [biennially] annually to all 187
241		-	evaluators and teachers employed by such board, (2) conduct such 188
242		-	training programs for all new evaluators prior to any evaluations 189
243		-	conducted by such evaluators, and (3) provide such orientation to all 190
244		-	new teachers hired by such board before such teachers receive an 191
245		-	evaluation. 192
246		-	Sec. 4. Subsection (i) of section 10-145a of the general statutes is 193
247		-	repealed and the following is substituted in lieu thereof (Effective July 194
248		-	1, 2023): 195
249		-	(i) On and after July 1, 2016, any program of teacher preparation 196
250		-	leading to professional certification shall require, as part of the 197
251		-	curriculum, clinical experience, field experience or student teaching 198
252		-	experience in a classroom during four semesters of such program of 199
253		-	teacher preparation. Such clinical experience, field experience or 200
254		-	student teaching experience shall occur: (1) In a school district that has 201
255		-	been categorized by the Department of Education as District Reference 202
256		-	Group A, B, C, D or E, and (2) in a school district that has been 203
257		-	categorized by the department as District Reference Group F, G, H or I. 204
258		-	Such clinical experience, field experience or student teaching 205
259		-	experience may include a cooperating teacher serving as a mentor to 206
260		-	student teachers. [, provided such cooperating teacher has received a 207
261		-	performance evaluation designation of exemplary or proficient, 208
262		-	pursuant to section 10-151b, for the prior school year.] 209
263		-	Sec. 5. Subsection (c) of section 10-223h of the general statutes is 210
264		-	repealed and the following is substituted in lieu thereof (Effective July 211
265		-	1, 2023): 212
266		-	(c) Following the establishment of a turnaround committee, the 213
267		-	Department of Education shall conduct, in consultation with the local 214
268		-	or regional board of education for a school selected to participate in the 215
269		-	commissioner's network of schools, the school governance council for 216
270		-	such school and such turnaround committee, an operations and 217
271		-	instructional audit, as described in subparagraph (A) of subdivision (2) 218 Substitute Bill No. 6757
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	235	+
	236	+	Sec. 4. Subsection (i) of section 10-145a of the general statutes is 184
	237	+	repealed and the following is substituted in lieu thereof (Effective July 1, 185
	238	+	2023): 186
	239	+	(i) On and after July 1, 2016, any program of teacher preparation 187
	240	+	leading to professional certification shall require, as part of the 188
	241	+	curriculum, clinical experience, field experience or student teaching 189
	242	+	experience in a classroom during four semesters of such program of 190
	243	+	teacher preparation. Such clinical experience, field experience or student 191
	244	+	teaching experience shall occur: (1) In a school district that has been 192
	245	+	categorized by the Department of Education as District Reference Group 193
	246	+	A, B, C, D or E, and (2) in a school district that has been categorized by 194
	247	+	the department as District Reference Group F, G, H or I. Such clinical 195
	248	+	experience, field experience or student teaching experience may include 196
	249	+	a cooperating teacher serving as a mentor to student teachers. [, 197
	250	+	provided such cooperating teacher has received a performance 198
	251	+	evaluation designation of exemplary or proficient, pursuant to section 199
	252	+	10-151b, for the prior school year.] 200
	253	+	Sec. 5. Subsection (c) of section 10-223h of the general statutes is 201
	254	+	repealed and the following is substituted in lieu thereof (Effective July 1, 202
	255	+	2023): 203
	256	+	(c) Following the establishment of a turnaround committee, the 204
	257	+	Department of Education shall conduct, in consultation with the local or 205
	258	+	regional board of education for a school selected to participate in the 206
	259	+	commissioner's network of schools, the school governance council for 207
	260	+	such school and such turnaround committee, an operations and 208
	261	+	instructional audit, as described in subparagraph (A) of subdivision (2) 209
	262	+	of subsection (e) of section 10-223e, for such school. Such operations and 210
	263	+	instructional audit shall be conducted pursuant to guidelines issued by 211
	264	+	the department and shall determine the extent to which the school (1) 212
	265	+	has established a strong family and community connection to the school; 213
	266	+	(2) has a positive school environment, as evidenced by a culture of high 214
	267	+	expectations, a safe and orderly workplace, and that address other 215
