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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
A bill to be entitled 1
An act relating to education; amending s. 1002.42, 2
F.S.; conforming a cross -reference; amending s. 3
1003.4282, F.S.; revising a graduation requirement for 4
certain students; amending s. 1004.04, F.S.; revising 5
the core curricula for certain teacher preparati on 6
programs; amending s. 1004.85, F.S.; revising 7
terminology; deleting a requirement that certain 8
certification programs be previously approved by the 9
Department of Education; revising requirements for 10
certain competency-based programs; revising 11
requirements for certain teacher preparation field 12
experience; revising requirements for participants in 13
certain teacher preparation programs; requiring the 14
State Board of Education to adopt specified rules 15
relating to the continued approval of certain teacher 16
preparation programs rather than by a determination of 17
the Commissioner of Education; amending s. 1008.34, 18
F.S.; revising the calculation of school grades for 19
certain schools; amending s. 1011.62, F.S.; revising 20
requirements for the calculation of additional fu ll-21
time equivalent membership for certain funding through 22
the Florida Education Finance Program; revising school 23
eligibility requirements for the turnaround school 24
supplemental services allocation; providing that 25
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certain allocation amounts be based on a sp ecified 26
membership survey; amending s. 1012.34, F.S.; 27
providing school administrators are not precluded from 28
taking specified actions; amending s. 1012.56, F.S.; 29
revising requirements for a person seeking an educator 30
certification; revising criteria for th e award of a 31
temporary certificate; revising the validity period 32
for certain temporary certificates; deleting 33
provisions relating to the department's ability to 34
extend the validity period of certain temporary 35
certificates; revising the requirements for the 36
approval and administration of such programs; 37
establishing professional education competency 38
programs; requiring school districts to develop and 39
maintain such a program; authorizing private schools 40
and state-supported schools to develop and maintain 41
such a program; amending ss. 1012.57 and 1012.575, 42
F.S.; conforming cross -references; amending s. 43
1012.585, F.S.; requiring certain applicants for the 44
renewal of a professional certificate to earn 45
specified college credit or inservice points; 46
providing requirements for such credit or points; 47
amending s. 1012.586, F.S.; conforming a cross -48
reference; amending s. 1012.71, F.S.; revising the 49
funding calculation for the Florida Teachers Classroom 50
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Supply Assistance Program; deleting a requirement that 51
school districts provide contributions for the 52
program; requiring the Department of Education to 53
administer a competitive procurement for the purchase 54
of materials and supplies through the program; 55
providing school district requirements; deleting 56
requirements for the dist ribution of funds to 57
classroom teachers through the program; deleting a 58
requirement that classroom teachers sign a specified 59
statement; revising requirements for unused program 60
funds; deleting provisions authorizing department and 61
district school boards to enter into specified 62
partnerships; amending s. 1012.98, F.S.; defining the 63
term "professional learning"; prohibiting specified 64
meetings from being considered professional learning 65
and eligible for inservice points; providing and 66
revising requirements for certain professional 67
learning activities; revising department and school 68
district duties relating to such activities; providing 69
requirements for entities contracted with to provide 70
professional learning services and inservice education 71
for school districts ; amending s. 1012.986, F.S.; 72
renaming the " William Cecil Golden Professional 73
Development Program for School Leaders" as the 74
"William Cecil Golden Professional Learning Program 75
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for School Leaders"; revising the goal of the program; 76
providing a directive t o the Division of Law Revision; 77
providing effective dates. 78
79
Be It Enacted by the Legislature of the State of Florida: 80
81
Section 1. Subsection (13) of section 1002.42, Florida 82
Statutes, is amended to read: 83
1002.42 Private schools. — 84
(13) PROFESSIONAL LEARNING DEVELOPMENT SYSTEM.—An 85
organization of private schools that has no fewer than 10 member 86
schools in this state may develop a professional learning 87
development system to be filed with the Department of Education 88
in accordance with s. 1012.98(7) the provisions of s. 89
1012.98(6). 90
Section 2. Paragraph (e) of subsection (3) of section 91
1003.4282, Florida Statutes, is amended to read: 92
1003.4282 Requirements for a standard high school 93
diploma.— 94
(3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSM ENT 95
REQUIREMENTS.— 96
(e) One credit in fine or performing arts, speech and 97
debate, or, for students entering grade 9 in the 2023 -2024 98
school year, career education practical arts.—The practical arts 99
course must incorporate artistic content and techniques o f 100
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creativity, interpretation, and imagination . Eligible career 101
education practical arts courses are identified in the Course 102
Code Directory. 103
Section 3. Paragraph (b) of subsection (2) of section 104
1004.04, Florida Statutes, is amended to read: 105
1004.04 Public accountability and state approval for 106
teacher preparation programs. — 107
(2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT. — 108
(b) The rules to establish uniform core curricula for each 109
state-approved teacher preparation program must include, but ar e 110
not limited to, the following: 111
1. Candidate instruction and assessment in the Florida 112
Educator Accomplished Practices across content areas. 113
2. The use of state -adopted content standards to guide 114
curricula and instruction. 115
3. Scientifically researched and evidence -based reading 116
instructional strategies that improve reading performance for 117
all students, including explicit, systematic, and sequential 118
approaches to teaching phonemic awareness, phonics, vocabulary, 119
fluency, and text comprehension and multisensory intervention 120
strategies. 121
4. Content literacy and mathematics practices. 122
5. Strategies appropriate for the instruction of English 123
language learners. 124
6. Strategies appropriate for the instruction of students 125
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with disabilities. 126
7. Strategies to differentiate instruction based on 127
student needs. 128
8. Strategies and practices to support evidence -based 129
content aligned to state standards and grading practices. 130
9. Strategies appropriate for the early identification of 131
a student in crisis or experiencing a mental health challenge 132
and the referral of such student to a mental health professional 133
for support. 134
10. Strategies to support the use of technology in 135
education and distance learning. 136
11. Strategies and practices to support effectiv e, 137
research-based assessment and grading practices aligned to the 138
state's academic standards. 139
Section 4. Paragraph (a) of subsection (2) and subsections 140
(3), (4), and (5) of section 1004.85, Florida Statutes, are 141
amended to read: 142
1004.85 Postsecondar y educator preparation institutes. — 143
(2)(a) Postsecondary institutions that are accredited or 144
approved as described in State Board of Education rule may seek 145
approval from the Department of Education to create educator 146
preparation institutes for the purpo se of providing any or all 147
of the following: 148
1. Professional learning development instruction to assist 149
teachers in improving classroom instruction and in meeting 150
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certification or recertification requirements. 151
2. Instruction to assist potential and exi sting substitute 152
teachers in performing their duties. 153
3. Instruction to assist paraprofessionals in meeting 154
education and training requirements. 155
4. Instruction for baccalaureate degree holders to become 156
certified teachers as provided in this section in order to 157
increase routes to the classroom for mid-career professionals 158
who hold a baccalaureate degree and college graduates who were 159
not education majors. 160
5. Instruction and professional learning development for 161
part-time and full-time nondegreed teach ers of career programs 162
under s. 1012.39(1)(c). 163
(3) Educator preparation institutes approved pursuant to 164
this section may offer competency -based certification programs 165
specifically designed for noneducation major baccalaureate 166
degree holders to enable pro gram participants to meet the 167
educator certification requirements of s. 1012.56. An educator 168
preparation institute choosing to offer a competency -based 169
certification program pursuant to the provisions of this section 170
must implement a program previously approved by the Department 171
of Education for this purpose or a program developed by the 172
institute and approved by the department for this purpose. 173
Approved programs shall be available for use by other approved 174
educator preparation institutes. 175
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(a) Within 90 days after receipt of a request for 176
approval, the Department of Education shall approve a 177
preparation program pursuant to the requirements of this 178
subsection or issue a statement of the deficiencies in the 179
request for approval. The department shall approve a 180
certification program if the institute provides evidence of the 181
institute's capacity to implement a competency -based program 182
that instructs and assesses each candidate in includes each of 183
the following: 184
1.a. Participant instruction and assessment in The Florida 185
Educator Accomplished Practices approved by the state board 186
across content areas . 187
b. The state academic use of state-adopted student content 188
standards provided under s. 1003.41, including scientifically 189
based reading instruction, content litera cy, and mathematical 190
practices, for each subject identified on the statement of 191
status of eligibility or the temporary certificate to guide 192
curriculum and instruction . 193
c. Scientifically researched and evidence -based reading 194
instructional strategies that improve reading performance for 195
all students, including explicit, systematic, and sequential 196
approaches to teaching phonemic awareness, phonics, vocabulary, 197
fluency, and text comprehension and multisensory intervention 198
strategies. 199
d. Content literacy and mathematical practices. 200
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e. Strategies appropriate for instruction of English 201
language learners. 202
f. Strategies appropriate for instruction of students with 203
disabilities. 204
g. Strategies to differentiate instruction based on 205
student needs. 206
h. Strategies and practices to support evidence -based 207
content aligned to state standards and grading practices. 208
i. Strategies appropriate for the early identification of 209
a student in crisis or experiencing a mental health challenge 210
and the referral of such student to a mental health professional 211
for support. 212
j. Strategies to support the use of technology in 213