	268	+	nonacademic factors that impact student achievement, such as students' 216 Raised Bill No. 6757
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278		-	of subsection (e) of section 10-223e, for such school. Such operations 219
279		-	and instructional audit shall be conducted pursuant to guidelines 220
280		-	issued by the department and shall determine the extent to which the 221
281		-	school (1) has established a strong family and community connection 222
282		-	to the school; (2) has a positive school environment, as evidenced by a 223
283		-	culture of high expectations, a safe and orderly workplace, and that 224
284		-	address other nonacademic factors that impact student achievement, 225
285		-	such as students' social, emotional, arts, cultural, recreational and 226
286		-	health needs; (3) has effective leadership, as evidenced by the school 227
287		-	principal's performance appraisals, track record in improving student 228
288		-	achievement, ability to lead turnaround efforts, and managerial skills 229
289		-	and authority in the areas of scheduling, staff management, 230
290		-	curriculum implementation and budgeting; (4) has effective teachers 231
291		-	and support staff as evidenced by performance evaluations, policies to 232
292		-	retain staff determined to be effective and who have the ability to be 233
293		-	successful in the turnaround effort, policies to prevent ineffective 234
294		-	teachers from transferring to the schools, and job-embedded, ongoing 235
295		-	professional development informed by the teacher evaluation and 236
296		-	support programs that are tied to teacher and student needs; (5) uses 237
297		-	time effectively as evidenced by the redesign of the school day, week, 238
298		-	or year to include additional time for student learning and teacher 239
299		-	collaboration; (6) has a curriculum and instructional program that is 240
300		-	based on student needs, is research-based, rigorous and aligned with 241
301		-	state academic content standards, and serves all children, including 242
302		-	students at every achievement level; and (7) uses evidence to inform 243
303		-	decision-making and for continuous improvement, including by 244
304		-	providing time for collaboration on the use of data. Such operations 245
305		-	and instructional audit shall be informed by an inventory of the 246
306		-	following: (A) Before and after school programs, (B) any school-based 247
307		-	health centers, family resource centers or other community services 248
308		-	offered at the school, including, but not limited to, social services, 249
309		-	mental health services and parenting support programs, (C) whether 250
310		-	scientific research-based interventions are being fully implemented at 251
311		-	the school, (D) resources for scientific research-based interventions 252
312		-	during the school year and summer school programs, (E) resources for 253 Substitute Bill No. 6757
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	273	+
	274	+	social, emotional, arts, cultural, recreational and health needs; (3) has 217
	275	+	effective leadership, as evidenced by the school principal's performance 218
	276	+	appraisals, track record in improving student achievement, ability to 219
	277	+	lead turnaround efforts, and managerial skills and authority in the areas 220
	278	+	of scheduling, staff management, curriculum implementation and 221
	279	+	budgeting; (4) has effective teachers and support staff as evidenced by 222
	280	+	performance evaluations, policies to retain staff determined to be 223
	281	+	effective and who have the ability to be successful in the turnaround 224
	282	+	effort, policies to prevent ineffective teachers from transferring to the 225
	283	+	schools, and job-embedded, ongoing professional development 226
	284	+	informed by the teacher evaluation and support programs that are tied 227
	285	+	to teacher and student needs; (5) uses time effectively as evidenced by 228
	286	+	the redesign of the school day, week, or year to include additional time 229
	287	+	for student learning and teacher collaboration; (6) has a curriculum and 230
	288	+	instructional program that is based on student needs, is research-based, 231
	289	+	rigorous and aligned with state academic content standards, and serves 232
	290	+	all children, including students at every achievement level; and (7) uses 233
	291	+	evidence to inform decision-making and for continuous improvement, 234
	292	+	including by providing time for collaboration on the use of data. Such 235
	293	+	operations and instructional audit shall be informed by an inventory of 236
	294	+	the following: (A) Before and after school programs, (B) any school-237
	295	+	based health centers, family resource centers or other community 238