education and distance learning. 214
2. An educational plan for each participant to meet 215
certification requirements and demonstrate his or her ability to 216
teach the subject area for which the participant is seeking 217
certification, which is based on an assessment of his or her 218
competency in the areas listed in subparagraph 1. 219
3. Field experiences appropriate to the certification 220
subject area specified in the educa tional plan with a diverse 221
population of students in a variety of challenging environments, 222
including, but not limited to, high -poverty schools, urban 223
schools, and rural schools, under the supervision of qualified 224
educators. The state board shall determine in rule the amount of 225
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field experience necessary to serve as the teacher of record, 226
beginning with candidates entering a program in the 2023 -2024 227
school year. 228
4. A certification ombudsman to facilitate the process and 229
procedures required for participant s who complete the program to 230
meet any requirements related to the background screening 231
pursuant to s. 1012.32 and educator professional or temporary 232
certification pursuant to s. 1012.56. 233
(b) Each program participant must: 234
1. Meet certification require ments pursuant to s. 235
1012.56(1) by obtaining a statement of status of eligibility in 236
the certification subject area of the educational plan and meet 237
the requirements of s. 1012.56(2)(a) -(f). 238
2. Demonstrate competency and participate in coursework 239
and field experiences that are appropriate to his or her 240
educational plan prepared under paragraph (a). Beginning with 241
candidates entering an educator preparation institute in the 242
2022-2023 school year, a candidate for certification in a 243
coverage area identif ied pursuant to s. 1012.585(3)(f) must 244
successfully complete all competencies for a reading 245
endorsement, including completion of the endorsement practicum 246
through the candidate's field experience, in order to graduate 247
from the program. 248
3. Before completion of the program, fully demonstrate his 249
or her ability to teach the subject area for which he or she is 250
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seeking certification by documenting a positive impact on 251
student learning growth in a prekindergarten through grade 12 252
setting and, except as provided in s. 1012.56(7)(a)3., achieving 253
a passing score on the professional education competency 254
examination, the basic skills examination, and the subject area 255
examination for the subject area certification which is required 256
by state board rule. 257
(c) Upon completion of all requirements for a 258
certification program approved pursuant to this subsection, a 259
participant shall receive a credential from the sponsoring 260
institution signifying that the participant has completed a 261
state-approved competency-based certification program in the 262
certification subject area specified in the educational plan. A 263
participant is eligible for educator certification through the 264
Department of Education upon satisfaction of all requirements 265
for certification set forth in s. 1012.56(2). 266
(4) The state board shall adopt rules for the continued 267
approval of each program approved pursuant to this section . 268
shall be determined by the Commissioner of Education based upon 269
a periodic review of the following areas: 270
(a) Candidate readiness based on passage rates on educator 271
certification examinations under s. 1012.56, as applicable. 272
(b) Evidence of performance in each of the following 273
areas: 274
1. Performance of students in prekindergarten through 275
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grade 12 who are assigned to in -field program completers on 276
statewide assessments using the results of the student learning 277
growth formula adopted under s. 1012.34. 278
2. Results of program completers' annual evaluations in 279
accordance with the timeline as set forth in s. 1012.34. 280
3. Workforce contribution s, including placement of program 281
completers in instructional positions in Florida public and 282
private schools, with additional weight given to production of 283
program completers in statewide critical teacher shortage areas 284
as identified in s. 1012.07. 285
(5) Each institute approved pursuant to this section shall 286
submit to the Department of Education annual performance 287
evaluations that measure the effectiveness of the programs , 288
including the pass rates of participants on all examinations 289
required for teacher ce rtification, employment rates, 290
longitudinal retention rates, and satisfaction surveys of 291
employers and program completers. The satisfaction surveys must 292
be designed to measure the sufficient preparation of the 293
educator for the realities of the classroom an d the institute's 294
responsiveness to local school districts. These evaluations 295
shall be used by the Department of Education for purposes of 296
continued approval of an educator preparation institute's 297
certification program . 298
Section 5. Paragraph (b) of subs ection (3) of section 299
1008.34, Florida Statutes, is amended to read: 300
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1008.34 School grading system; school report cards; 301
district grade.— 302
(3) DESIGNATION OF SCHOOL GRADES. — 303
(b)1. Beginning with the 2014 -2015 school year, A school's 304
grade shall be based on the following components, each worth 100 305
points: 306
a. The percentage of eligible students passing statewide, 307
standardized assessments in English Language Arts under s. 308
1008.22(3). 309
b. The percentage of eligible students passing statewide, 310
standardized assessments in mathematics under s. 1008.22(3). 311
c. The percentage of eligible students passing statewide, 312
standardized assessments in science under s. 1008.22(3). 313
d. The percentage of eligible students passing statewide, 314
standardized assessments in social studies under s. 1008.22(3). 315
e. The percentage of eligible students who make Learning 316
Gains in English Language Arts as measured by statewide, 317
standardized assessments administered under s. 1008.22(3). 318
f. The percentage of eligible students who make Learning 319
Gains in mathematics as measured by statewide, standardized 320
assessments administered under s. 1008.22(3). 321
g. The percentage of eligible students in the lowest 25 322
percent in English Language Arts, as identified by prior year 323
performance on statewide, standardized assessments, who make 324
Learning Gains as measured by statewide, standardized English 325
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Language Arts assessments administered under s. 1008.22(3). 326
h. The percentage of eligible students in the lowest 25 327
percent in mathematics, as iden tified by prior year performance 328
on statewide, standardized assessments, who make Learning Gains 329
as measured by statewide, standardized Mathematics assessments 330
administered under s. 1008.22(3). 331
i. For schools comprised of middle grades 6 through 8 or 332
grades 7 and 8, the percentage of eligible students passing high 333
school level statewide, standardized end -of-course assessments 334
or attaining national industry certifications identified in the 335
CAPE Industry Certification Funding List pursuant to state board 336
rule. 337
j. Beginning in the 2023 -2024 school year, for schools 338
comprised of grade levels that include grade 3, the percentage 339
of eligible students who score an achievement level 3 or higher 340
on the grade 3 statewide, standardized English Language Arts 341
assessment administered under s. 1008.22(3). 342
343
In calculating Learning Gains for the components listed in sub -344
subparagraphs e.-h., the State Board of Education shall require 345
that learning growth toward achievement levels 3, 4, and 5 is 346
demonstrated by stude nts who scored below each of those levels 347
in the prior year. In calculating the components in sub -348
subparagraphs a.-d., the state board shall include the 349
performance of English language learners only if they have been 350
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enrolled in a school in the United Stat es for more than 2 years. 351
2. For a school comprised of grades 9, 10, 11, and 12, or 352
grades 10, 11, and 12, the school's grade shall also be based on 353
the following components, each worth 100 points: 354
a. The 4-year high school graduation rate of the schoo l as 355
defined by state board rule. 356
b. The percentage of students who were eligible to earn 357
college and career credit through College Board Advanced 358
Placement examinations, International Baccalaureate 359
examinations, dual enrollment courses, including career dual 360
enrollment courses resulting in the completion of 300 or more 361
clock hours during high school which are approved by the state 362
board as meeting the requirements of s. 1007.271, or Advanced 363
International Certificate of Education examinations; who, at an y 364
time during high school, earned national industry certification 365
identified in the CAPE Industry Certification Funding List, 366
pursuant to rules adopted by the state board; or, beginning with 367
the 2022-2023 school year, who earned an Armed Services 368
Qualification Test score that falls within Category II or higher 369
on the Armed Services Vocational Aptitude Battery and earned a 370
minimum of two credits in Junior Reserve Officers' Training 371
Corps courses from the same branch of the United States Armed 372
Forces. 373
Section 6. Paragraph (o) of subsection (1) and subsection 374
(17) of section 1011.62, Florida Statutes, are amended to read: 375
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1011.62 Funds for operation of schools. —If the annual 376
allocation from the Florida Education Finance Program to each 377
district for operation of schools is not determined in the 378
annual appropriations act or the substantive bill implementing 379
the annual appropriations act, it shall be determined as 380
follows: 381
(1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR 382
OPERATION.—The following procedure shall be followed in 383
determining the annual allocation to each district for 384
operation: 385
(o) Calculation of additional full -time equivalent 386
membership based on successful completion of a career -themed 387
course pursuant to ss. 1003.491, 1003.492, and 100 3.493, or 388
courses with embedded CAPE industry certifications or CAPE 389
Digital Tool certificates, and issuance of industry 390
certification identified on the CAPE Industry Certification 391
Funding List pursuant to rules adopted by the State Board of 392
Education or CAPE Digital Tool certificates pursuant to s. 393
1003.4203.— 394
1.a. A value of 0.025 full -time equivalent student 395
membership shall be calculated for CAPE Digital Tool 396
certificates earned by students in elementary and middle school 397
grades. 398
b. A value of 0.1 o r 0.2 full-time equivalent student 399
membership shall be calculated for each student who completes a 400
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course as defined in s. 1003.493(1)(b) or courses with embedded 401
CAPE industry certifications and who is issued an industry 402
certification identified annually on the CAPE Industry 403
Certification Funding List approved under rules adopted by the 404
State Board of Education. A value of 0.2 full -time equivalent 405
membership shall be calculated for each student who is issued a 406
CAPE industry certification that has a statewi de articulation 407
agreement for college credit approved by the State Board of 408
Education. For CAPE industry certifications that do not 409
articulate for college credit, the Department of Education shall 410
assign a full-time equivalent value of 0.1 for each 411
certification. Middle grades students who earn additional FTE 412
membership for a CAPE Digital Tool certificate pursuant to sub -413
subparagraph a. may not use the previously funded examination to 414
satisfy the requirements for earning an industry certification 415
under this sub-subparagraph. Additional FTE membership for an 416
elementary or middle grades student may not exceed 0.1 for 417
certificates or certifications earned within the same fiscal 418
year. The State Board of Education shall include the assigned 419
values on the CAPE Ind ustry Certification Funding List under 420
rules adopted by the state board. Such value shall be added to 421
the total full-time equivalent student membership for grades 6 422
through 12 in the subsequent year. CAPE industry certifications 423
earned through dual enrollm ent must be reported and funded 424
pursuant to s. 1011.80. However, if a student earns a 425
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certification through a dual enrollment course and the 426
certification is not a fundable certification on the 427
postsecondary certification funding list, or the dual enrollme nt 428
certification is earned as a result of an agreement between a 429
school district and a nonpublic postsecondary institution, the 430
bonus value shall be funded in the same manner as other nondual 431
enrollment course industry certifications. In such cases, the 432
school district may provide for an agreement between the high 433
school and the technical center, or the school district and the 434
postsecondary institution may enter into an agreement for 435
equitable distribution of the bonus funds. 436
c. A value of 0.3 full -time equivalent student membership 437
shall be calculated for student completion of the courses and 438
the embedded certifications identified on the CAPE Industry 439
Certification Funding List and approved by the commissioner 440
pursuant to ss. 1003.4203(5)(a) and 1008.44. 441
d. A value of 0.5 full -time equivalent student membership 442
shall be calculated for CAPE Acceleration Industry 443
Certifications that articulate for 15 to 29 college credit 444
hours, and 1.0 full-time equivalent student membership shall be 445
calculated for CAPE Ac celeration Industry Certifications that 446
articulate for 30 or more college credit hours pursuant to CAPE 447
Acceleration Industry Certifications approved by the 448
commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44. 449
2. Each district must allocate at least 80 percent of the 450
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funds provided for CAPE industry certification, in accordance 451
with this paragraph, to the program that generated the funds. 452
This allocation may not be used to supplant funds provided for 453
basic operation of the program. 454
3. For CAPE industry certifications earned in the 2013 -455
2014 school year and in subsequent years, the school district 456
shall distribute to each classroom teacher who provided direct 457
instruction toward the attainment of a CAPE industry 458
certification that qualified for additi onal full-time equivalent 459
membership under subparagraph 1.: 460
a. A bonus of $25 for each student taught by a teacher who 461
provided instruction in a course that led to the attainment of a 462
CAPE industry certification on the CAPE Industry Certification 463
Funding List with a weight of 0.1. 464
b. A bonus of $50 for each student taught by a teacher who 465
provided instruction in a course that led to the attainment of a 466
CAPE industry certification on the CAPE Industry Certification 467
Funding List with a weight of 0.2. 468
c. A bonus of $75 for each student taught by a teacher who 469
provided instruction in a course that led to the attainment of a 470
CAPE industry certification on the CAPE Industry Certification 471
Funding List with a weight of 0.3. 472
d. A bonus of $100 for each studen t taught by a teacher 473
who provided instruction in a course that led to the attainment 474
of a CAPE industry certification on the CAPE Industry 475
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Certification Funding List with a weight of 0.5 or 1.0. 476
477
Bonuses awarded pursuant to this paragraph shall be provide d to 478
teachers who are employed by the district in the year in which 479
the additional FTE membership calculation is included in the 480
calculation. Bonuses shall be calculated based upon the 481
associated weight of a CAPE industry certification on the CAPE 482
Industry Certification Funding List for the year in which the 483
certification is earned by the student. Any bonus awarded to a 484
teacher pursuant to this paragraph is in addition to any regular 485
wage or other bonus the teacher received or is scheduled to 486
receive. A bonus may not be awarded to a teacher who fails to 487
maintain the security of any CAPE industry certification 488
examination or who otherwise violates the security or 489
administration protocol of any assessment instrument that may 490
result in a bonus being awarded to the teacher under this 491
paragraph. 492
(17) TURNAROUND SCHOOL SUPPLEMENTAL SERVICES ALLOCATION. —493
The turnaround school supplemental services allocation is 494
created to provide district-managed turnaround schools, as 495
identified in s. 1008.33, s. 1008.33(4)(a), sc hools that earn 496
three consecutive grades below a "C," as identified in s. 497
1008.33(4)(b)3., and schools that implemented a turnaround plan 498
and exited turnaround status by earning a school grade of have 499
improved to a "C" or higher and are no longer in turnar ound 500
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status, as identified in s. 1008.33(4)(c), with funds to offer 501
services designed to improve the overall academic and community 502
welfare of the schools' students and their families. 503
(a)1. Services funded by the allocation may include, but 504
are not limited to, tutorial and after -school programs, student 505
counseling, nutrition education, parental counseling, and an 506
extended school day and school year. In addition, services may 507
include models that develop a culture that encourages students 508
to complete high school and to attend college or career 509
training, set high academic expectations, and inspire character 510
development. 511
2. A school district may enter into a formal agreement 512
with a nonprofit organization that has tax -exempt status under 513
s. 501(c)(3) of the Internal Revenue Code to implement an 514
integrated student support service model that provides students 515
and families with access to wrap -around services, including, but 516
not limited to, health services, after -school programs, drug 517
prevention programs, college and career readiness programs, and 518
food and clothing banks. 519
(b) Before distribution of the allocation, the school 520
district shall develop and submit a plan for implementation to 521
its school board for approval no later than August 1 of each 522
fiscal year. 523
(c) At a minimum, the plan required under paragraph (b) 524
must: 525
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1. Establish comprehensive support services that develop 526
family and community partnerships; 527
2. Establish clearly defined and measurable high academic 528
and character standards; 529
3. Increase parental involvement and engagement in the 530
child's education; 531
4. Describe how instructional personnel will be 532
identified, recruited, retained, and rewarded; 533
5. Provide professional learning development that focuses 534
on academic rigor, direct instruction , and creating high 535
academic and character standards; 536
6. Provide focused instruction to improve student academic 537
proficiency, which may include additional instruction time 538
beyond the normal school day or school year; and 539
7. Include a strategy for conti nuing to provide services 540
after the school is no longer in turnaround status by virtue of 541
achieving a grade of "C" or higher. 542
(d) Each school district shall submit its approved plans 543
to the commissioner by September 1 of each fiscal year. 544
(e) Subject to legislative appropriation, each school 545
district's allocation must be based on the unweighted FTE 546
student enrollment at the eligible schools and a per -FTE funding 547
amount of $500 or as provided in the General Appropriations Act. 548
The supplement provided in the General Appropriations Act shall 549
be based on the most recent school grades and shall serve as a 550
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proxy for the official calculation. Once school grades are 551
available for the school year immediately preceding the fiscal 552
year coinciding with the appropria tion, the supplement shall be 553
recalculated for the official participating schools as part of 554
the subsequent FEFP calculation. The commissioner may prepare a 555
preliminary calculation so that districts may proceed with 556
timely planning and use of the funds. If the calculated funds 557
for the statewide allocation exceed the funds appropriated, the 558
allocation of funds to each school district must be prorated 559
based on each school district's share of the total unweighted 560
FTE student enrollment for the eligible schools . The final 561
amount allocated for each school district shall be based on 562
actual student membership from the October FTE survey. 563
(f) Subject to legislative appropriation, each school 564
shall remain eligible for the allocation for a maximum of 4 565
continuous fiscal years while implementing a turnaround option 566
pursuant to s. 1008.33(4). In addition, a school that improves 567
to a grade of "C" or higher shall remain eligible to receive the 568
allocation for a maximum of 2 continuous fiscal years after 569
exiting turnaround status. 570
Section 7. Paragraph (a) of subsection (3) of section 571
1012.34, Florida Statutes, is amended to read: 572
1012.34 Personnel evaluation procedures and criteria. — 573
(3) EVALUATION PROCEDURES AND CRITERIA. —Instructional 574
personnel and school administ rator performance evaluations must 575
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be based upon the performance of students assigned to their 576
classrooms or schools, as provided in this section. Pursuant to 577
this section, a school district's performance evaluation system 578
is not limited to basing unsatisf actory performance of 579
instructional personnel and school administrators solely upon 580
student performance, but may include other criteria to evaluate 581
instructional personnel and school administrators' performance, 582
or any combination of student performance an d other criteria. 583
Evaluation procedures and criteria must comply with, but are not 584
limited to, the following: 585
(a) A performance evaluation must be conducted for each 586
employee at least once a year, except that a classroom teacher, 587
as defined in s. 1012.01 (2)(a), excluding substitute teachers, 588
who is newly hired by the district school board must be observed 589
and evaluated at least twice in the first year of teaching in 590
the school district. The performance evaluation must be based 591
upon sound educational princ iples and contemporary research in 592
effective educational practices. The evaluation criteria must 593
include: 594
1. Performance of students. —At least one-third of a 595
performance evaluation must be based upon data and indicators of 596