	296	+	services offered at the school, including, but not limited to, social 239
	297	+	services, mental health services and parenting support programs, (C) 240
	298	+	whether scientific research-based interventions are being fully 241
	299	+	implemented at the school, (D) resources for scientific research-based 242
	300	+	interventions during the school year and summer school programs, (E) 243
	301	+	resources for gifted and talented students, (F) the length of the school 244
	302	+	day and the school year, (G) summer school programs, (H) alternative 245
	303	+	education, as defined in section 10-74j, if any, offered to students at the 246
	304	+	school, (I) the number of teachers employed at the school and the 247
	305	+	number of teachers who have left the school in each of the previous three 248
	306	+	school years, (J) student mobility, including the number of students who 249
	307	+	have been enrolled in and left the school, (K) the number of students 250
	308	+	whose primary language is not English, (L) the number of students 251 Raised Bill No. 6757
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319		-	gifted and talented students, (F) the length of the school day and the 254
320		-	school year, (G) summer school programs, (H) alternative education, 255
321		-	as defined in section 10-74j, if any, offered to students at the school, (I) 256
322		-	the number of teachers employed at the school and the number of 257
323		-	teachers who have left the school in each of the previous three school 258
324		-	years, (J) student mobility, including the number of students who have 259
325		-	been enrolled in and left the school, (K) the number of students whose 260
326		-	primary language is not English, (L) the number of students receiving 261
327		-	special education services, (M) the number of truants, (N) the number 262
328		-	of students who are eligible for free or reduced price lunches, (O) the 263
329		-	number of students who are eligible for HUSKY A, (P) the curricula 264
330		-	used at the school, (Q) the reading curricula and programs for 265
331		-	kindergarten to grade three, inclusive, if any, at the school, (R) arts and 266
332		-	music programs offered at the school, (S) physical education programs 267
333		-	offered and periods for recess or physical activity, (T) the number of 268
334		-	school psychologists at the school and the ratio of school psychologists 269
335		-	to students at the school, (U) the number of social workers at the 270
336		-	school and the ratio of social workers to students at the school, (V) the 271
337		-	teacher and administrator performance evaluation program, including 272
338		-	the frequency of performance evaluations, how such evaluations are 273
339		-	conducted and by whom, the standards for performance ratings and 274
340		-	follow-up and remediation plans and the [aggregate] results of teacher 275
341		-	performance evaluation ratings conducted pursuant to section 10-151b, 276
342		-	as amended by this act, and any other available measures of teacher 277
343		-	effectiveness, (W) professional development activities and programs, 278
344		-	(X) teacher and student access to technology inside and outside of the 279
345		-	classroom, (Y) student access to and enrollment in mastery test 280
346		-	preparation programs, (Z) the availability of textbooks, learning 281
347		-	materials and other supplies, (AA) student demographics, including 282
348		-	race, gender and ethnicity, (BB) chronic absenteeism, and (CC) 283
349		-	preexisting school improvement plans, for the purpose of (i) 284
350		-	determining why such school improvement plans have not improved 285
351		-	student academic performance, and (ii) identifying governance, legal, 286
352		-	operational, staffing or resource constraints that contributed to the lack 287
353		-	of student academic performance at such school and should be 288 Substitute Bill No. 6757
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	314	+	receiving special education services, (M) the number of truants, (N) the 252
	315	+	number of students who are eligible for free or reduced price lunches, 253
	316	+	(O) the number of students who are eligible for HUSKY A, (P) the 254
	317	+	curricula used at the school, (Q) the reading curricula and programs for 255
	318	+	kindergarten to grade three, inclusive, if any, at the school, (R) arts and 256
	319	+	music programs offered at the school, (S) physical education programs 257
	320	+	offered and periods for recess or physical activity, (T) the number of 258
	321	+	school psychologists at the school and the ratio of school psychologists 259
	322	+	to students at the school, (U) the number of social workers at the school 260