student performance, as determi ned by each school district. This 597
portion of the evaluation must include growth or achievement 598
data of the teacher's students or, for a school administrator, 599
the students attending the school over the course of at least 3 600
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years. If less than 3 years of dat a are available, the years for 601
which data are available must be used. The proportion of growth 602
or achievement data may be determined by instructional 603
assignment. 604
2. Instructional practice. —For instructional personnel, at 605
least one-third of the performanc e evaluation must be based upon 606
instructional practice. Evaluation criteria used when annually 607
observing classroom teachers, as defined in s. 1012.01(2)(a), 608
excluding substitute teachers, must include indicators based 609
upon each of the Florida Educator Acco mplished Practices adopted 610
by the State Board of Education. For instructional personnel who 611
are not classroom teachers, evaluation criteria must be based 612
upon indicators of the Florida Educator Accomplished Practices 613
and may include specific job expectatio ns related to student 614
support. This section does not preclude a school administrator 615
from visiting and observing classroom teachers throughout the 616
school year for purposes of providing mentorship, training, 617
instructional feedback, or professional learning. 618
3. Instructional leadership. —For school administrators, at 619
least one-third of the performance evaluation must be based on 620
instructional leadership. Evaluation criteria for instructional 621
leadership must include indicators based upon each of the 622
leadership standards adopted by the State Board of Education 623
under s. 1012.986, including performance measures related to the 624
effectiveness of classroom teachers in the school, the 625
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administrator's appropriate use of evaluation criteria and 626
procedures, recruitment a nd retention of effective and highly 627
effective classroom teachers, improvement in the percentage of 628
instructional personnel evaluated at the highly effective or 629
effective level, and other leadership practices that result in 630
student learning growth. The sys tem may include a means to give 631
parents and instructional personnel an opportunity to provide 632
input into the administrator's performance evaluation. 633
4. Other indicators of performance. —For instructional 634
personnel and school administrators, the remainder of a 635
performance evaluation may include, but is not limited to, 636
professional and job responsibilities as recommended by the 637
State Board of Education or identified by the district school 638
board and, for instructional personnel, peer reviews, 639
objectively reliable survey information from students and 640
parents based on teaching practices that are consistently 641
associated with higher student achievement, and other valid and 642
reliable measures of instructional practice. 643
Section 8. Subsections (9) through (16) of section 644
1012.56, Florida Statutes, are renumbered as subsections (10) 645
through (17), respectively, subsection (1), paragraphs (d), (g), 646
and (i) of subsection (2) and subsections (6), (7), and (8) are 647
amended, and a new subsection (9) is added to that sectio n, to 648
read: 649
1012.56 Educator certification requirements. — 650
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(1) APPLICATION.—Each person seeking certification 651
pursuant to this chapter shall submit a completed application 652
containing the applicant's social security number to the 653
Department of Education and remit the fee required pursuant to 654
s. 1012.59 and rules of the State Board of Education. Pursuant 655
to the federal Personal Responsibility and Work Opportunity 656
Reconciliation Act of 1996, each party is required to provide 657
his or her social security numbe r in accordance with this 658
section. Disclosure of social security numbers obtained through 659
this requirement is limited to the purpose of administration of 660
the Title IV-D program of the Social Security Act for child 661
support enforcement. 662
(a) Pursuant to s. 120.60, the department shall issue 663
within 90 calendar days after receipt of the completed 664
application a professional certificate to a qualifying applicant 665
covering the classification, level, and area for which the 666
applicant is deemed qualified and a docume nt explaining the 667
requirements for renewal of the professional certificate. 668
(b) The department shall issue a temporary certificate to 669
a qualifying applicant within 14 calendar days after receipt of 670
a request from an employer with a professional education 671
competence demonstration program pursuant to paragraph 672
paragraphs (6)(f) and subsection (9) (8)(b). The temporary 673
certificate must cover the classification, level, and area for 674
which the applicant is deemed qualified. The department shall 675
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electronically notify the applicant's employer that the 676
temporary certificate has been issued and provide the applicant 677
an official statement of status of eligibility at the time the 678
certificate is issued. 679
(c) Pursuant to s. 120.60, the department shall issue 680
within 90 calendar days after receipt of the completed 681
application, if an applicant does not meet the requirements for 682
either certificate, an official statement of status of 683
eligibility. 684
685
The statement of status of eligibility must be provided 686
electronically and mus t advise the applicant of any 687
qualifications that must be completed to qualify for 688
certification. Each method by which an applicant can complete 689
the qualifications for a professional certificate must be 690
included in the statement of status of eligibility. E ach 691
statement of status of eligibility is valid for 5 3 years after 692
its date of issuance, except as provided in paragraph (2)(d). 693
(2) ELIGIBILITY CRITERIA. —To be eligible to seek 694
certification, a person must: 695
(d) Submit to background screening in accor dance with 696
subsection (11) (10). If the background screening indicates a 697
criminal history or if the applicant acknowledges a criminal 698
history, the applicant's records shall be referred to the 699
investigative section in the Department of Education for review 700
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and determination of eligibility for certification. If the 701
applicant fails to provide the necessary documentation requested 702
by the department within 90 days after the date of the receipt 703
of the certified mail request, the statement of eligibility and 704
pending application shall become invalid. 705
(g) Demonstrate mastery of general knowledge , pursuant to 706
subsection (3), if the person serves as a classroom teacher 707
pursuant to s. 1012.01(2)(a) . 708
(i) Demonstrate mastery of professional preparation and 709
education competence, pursuant to subsection (6) , if the person 710
serves as a classroom teacher or school administrator as 711
classified in s. 1012.01(2)(a) and (3)(c), respectively . 712
(6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION 713
COMPETENCE.—Acceptable means of d emonstrating mastery of 714
professional preparation and education competence are: 715
(a) Successful completion of an approved teacher 716
preparation program at a postsecondary educational institution 717
within this state and achievement of a passing score on the 718
professional education competency examination required by state 719
board rule; 720
(b) Successful completion of a teacher preparation program 721
at a postsecondary educational institution outside Florida and 722
achievement of a passing score on the professional educa tion 723
competency examination required by state board rule; 724
(c) Documentation of a valid professional standard 725
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teaching certificate issued by another state; 726
(d) Documentation of a valid certificate issued by the 727
National Board for Professional Teaching S tandards or a national 728
educator credentialing board approved by the State Board of 729
Education; 730
(e) Documentation of two semesters of successful, full -731
time or part-time teaching in a Florida College System 732
institution, state university, or private college or university 733
that awards an associate or higher degree and is an accredited 734
institution or an institution of higher education identified by 735
the Department of Education as having a quality program and 736
achievement of a passing score on the professional educ ation 737
competency examination required by state board rule; 738
(f) Successful completion of professional preparation 739
courses as specified in state board rule, successful completion 740
of a professional preparation and education competence program 741
pursuant to subsection (9) paragraph (8)(b), and achievement of 742
a passing score on the professional education competency 743
examination required by state board rule; 744
(g) Successful completion of a professional learning 745
development certification and education competency program, 746
outlined in subsection (8) paragraph (8)(a); or 747
(h) Successful completion of a competency -based 748
certification program pursuant to s. 1004.85 and achievement of 749
a passing score on the professional education competency 750
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examination required by rul e of the State Board of Education. 751
752
The State Board of Education shall adopt rules to implement this 753
subsection by December 31, 2014 , including rules to approve 754
specific teacher preparation programs that are not identified in 755
this subsection which may be u sed to meet requirements for 756
mastery of professional preparation and education competence. 757
(7) TYPES AND TERMS OF CERTIFICATION. — 758
(a) The Department of Education shall issue a professional 759
certificate for a period not to exceed 5 years to any applicant 760
who fulfills one of the following: 761
1. Meets all the applicable requirements outlined in 762
subsection (2). 763
2. For a professional certificate covering grades 6 764
through 12: 765
a. Meets the applicable requirements of paragraphs (2)(a) -766
(h). 767
b. Holds a master's or higher degree in the area of 768
science, technology, engineering, or mathematics. 769
c. Teaches a high school course in the subject of the 770
advanced degree. 771
d. Is rated highly effective as determined by the 772
teacher's performance evaluation under s. 101 2.34, based in part 773
on student performance as measured by a statewide, standardized 774
assessment or an Advanced Placement, Advanced International 775
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Certificate of Education, or International Baccalaureate 776
examination. 777
e. Achieves a passing score on the Flori da professional 778
education competency examination required by state board rule. 779
3. Meets the applicable requirements of paragraphs (2)(a) -780
(h) and completes a professional learning certification 781
preparation and education competence program approved by the 782
department pursuant to paragraph (8)(b) (8)(c) or an educator 783
preparation institute approved by the department pursuant to s. 784
1004.85. An applicant who completes one of these programs and is 785
rated highly effective as determined by his or her performance 786
evaluation under s. 1012.34 is not required to take or achieve a 787
passing score on the professional education competency 788
examination in order to be awarded a professional certificate. 789
(b) The department shall issue a temporary certificate to 790
any applicant who: 791
1. Completes the requirements outlined in paragraphs 792
(2)(a)-(f) and completes the subject area content requirements 793
specified in state board rule or demonstrates mastery of subject 794
area knowledge pursuant to subsection (5) and holds an 795
accredited degree or a degree approved by the Department of 796
Education at the level required for the subject area 797
specialization in state board rule; or 798
2. For a subject area specialization for which the state 799
board otherwise requires a bachelor's degree, documents 48 800
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months of active-duty military service with an honorable 801
discharge or a medical separation; completes the requirements 802
outlined in paragraphs (2)(a), (b), and (d) -(f); completes the 803
subject area content requirements specified in state board rule 804
or demonstrates mastery of subject area knowledge pursuant to 805
subsection (5); and documents completion of 60 college credits 806
with a minimum cumulative grade point average of 2.5 on a 4.0 807
scale, as provided by one or more accredited institutions of 808
higher learning or a nonaccredited institution of higher 809
learning identified by the Department of Education as having a 810
quality program resulting in a bachelor's degree or higher ; or. 811
3. Is enrolled in a state -approved teacher preparation 812
program under s. 1004.04; is acti vely completing the required 813
program field experience or internship at a public school; 814
completes the requirements outlined in paragraphs (2)(a), (b), 815
(d), (e), and (f); and documents completion of 60 college 816
credits with a minimum cumulative grade point a verage of 2.5 on 817
a 4.0 scale, as provided by one or more accredited institutions 818
of higher learning or a nonaccredited institution of higher 819
learning identified by the Department of Education as having a 820
quality program resulting in a bachelor's degree or higher. 821
(c) The department shall issue one nonrenewable 2 -year 822
temporary certificate and one nonrenewable 5 -year professional 823
certificate to a qualified applicant who holds a bachelor's 824
degree in the area of speech -language impairment to allow for 825
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completion of a master's degree program in speech -language 826
impairment. 827
(d) A person who is issued a temporary certificate under 828
subparagraph (b)2. must be assigned a teacher mentor for a 829
minimum of 2 school years after commencing employment. Each 830
teacher mentor selected by the school district, charter school, 831
or charter management organization must: 832
1. Hold a valid professional certificate issued pursuant 833
to this section; 834
2. Have earned at least 3 years of teaching experience in 835
prekindergarten through grad e 12; and 836
3. Have earned an effective or highly effective rating on 837
the prior year's performance evaluation under s. 1012.34. 838
(e)(e)1. A temporary certificate issued under subparagraph 839
(b)1. is valid for 3 school fiscal years and is nonrenewable. 840
2. A temporary certificate issued under subparagraph (b)2. 841
is valid for 5 school fiscal years, is limited to a one -time 842
issuance, and is nonrenewable. 843
844
At least 1 year before an individual's temporary certificate is 845
set to expire, the department shall electro nically notify the 846
individual of the date on which his or her certificate will 847
expire and provide a list of each method by which the 848
qualifications for a professional certificate can be completed. 849
The State Board of Education shall adopt rules to allow the 850
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department to extend the validity period of a temporary 851
certificate for 2 years when the requirements for the 852
professional certificate were not completed due to the serious 853
illness or injury of the applicant, the military service of an 854
applicant's spouse, other extraordinary extenuating 855
circumstances, or if the certificateholder is rated highly 856
effective in the immediate prior year's performance evaluation 857
pursuant to s. 1012.34 or has completed a 2 -year mentorship 858
program pursuant to subsection (8). The d epartment shall extend 859
the temporary certificate upon approval by the Commissioner of 860
Education. A written request for extension of the certificate 861
shall be submitted by the district school superintendent, the 862
governing authority of a university lab school , the governing 863
authority of a state -supported school, or the governing 864
authority of a private school. 865
(8) PROFESSIONAL LEARNING DEVELOPMENT CERTIFICATION AND 866
EDUCATION COMPETENCY PROGRAM.— 867
(a) The Department of Education shall develop and each 868
school district, charter school, and charter management 869
organization may provide a cohesive competency -based 870
professional learning development certification and education 871
competency program by which instructional staff may satisfy the 872
mastery of professional prep aration and education competence 873
requirements specified in subsection (6) and rules of the State 874
Board of Education. Participants must hold a state -issued 875
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temporary certificate. A school district, charter school, or 876
charter management organization that imp lements the program 877
shall provide a competency -based certification program developed 878
by the Department of Education or developed by the district, 879
charter school, or charter management organization and approved 880
by the Department of Education. These entities may collaborate 881
with other supporting agencies or educational entities for 882
implementation. The program shall include the following: 883
1. A minimum period of initial preparation before assuming 884
duties as the teacher of record. 885
2. An option for collaborat ion with other supporting 886
agencies or educational entities for implementation. 887
1.3. A teacher mentorship and induction component. 888
a. Each individual selected by the district , charter 889
school, or charter management organization as a mentor: 890
(I) Must hold a valid professional certificate issued 891
pursuant to this section; 892
(II) Must have earned at least 3 years of teaching 893
experience in prekindergarten through grade 12; 894
(III) Must have completed specialized training in clinical 895
supervision and participa te in ongoing mentor training provided 896
through the coordinated system of professional learning 897
development under s. 1012.98(4) s. 1012.98(3)(e); 898
(IV) Must have earned an effective or highly effective 899
rating on the prior year's performance evaluation under s. 900
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1012.34; and 901
(V) May be a peer evaluator under the district's 902
evaluation system approved under s. 1012.34. 903
b. The teacher mentorship and induction component must, at 904
a minimum, provide routine weekly opportunities for mentoring 905
and induction activities, including common planning time, 906
ongoing professional learning as described in s. 1012.98 907
development targeted to a teacher's needs, opportunities for a 908
teacher to observe other teachers, co -teaching experiences, and 909
reflection and followup discussio ns. Professional learning must 910
meet the criteria established in s. 1012.98(3). Mentorship and 911
induction activities must be provided for an applicant's first 912
year in the program and may be provided until the applicant 913
attains his or her professional certifi cate in accordance with 914
this section. A principal who is rated highly effective as 915
determined by his or her performance evaluation under s. 1012.34 916
must be provided flexibility in selecting professional 917
development activities under this paragraph; however, the 918
activities must be approved by the department as part of the 919
district's, charter school's, or charter management 920
organization's program. 921
2.4. An assessment of teaching performance aligned to the 922
district's, charter school's, or charter management 923
organization's system for personnel evaluation under s. 1012.34 924
which provides for: 925
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a. An initial evaluation of each educator's competencies 926
to determine an appropriate individualized professional learning 927
development plan. 928
b. A summative evaluation to a ssure successful completion 929
of the program. 930
3.5. Professional education preparation content knowledge, 931
which must be included in the mentoring and induction activities 932
under subparagraph 1. 3., that includes, but is not limited to, 933
the following: 934
a. The state academic standards provided under s. 1003.41, 935
including scientifically based reading instruction, content 936
literacy, and mathematical practices, for each subject 937
identified on the temporary certificate. 938
b. The educator-accomplished practices approved by the 939
state board. 940
c. A variety of data indicators for monitoring student 941
progress. 942
d. Methodologies for teaching students with disabilities. 943
e. Methodologies for teaching students of limited English 944
proficiency appropriate for each subjec t area identified on the 945
temporary certificate. 946
f. Techniques and strategies for operationalizing the role 947
of the teacher in assuring a safe learning environment for 948
students. 949
4.6. Required achievement of passing scores on the subject 950
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area and professional education competency examination required 951
by State Board of Education rule. Mastery of general knowledge 952
must be demonstrated as described in subsection (3). 953
5.7. Beginning with candidates entering a program in the 954
2022-2023 school year, a candidate for certification in a 955
coverage area identified pursuant to s. 1012.585(3)(f) must 956
successfully complete all competencies for a reading 957
endorsement, including completion of the endorsement practicum 958
through the candidate's demonstration of mastery of prof essional 959
preparation and education competence under paragraph (b) . 960
(b)1. Each school district must and a private school or 961
state-supported public school, including a charter school, may 962
develop and maintain a system by which members of the 963
instructional staff may demonstrate mastery of professional 964
preparation and education competence as required by law. Each 965
program must be based on classroom application of the Florida 966
Educator Accomplished Practices and instructional performance 967
and, for public schools, must be aligned with the district's or 968
state-supported public school's evaluation system established 969
under s. 1012.34, as applicable. 970
2. The Commissioner of Education shall determine the 971
continued approval of programs implemented under this paragraph, 972
based upon the department's review of performance data. The 973
department shall review the performance data as a part of the 974
periodic review of each school district's professional 975
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development system required under s. 1012.98. 976
(b)(c) No later than December 31, 2017, The department 977
State Board of Education shall adopt rules standards for the 978
approval and continued approval of professional learning 979
development certification and education competency programs 980
aligned to, including standards for the teacher mentorship and 981
induction component, under paragraph (a). Standards for the 982