	323	+	and the ratio of social workers to students at the school, (V) the teacher 261
	324	+	and administrator performance evaluation program, including the 262
	325	+	frequency of performance evaluations, how such evaluations are 263
	326	+	conducted and by whom, the standards for performance ratings and 264
	327	+	follow-up and remediation plans and the [aggregate] results of teacher 265
	328	+	performance evaluation ratings conducted pursuant to section 10-151b, 266
	329	+	as amended by this act, and any other available measures of teacher 267
	330	+	effectiveness, (W) professional development activities and programs, 268
	331	+	(X) teacher and student access to technology inside and outside of the 269
	332	+	classroom, (Y) student access to and enrollment in mastery test 270
	333	+	preparation programs, (Z) the availability of textbooks, learning 271
	334	+	materials and other supplies, (AA) student demographics, including 272
	335	+	race, gender and ethnicity, (BB) chronic absenteeism, and (CC) 273
	336	+	preexisting school improvement plans, for the purpose of (i) 274
	337	+	determining why such school improvement plans have not improved 275
	338	+	student academic performance, and (ii) identifying governance, legal, 276
	339	+	operational, staffing or resource constraints that contributed to the lack 277
	340	+	of student academic performance at such school and should be 278
	341	+	addressed, modified or removed for such school to improve student 279
	342	+	academic performance. 280
	343	+	Sec. 6. Subsection (d) of section 10-262u of the general statutes is 281
	344	+	repealed and the following is substituted in lieu thereof (Effective July 1, 282
	345	+	2023): 283
	346	+	(d) The local or regional board of education for a town designated as 284
	347	+	an alliance district may apply to the Commissioner of Education, at such 285 Raised Bill No. 6757
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360		-	addressed, modified or removed for such school to improve student 289
361		-	academic performance. 290
362		-	Sec. 6. Subsection (d) of section 10-262u of the general statutes is 291
363		-	repealed and the following is substituted in lieu thereof (Effective July 292
364		-	1, 2023): 293
365		-	(d) The local or regional board of education for a town designated 294
366		-	as an alliance district may apply to the Commissioner of Education, at 295
367		-	such time and in such manner as the commissioner prescribes, to 296
368		-	receive any increase in funds received over the amount the town 297
369		-	received for the prior fiscal year pursuant to subsection (a) of section 298
370		-	10-262i. Applications pursuant to this subsection shall include 299
371		-	objectives and performance targets and a plan that are developed, in 300
372		-	part, on the strategic use of student academic performance data. Such 301
373		-	plan may include, but not be limited to, the following: (1) A tiered 302
374		-	system of interventions for the schools under the jurisdiction of such 303
375		-	board based on the needs of such schools, (2) ways to strengthen the 304
376		-	foundational programs in reading, through the intensive reading 305
377		-	instruction program pursuant to section 10-14u, to ensure reading 306
378		-	mastery in kindergarten to grade three, inclusive, with a focus on 307
379		-	standards and instruction, proper use of data, intervention strategies, 308
380		-	current information for teachers, parental engagement, and teacher 309
381		-	professional development, (3) additional learning time, including 310
382		-	extended school day or school year programming administered by 311
383		-	school personnel or external partners, (4) a talent strategy that 312
384		-	includes, but is not limited to, teacher and school leader recruitment 313
385		-	and assignment, career ladder policies that draw upon guidelines for a 314
386		-	[model] teacher evaluation program adopted by the State Board of 315
387		-	Education, pursuant to section 10-151b, as amended by this act, and 316
388		-	adopted by each local or regional board of education. Such talent 317
389		-	strategy may include provisions that demonstrate increased ability to 318
390		-	attract, retain, promote and bolster the performance of staff in 319
391		-	accordance with performance evaluation findings and, in the case of 320
392		-	new personnel, other indicators of effectiveness, (5) training for school 321 Substitute Bill No. 6757
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	353	+	time and in such manner as the commissioner prescribes, to receive any 286
	354	+	increase in funds received over the amount the town received for the 287
	355	+	prior fiscal year pursuant to subsection (a) of section 10-262i. 288
	356	+	Applications pursuant to this subsection shall include objectives and 289