teacher mentorship and induction component must include program 983
administration and evaluation; mentor roles, selection, and 984
training; beginning teacher assessment and professional 985
development; and teacher content knowledge and practices aligned 986
to the Florida Educator Accomplished Practices. Each school 987
district or charter school with a program under this subsection 988
must submit its program, including the teacher mentorship and 989
induction component, to the department for approval no later 990
than June 30, 2018. After December 31, 2018, A teacher may not 991
satisfy requirements for a professional certificate through a 992
professional learning development certification and education 993
competency program under paragraph (a) unless the program has 994
been approved by the department pursuant to this paragraph. 995
(9) PROFESSIONAL EDUCATION COMPET ENCY PROGRAM.— 996
(a) Each school district must and a private school or 997
state-supported public school, including a charter school, may 998
develop and maintain a system by which members of the 999
instructional staff may demonstrate mastery of professional 1000
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preparation and education competence as required by law. Each 1001
program must be based on classroom application of the Florida 1002
Educator Accomplished Practices and instructional performance 1003
and, for public schools, must be aligned with the district's or 1004
state-supported public school's evaluation system established 1005
under s. 1012.34, as applicable. 1006
(b) The Commissioner of Education shall determine the 1007
continued approval of programs implemented under this paragraph, 1008
based upon the department's review of performance data . The 1009
department shall review the performance data as a part of the 1010
periodic review of each school district's professional learning 1011
system required under s. 1012.98. 1012
(d) The Commissioner of Education shall determine the 1013
continued approval of programs imp lemented under paragraph (a) 1014
based upon the department's periodic review of the following: 1015
1. Evidence that the requirements in paragraph (a) are 1016
consistently met; and 1017
2. Evidence of performance in each of the following areas: 1018
a. Rate of retention fo r employed program completers in 1019
instructional positions in Florida public schools. 1020
b. Performance of students in prekindergarten through 1021
grade 12 who are assigned to in -field program completers on 1022
statewide assessments using the results of the student l earning 1023
growth formula adopted under s. 1012.34. 1024
c. Performance of students in prekindergarten through 1025
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grade 12 who are assigned to in -field program completers 1026
aggregated by student subgroups, as defined in the federal 1027
Elementary and Secondary Education Act (ESEA), 20 U.S.C. s. 1028
6311(b)(2)(C)(v)(II), as a measure of how well the program 1029
prepares teachers to work with a variety of students in Florida 1030
public schools. 1031
d. Results of program completers' annual evaluations in 1032
accordance with the timeline as se t forth in s. 1012.34. 1033
e. Production of program completers in statewide critical 1034
teacher shortage areas as defined in s. 1012.07. 1035
Section 9. Subsection (1) of section 1012.57, Florida 1036
Statutes, is amended to read: 1037
1012.57 Certification of adjunct e ducators.— 1038
(1) Notwithstanding the provisions of ss. 1012.32, 1039
1012.55, and 1012.56, or any other provision of law or rule to 1040
the contrary, district school boards shall adopt rules to allow 1041
for the issuance of an adjunct teaching certificate to any 1042
applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) 1043
and (11) s. 1012.56(2)(a)-(f) and (10) and who has expertise in 1044
the subject area to be taught. An applicant shall be considered 1045
to have expertise in the subject area to be taught if the 1046
applicant demonstrates sufficient subject area mastery through 1047
passage of a subject area test. 1048
Section 10. Section 1012.575, Florida Statutes, is amended 1049
to read: 1050
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1012.575 Alternative preparation programs for certified 1051
teachers to add additional coverage. —A district school board, or 1052
an organization of private schools or a consortium of charter 1053
schools with an approved professional learning development 1054
system as described in s. 1012.98(7) s. 1012.98(6), may design 1055
alternative teacher preparation programs to enable persons 1056
already certificated to add an additional coverage to their 1057
certificates. Each alternative teacher preparation program shall 1058
be reviewed and approved by the Department of Education to 1059
assure that persons who complete the program are competent in 1060
the necessary areas of subject matter specialization. Two or 1061
more school districts may jointly participate in an alternative 1062
preparation program for teachers. 1063
Section 11. Paragraph (g) of subsection (3) of section 1064
1012.585, Florida Statutes, is redesign ated as paragraph (h) and 1065
a new paragraph (g) is added to that subsection to read: 1066
1012.585 Process for renewal of professional 1067
certificates.— 1068
(3) For the renewal of a professional certificate, the 1069
following requirements must be met: 1070
(g) An applicant for renewal of a professional certificate 1071
in educational leadership from a Level I program under s. 1072
1012.562(2) or Level II program under s. 1012.562(3), with a 1073
beginning validity date of July 1, 2025, or thereafter, must 1074
earn a minimum of 1 college credi t or 20 inservice points in 1075
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Florida's educational leadership standards, as established in 1076
rule by the State Board of Education. The requirement in this 1077
paragraph may not add to the total hours required by the 1078
department for continuing education or inservic e training. 1079
Section 12. Paragraph (a) of subsection (1) of section 1080
1012.586, Florida Statutes, is amended to read: 1081
1012.586 Additions or changes to certificates; duplicate 1082
certificates; reading endorsement pathways. — 1083
(1) A school district may proce ss via a Department of 1084
Education website certificates for the following applications of 1085
public school employees: 1086
(a) Addition of a subject coverage or endorsement to a 1087
valid Florida certificate on the basis of the completion of the 1088
appropriate subject ar ea testing requirements of s. 1089
1012.56(5)(a) or the completion of the requirements of an 1090
approved school district program or the inservice components for 1091
an endorsement. 1092
1. To reduce duplication, the department may recommend the 1093
consolidation of endorseme nt areas and requirements to the State 1094
Board of Education. 1095
2. At least once every 5 years, the department shall 1096
conduct a review of existing subject coverage or endorsement 1097
requirements in the elementary, reading, and exceptional student 1098
educational areas. The review must include reciprocity 1099
requirements for out -of-state certificates and requirements for 1100
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demonstrating competency in the reading instruction professional 1101
learning development topics listed in s. 1012.98(5)(b)11 s. 1102
1012.98(4)(b)11. The review must also consider the award of an 1103
endorsement to an individual who holds a certificate issued by 1104
an internationally recognized organization that establishes 1105
standards for providing evidence -based interventions to 1106
struggling readers or who completes a post secondary program that 1107
is accredited by such organization. Any such certificate or 1108
program must require an individual who completes the certificate 1109
or program to demonstrate competence in reading intervention 1110
strategies through clinical experience. At the conclusion of 1111
each review, the department shall recommend to the state board 1112
changes to the subject coverage or endorsement requirements 1113
based upon any identified instruction or intervention strategies 1114
proven to improve student reading performance. This su bparagraph 1115
does not authorize the state board to establish any new 1116
certification subject coverage. 1117
1118
The employing school district shall charge the employee a fee 1119
not to exceed the amount charged by the Department of Education 1120
for such services. Each district school board shall retain a 1121
portion of the fee as defined in the rules of the State Board of 1122
Education. The portion sent to the department shall be used for 1123
maintenance of the technology system, the web application, and 1124
posting and mailing of the certificate. 1125
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Section 13. Effective upon this act becoming law, section 1126
1012.71, Florida Statutes, is amended to read: 1127
1012.71 The Florida Teachers Classroom Supply Assistance 1128
Program.— 1129
(1) For purposes of the Florida Teachers Classroom Supply 1130
Assistance Program, the term "classroom teacher" means a 1131
certified teacher employed by a public school district or a 1132
public charter school in that district on or before September 1 1133
of each year whose full -time or job-share responsibility is the 1134
classroom instruction of students in prekindergarten through 1135
grade 12, including full -time media specialists and certified 1136
school counselors serving students in prekindergarten through 1137
grade 12, who are funded through the Florida Education Finance 1138
Program. A "job-share" classroom teacher is one of two teachers 1139
whose combined full-time equivalent employment for the same 1140
teaching assignment equals one full -time classroom teacher. 1141
(2) The Legislature, in the General Appropriations Act, 1142
shall determine funding for the Florid a Teachers Classroom 1143
Supply Assistance Program. The funds appropriated are for 1144
classroom teachers to purchase, on behalf of the school district 1145
or charter school, classroom materials and supplies for the 1146
public school students assigned to them and may not be used to 1147
purchase equipment. The funds appropriated shall be used to 1148
supplement the materials and supplies otherwise available to 1149
classroom teachers. From the funds appropriated for the Florida 1150
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Teachers Classroom Supply Assistance Program, the Commission er 1151
of Education shall calculate an amount for each school district 1152
based upon each school district's proportionate share of the 1153
state's total unweighted FTE student enrollment and shall 1154
disburse the funds to the school districts by July 15. 1155
(3) From the funds allocated to each school district and 1156
any funds received from local contributions for the Florida 1157
Teachers Classroom Supply Assistance Program, the district 1158
school board shall calculate an identical amount for each 1159
classroom teacher who is estimated to be employed by the school 1160
district or a charter school in the district on September 1 of 1161
each year, which is that teacher's proportionate share of the 1162
total amount allocated to the district from state funds and 1163
funds received from local contributions . A job-share classroom 1164
teacher may receive a prorated share of the amount provided to a 1165
full-time classroom teacher. 1166
(4) The department shall administer a competitive 1167
procurement through which classroom teachers may purchase 1168
classroom materials and supplie s. By September 1 of each year, 1169
each school district shall submit to the department: 1170
(a) The identical amount per classroom teacher calculated 1171
in subsection (3), including the proportionate share of the 1172
identical amount if such classroom teacher is a job -share 1173
classroom teacher. 1174
(b) The name of each eligible classroom teacher. 1175
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(c) The name and master school identification number of 1176
the school in which the classroom teacher is assigned. 1177
(d) Any other information necessary for administration of 1178
the program as determined by the department For a classroom 1179
teacher determined eligible on July 1, the district school board 1180
and each charter school board may provide the teacher with his 1181
or her total proportionate share by August 1 based on the 1182
estimate of the number of teachers who will be employed on 1183
September 1. For a classroom teacher determined eligible after 1184
July 1, the district school board and each charter school board 1185
shall provide the teacher with his or her total proportionate 1186
share by September 30. T he proportionate share may be provided 1187
by any means determined appropriate by the district school board 1188
or charter school board, including, but not limited to, direct 1189
deposit, check, debit card, or purchasing card. If a debit card 1190
is used, an identifier mu st be placed on the front of the debit 1191
card which clearly indicates that the card has been issued for 1192
the Florida Teachers Classroom Supply Assistance Program. 1193
Expenditures under the program are not subject to state or local 1194
competitive bidding requirement s. Funds received by a classroom 1195
teacher do not affect wages, hours, or terms and conditions of 1196
employment and, therefore, are not subject to collective 1197
bargaining. Any classroom teacher may decline receipt of or 1198
return the funds without explanation or cau se. 1199
(5)(4) Each classroom teacher must sign a statement 1200
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acknowledging receipt of the funds, keep receipts for no less 1201
than 4 years to show that funds expended meet the requirements 1202
of this section, and return any unused funds to the district 1203
school board at the end of the regular school year . Any unused 1204
funds that are returned to the district school board shall be 1205
deposited into the school advisory council account of the school 1206
at which the classroom teacher returning the funds was employed 1207
when the funds were made available to the classroom teacher. If 1208
a school does not have a school advisory council, the funds 1209
shall be expended for classroom materials and supplies as 1210
determined by the principal that teacher received the funds or 1211
deposited into the Florid a Teachers Classroom Supply Assistance 1212
Program account of the school district in which a charter school 1213
is sponsored, as applicable . 1214
(5) The statement must be signed and dated by each 1215
classroom teacher before receipt of the Florida Teachers 1216
Classroom Supply Assistance Program funds and shall include the 1217
wording: "I, ...(name of teacher)..., am employed by the 1218
....County District School Board or by the ....Charter School as 1219
a full-time classroom teacher. I acknowledge that Florida 1220
Teachers Classroom Supply Assistance Program funds are 1221
appropriated by the Legislature for the sole purpose of 1222
purchasing classroom materials and supplies to be used in the 1223
instruction of students assigned to me. In accepting custody of 1224
these funds, I agree to keep the receipts fo r all expenditures 1225
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for no less than 4 years. I understand that if I do not keep the 1226
receipts, it will be my personal responsibility to pay any 1227
federal taxes due on these funds. I also agree to return any 1228
unexpended funds to the district school board at the end of the 1229
regular school year for deposit into the school advisory council 1230
account of the school where I was employed at the time I 1231
received the funds or for deposit into the Florida Teachers 1232
Classroom Supply Assistance Program account of the school 1233
district in which the charter school is sponsored, as 1234
applicable." 1235
(6) The Department of Education and district school boards 1236
may, and are encouraged to, enter into public -private 1237
partnerships in order to increase the total amount of Florida 1238
Teachers Classroom Supply Assistance Programs funds available to 1239
classroom teachers. 1240
Section 14. Section 1012.98, Florida Statutes, is amended 1241
to read: 1242
1012.98 School Community Professional Learning Development 1243
Act.— 1244
(1) The Department of Education, public postsec ondary 1245
educational institutions, public school districts, public 1246
schools, state education foundations, consortia, and 1247
professional organizations in this state shall work 1248
collaboratively to establish a coordinated system of 1249
professional learning. For the pu rposes of this section, the 1250
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term "professional learning" means learning that is aligned to 1251
the state's standards for effective professional learning, 1252
educator practices, and leadership practices; incorporates 1253
active learning; is collaborative; provides mod els; and is 1254
sustained and continuous development. The purpose of the 1255
professional learning development system is to increase student 1256
achievement, enhance classroom instructional strategies that 1257
promote rigor and relevance throughout the curriculum, and 1258
prepare students for continuing education and the workforce. The 1259
system of professional learning development must align to the 1260
standards adopted by the state . Routine informational meetings 1261
may not be considered professional learning and are not eligible 1262
for inservice points and support the framework for standards 1263
adopted by the National Staff Development Council . 1264
(2) The school community includes students and parents, 1265
administrative personnel, managers, instructional personnel, 1266
support personnel, members o f district school boards, members of 1267
school advisory councils, business partners, and personnel that 1268
provide health and social services to students. 1269
(3) Professional learning activities linked to student 1270
learning and professional growth for instructional and 1271
administrative staff meet the following criteria: 1272
(a) For instructional personnel, utilize materials aligned 1273
to the state's academic standards. 1274
(b) For school administrators, utilize materials aligned 1275
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to the state's educational leadership standard s. 1276
(c) Have clear, defined, and measurable outcomes for both 1277
individual inservice activities and multiple day sessions. 1278
(d) Employ multiple measurement tools for data on teacher 1279
growth, participants' use of new knowledge and skills, student 1280
learning outcomes, instructional growth outcomes, and leadership 1281
growth outcomes, as applicable. 1282
(e) Utilize active learning and engage participants 1283
directly in designing and trying out strategies, providing 1284
participants with the opportunity to engage in authentic 1285
teaching and leadership experiences. 1286
(f) Utilize artifacts, interactive activities, and other 1287
strategies to provide deeply embedded and highly contextualized 1288
professional learning. 1289
(g) Create opportunities for collaboration. 1290
(h) Utilize coaching and expert support to involve the 1291
sharing of expertise about content and evidence -based practices, 1292
focused directly on instructional personnel and school 1293
administrator needs. 1294
(i) Provide opportunities for instructional personnel and 1295
school administrators to think about, receive input on, and make 1296
changes to practice by facilitating reflection and providing 1297
feedback. 1298
(j) Provide sustained duration with followup for 1299
instructional personnel and school administrators to have 1300
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adequate time to learn, practice, im plement, and reflect upon 1301
new strategies that facilitate changes in practice. 1302
(4)(3) The activities designed to implement this section 1303
must: 1304
(a) Support and increase the success of educators through 1305
collaboratively developed school improvement plans that focus 1306
on: 1307
1. Enhanced and differentiated instructional strategies to 1308
engage students in a rigorous and relevant curriculum based on 1309
state and local educational standards, goals, and initiatives; 1310
2. Increased opportunities to provide meaningful 1311
relationships between teachers and all students; and 1312
3. Increased opportunities for professional collaboration 1313
among and between teachers, certified school counselors, 1314
instructional leaders, postsecondary educators engaged in 1315
preservice training for new tea chers, and the workforce 1316
community. 1317
(b) Assist the school community in providing stimulating, 1318
scientific research-based educational activities that encourage 1319
and motivate students to achieve at the highest levels and to 1320
participate as active learners and that prepare students for 1321
success at subsequent educational levels and the workforce. 1322
(c) Provide continuous support for all education 1323
professionals as well as temporary intervention for education 1324
professionals who need improvement in knowledge, skills, and 1325
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performance. 1326
(d) Provide middle grades instructional personnel and 1327
school administrators with the knowledge, skills, and best 1328
practices necessary to support excellence in classroom 1329
instruction and educational leadership. 1330
(e) Provide training to te acher mentors as part of the 1331
professional learning development certification program under s. 1332
1012.56(8) and the professional education competency program 1333
under s. 1012.56(9) s. 1012.56(8)(a). The training must include 1334
components on teacher development, pe er coaching, time 1335
management, and other related topics as determined by the 1336
Department of Education. 1337
(5)(4) The Department of Education, school districts, 1338
schools, Florida College System institutions, and state 1339
universities share the responsibilities des cribed in this 1340
section. These responsibilities include the following: 1341
(a)1. The department shall create a high -quality 1342
professional learning marketplace list that acts as guide and 1343
tool for teachers, schools, school administrators, and districts 1344
across the state to identify high -quality professional learning 1345
provider programs and resources that meet the criteria described 1346
in subsection (3) and have demonstrated success in meeting 1347
identified student needs. 1348
2. The department shall disseminate to the schoo l 1349
community, through a centralized professional learning webpage, 1350
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the marketplace list under subparagraph 1 research-based 1351
professional development methods and programs that have 1352
demonstrated success in meeting identified student needs . The 1353
Commissioner of Education shall use data on student achievement 1354
to identify student needs. The methods of dissemination must 1355
include a web-based statewide performance support system, 1356
including a database of exemplary professional development 1357
activities, a listing of avai lable professional development 1358