	357	+	performance targets and a plan that are developed, in part, on the 290
	358	+	strategic use of student academic performance data. Such plan may 291
	359	+	include, but not be limited to, the following: (1) A tiered system of 292
	360	+	interventions for the schools under the jurisdiction of such board based 293
	361	+	on the needs of such schools, (2) ways to strengthen the foundational 294
	362	+	programs in reading, through the intensive reading instruction program 295
	363	+	pursuant to section 10-14u, to ensure reading mastery in kindergarten 296
	364	+	to grade three, inclusive, with a focus on standards and instruction, 297
	365	+	proper use of data, intervention strategies, current information for 298
	366	+	teachers, parental engagement, and teacher professional development, 299
	367	+	(3) additional learning time, including extended school day or school 300
	368	+	year programming administered by school personnel or external 301
	369	+	partners, (4) a talent strategy that includes, but is not limited to, teacher 302
	370	+	and school leader recruitment and assignment, career ladder policies 303
	371	+	that draw upon guidelines for a [model] teacher evaluation program 304
	372	+	adopted by the State Board of Education, pursuant to section 10-151b, 305
	373	+	as amended by this act, and adopted by each local or regional board of 306
	374	+	education. Such talent strategy may include provisions that 307
	375	+	demonstrate increased ability to attract, retain, promote and bolster the 308
	376	+	performance of staff in accordance with performance evaluation 309
	377	+	findings and, in the case of new personnel, other indicators of 310
	378	+	effectiveness, (5) training for school leaders and other staff on new 311
	379	+	teacher evaluation models, (6) provisions for the cooperation and 312
	380	+	coordination with early childhood education providers to ensure 313
	381	+	alignment with district expectations for student entry into kindergarten, 314
	382	+	including funding for an existing local Head Start program, (7) 315
	383	+	provisions for the cooperation and coordination with other 316
	384	+	governmental and community programs to ensure that students receive 317
	385	+	adequate support and wraparound services, including community 318
	386	+	school models, (8) provisions for implementing and furthering state-319
	387	+	wide education standards adopted by the State Board of Education and 320 Raised Bill No. 6757
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399		-	leaders and other staff on new teacher evaluation models, (6) 322
400		-	provisions for the cooperation and coordination with early childhood 323
401		-	education providers to ensure alignment with district expectations for 324
402		-	student entry into kindergarten, including funding for an existing local 325
403		-	Head Start program, (7) provisions for the cooperation and 326
404		-	coordination with other governmental and community programs to 327
405		-	ensure that students receive adequate support and wraparound 328
406		-	services, including community school models, (8) provisions for 329
407		-	implementing and furthering state-wide education standards adopted 330
408		-	by the State Board of Education and all activities and initiatives 331
409		-	associated with such standards, (9) strategies for attracting and 332
410		-	recruiting minority teachers and administrators, (10) provisions for the 333
411		-	enhancement of bilingual education programs, pursuant to section 10-334
412		-	17f, or other language acquisition services to English language 335
413		-	learners, including, but not limited to, participation in the English 336
414		-	language learner pilot program, established pursuant to section 10-17n, 337
415		-	(11) entering into the model school district responsibilities agreement, 338
416		-	described in section 10-223l, (12) leadership succession plans that 339
417		-	provide training and learning opportunities for administrators and are 340
418		-	designed to assist in the seamless transition of school and district 341
419		-	personnel in and out of leadership positions in the school district and 342
420		-	the continuous implementation of plans developed under this 343
421		-	subsection, (13) implementing the policy adopted pursuant to section 344
422		-	10-223m to improve completion rates of the Free Application for 345
423		-	Federal Student Aid by students enrolled in grade twelve in a high 346
424		-	school under the jurisdiction of such board or students enrolled in an 347
425		-	adult education program maintained by such board pursuant to 348
426		-	section 10-69, and, as applicable, the parent and guardians of such 349
427		-	students, and (14) any additional categories or goals as determined by 350
428		-	the commissioner. Such plan shall demonstrate collaboration with key 351
429		-	stakeholders, as identified by the commissioner, with the goal of 352
430		-	achieving efficiencies and the alignment of intent and practice of 353
431		-	current programs with conditional programs identified in this 354
432		-	subsection. The commissioner may (A) require changes in any plan 355
433		-	submitted by a local or regional board of education before the 356 Substitute Bill No. 6757
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	393	+	all activities and initiatives associated with such standards, (9) strategies 321
	394	+	for attracting and recruiting minority teachers and administrators, (10) 322
	395	+	provisions for the enhancement of bilingual education programs, 323
	396	+	pursuant to section 10-17f, or other language acquisition services to 324
	397	+	English language learners, including, but not limited to, participation in 325
	398	+	the English language learner pilot program, established pursuant to 326
	399	+	section 10-17n, (11) entering into the model school district 327
	400	+	responsibilities agreement, described in section 10-223l, (12) leadership 328
	401	+	succession plans that provide training and learning opportunities for 329
	402	+	administrators and are designed to assist in the seamless transition of 330
	403	+	school and district personnel in and out of leadership positions in the 331
	404	+	school district and the continuous implementation of plans developed 332
	405	+	under this subsection, (13) implementing the policy adopted pursuant 333
	406	+	to section 10-223m to improve completion rates of the Free Application 334
	407	+	for Federal Student Aid by students enrolled in grade twelve in a high 335
	408	+	school under the jurisdiction of such board or students enrolled in an 336
	409	+	adult education program maintained by such board pursuant to section 337
	410	+	10-69, and, as applicable, the parent and guardians of such students, and 338
	411	+	(14) any additional categories or goals as determined by the 339
	412	+	commissioner. Such plan shall demonstrate collaboration with key 340
	413	+	stakeholders, as identified by the commissioner, with the goal of 341
	414	+	achieving efficiencies and the alignment of intent and practice of current 342
	415	+	programs with conditional programs identified in this subsection. The 343
	416	+	commissioner may (A) require changes in any plan submitted by a local 344
	417	+	or regional board of education before the commissioner approves an 345
	418	+	application under this subsection, and (B) permit a local or regional 346
	419	+	board of education, as part of such plan, to use a portion of any funds 347
	420	+	received under this section for the purposes of paying tuition charged 348
	421	+	to such board pursuant to subdivision (1) of subsection (k) of section 10-349
	422	+	264l or subsection (b) of section 10-264o. 350
	423	+	Sec. 7. Sections 10-151f and 10-151g of the general statutes are 351
	424	+	repealed. (Effective July 1, 2023) 352 Raised Bill No. 6757
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440		-	commissioner approves an application under this subsection, and (B) 357
441		-	permit a local or regional board of education, as part of such plan, to 358
442		-	use a portion of any funds received under this section for the purposes 359
443		-	of paying tuition charged to such board pursuant to subdivision (1) of 360
444		-	subsection (k) of section 10-264l or subsection (b) of section 10-264o. 361
445		-	Sec. 7. Sections 10-151f and 10-151g of the general statutes are 362
446		-	repealed. (Effective July 1, 2023) 363
	428	+	LCO No. 4497 12 of 12
	429	+
447	430		This act shall take effect as follows and shall amend the following
448	431		sections:
449	432
450		-	Section 1 July 1, ~~2024~~ 10-151b
	433	+	Section 1 July 1, 2023 10-151b
451	434		Sec. 2 July 1, 2023 10-151d
452	435		Sec. 3 July 1, 2023 10-151h
453	436		Sec. 4 July 1, 2023 10-145a(i)
454	437		Sec. 5 July 1, 2023 10-223h(c)
455	438		Sec. 6 July 1, 2023 10-262u(d)
456	439		Sec. 7 July 1, 2023 Repealer section
457	440
458		-	Statement of Legislative Commissioners:
459		-	In Section 1(c)(2)(A), "guidelines for a model teacher evaluation and
460		-	support program" was changed to "guidelines for a [model] teacher
461		-	evaluation and support program" for consistency, and "this subsection"
462		-	was changed to "[this subsection] subparagraph (B) of this
463		-	subdivision" for accuracy.
464		-
465		-	ED Joint Favorable Subst.
	441	+	Statement of Purpose:
	442	+	To make revisions to how teacher evaluation and support programs are
	443	+	implemented.
	444	+	[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except
	445	+	that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not
	446	+	underlined.]
466	447