resources, training programs, and available assistance. 1359
2. The web-based statewide performance support system 1360
established pursuant to subparagraph 1. must include for middle 1361
grades, subject to appropriation, materials relat ed to classroom 1362
instruction, including integrated digital instruction and 1363
competency-based instruction; CAPE Digital Tool certificates and 1364
CAPE industry certifications; classroom management; student 1365
behavior and interaction; extended learning opportunities for 1366
students; and instructional leadership. 1367
(b) Each school district shall develop a professional 1368
learning development system as specified in subsection (4) (3). 1369
The system shall be developed in consultation with teachers, 1370
teacher-educators of Florida C ollege System institutions and 1371
state universities, business and community representatives, and 1372
local education foundations, consortia, and professional 1373
organizations. The professional learning development system 1374
must: 1375
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1. Be reviewed and approved by the d epartment for 1376
compliance with s. 1003.42(3) and this section. Effective March 1377
1, 2024, the department shall establish a calendar for the 1378
review and approval of all professional learning systems. A 1379
professional learning system must be reviewed and approved every 1380
5 years. Any All substantial revisions to the system shall be 1381
submitted to the department for review and for continued 1382
approval. The department shall establish a format for the review 1383
and approval of a professional learning system. 1384
2. Be based on analyses of student achievement data and 1385
instructional strategies and methods that support rigorous, 1386
relevant, and challenging curricula for all students. Schools 1387
and districts, in developing and refining the professional 1388
learning development system, shall also review and monitor 1389
school discipline data; school environment surveys; assessments 1390
of parental satisfaction; performance appraisal data of 1391
teachers, managers, and administrative personnel; and other 1392
performance indicators to identify school and studen t needs that 1393
can be met by improved professional performance. 1394
3. Provide inservice activities coupled with followup 1395
support appropriate to accomplish district -level and school-1396
level improvement goals and standards. The inservice activities 1397
for instructional and school administrative personnel shall 1398
focus on analysis of student achievement data, ongoing formal 1399
and informal assessments of student achievement, identification 1400
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and use of enhanced and differentiated instructional strategies 1401
that emphasize rigor , relevance, and reading in the content 1402
areas, enhancement of subject content expertise, integrated use 1403
of classroom technology that enhances teaching and learning, 1404
classroom management, parent involvement, and school safety. 1405
4. Provide inservice activit ies and support targeted to 1406
the individual needs of new teachers participating in the 1407
professional learning development certification and education 1408
competency program under s. 1012.56(8)(a). 1409
5. Include a professional learning catalog master plan for 1410
inservice activities, pursuant to rules of the State Board of 1411
Education, for all district employees from all fund sources. The 1412
catalog master plan shall be updated annually by September 1, 1413
must be based on input from teachers and district and school 1414
instructional leaders, and must use the latest available student 1415
achievement data and research to enhance rigor and relevance in 1416
the classroom. Each district inservice catalog plan must be 1417
aligned to and support the school -based inservice catalog plans 1418
and school improvement plans pursuant to s. 1001.42(18). Each 1419
district inservice catalog plan must provide a description of 1420
the training that middle grades instructional personnel and 1421
school administrators receive on the district's code of student 1422
conduct adopted pursuant to s. 1006.07; integrated digital 1423
instruction and competency -based instruction and CAPE Digital 1424
Tool certificates and CAPE industry certifications; classroom 1425
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management; student behavior and interaction; extended learning 1426
opportunities for students; and instructional leadership. 1427
District plans must be approved by the district school board 1428
annually in order to ensure compliance with subsection (1) and 1429
to allow for dissemination of research -based best practices to 1430
other districts. District s chool boards must submit verification 1431
of their approval to the Commissioner of Education no later than 1432
October 1, annually. Each school principal may establish and 1433
maintain an individual professional learning development plan 1434
for each instructional employe e assigned to the school as a 1435
seamless component to the school improvement plans developed 1436
pursuant to s. 1001.42(18). An individual professional learning 1437
development plan must be related to specific performance data 1438
for the students to whom the teacher is assigned, define the 1439
inservice objectives and specific measurable improvements 1440
expected in student performance as a result of the inservice 1441
activity, and include an evaluation component that determines 1442
the effectiveness of the professional learning development plan. 1443
6. Include inservice activities for school administrative 1444
personnel, aligned to the state's educational leadership 1445
standards, that address updated skills necessary for 1446
instructional leadership and effective school management 1447
pursuant to s. 1012.986. 1448
7. Provide for systematic consultation with regional and 1449
state personnel designated to provide technical assistance and 1450
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evaluation of local professional learning development programs. 1451
8. Provide for delivery of professional learning 1452
development by distance learning and other technology -based 1453
delivery systems to reach more educators at lower costs. 1454
9. Provide for the continuous evaluation of the quality 1455
and effectiveness of professional learning development programs 1456
in order to eliminate ineffe ctive programs and strategies and to 1457
expand effective ones. Evaluations must consider the impact of 1458
such activities on the performance of participating educators 1459
and their students' achievement and behavior. 1460
10. For all middle grades, emphasize: 1461
a. Interdisciplinary planning, collaboration, and 1462
instruction. 1463
b. Alignment of curriculum and instructional materials to 1464
the state academic standards adopted pursuant to s. 1003.41. 1465
c. Use of small learning communities; problem -solving, 1466
inquiry-driven research and analytical approaches for students; 1467
strategies and tools based on student needs; competency -based 1468
instruction; integrated digital instruction; and project -based 1469
instruction. 1470
1471
Each school that includes any of grades 6, 7, or 8 must include 1472
in its school improvement plan, required under s. 1001.42(18), a 1473
description of the specific strategies used by the school to 1474
implement each item listed in this subparagraph. 1475
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11. Provide training to reading coaches, classroom 1476
teachers, and school administrators in effective methods of 1477
identifying characteristics of conditions such as dyslexia and 1478
other causes of diminished phonological processing skills; 1479
incorporating instructional techniques into the general 1480
education setting which are proven to improve reading 1481
performance for all students; and using predictive and other 1482
data to make instructional decisions based on individual student 1483
needs. The training must help teachers integrate phonemic 1484
awareness; phonics, word study, and spelling; reading fluency; 1485
vocabulary, including academic vocabulary; and text 1486
comprehension strategies into an explicit, systematic, and 1487
sequential approach to reading instruction, including 1488
multisensory intervention strategies. Each district must provide 1489
all elementary grades instructional p ersonnel access to training 1490
sufficient to meet the requirements of s. 1012.585(3)(f). 1491
(6)(5) Each district school board shall provide funding 1492
for the professional learning development system as required by 1493
s. 1011.62 and the General Appropriations Act, a nd shall direct 1494
expenditures from other funding sources to continuously 1495
strengthen the system in order to increase student achievement 1496
and support instructional staff in enhancing rigor and relevance 1497
in the classroom. The department shall identify professi onal 1498
learning development opportunities that require the teacher to 1499
demonstrate proficiency in specific classroom practices, with 1500
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priority given to implementing training to complete a reading 1501
endorsement pathway adopted pursuant to s. 1012.586(2)(a). A 1502
school district may coordinate its professional learning 1503
development program with that of another district, with an 1504
educational consortium, or with a Florida College System 1505
institution or university, especially in preparing and educating 1506
personnel. Each distr ict school board shall make available 1507
inservice activities to instructional personnel of nonpublic 1508
schools in the district and the state certified teachers who are 1509
not employed by the district school board on a fee basis not to 1510
exceed the cost of the activ ity per all participants. 1511
(7)(6) An organization of private schools or consortium of 1512
charter schools which has no fewer than 10 member schools in 1513
this state, which publishes and files with the Department of 1514
Education copies of its standards, and the memb er schools of 1515
which comply with the provisions of part II of chapter 1003, 1516
relating to compulsory school attendance, or a public or private 1517
college or university with a teacher preparation program 1518
approved pursuant to s. 1004.04, may also develop a profess ional 1519
learning development system that includes a professional 1520
learning catalog master plan for inservice activities. The 1521
system and inservice catalog plan must be submitted to the 1522
commissioner for approval pursuant to state board rules. 1523
(8)(a)(7)(a) The Department of Education shall 1524
disseminate, using web -based technology, research -based best 1525
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practice methods by which the state and district school boards 1526
may evaluate and improve the professional learning development 1527
system. The best practices must includ e data that indicate the 1528
progress of all students. The department shall report annually 1529
to the State Board of Education and the Legislature any school 1530
district that, in the determination of the department, has 1531
failed to provide an adequate professional learning development 1532
system. This report must include the results of the department's 1533
investigation and of any intervention provided. 1534
(b) The department shall also disseminate, using web -based 1535
technology, professional learning development in the use of 1536
integrated digital instruction at schools that include middle 1537
grades. The professional learning development must provide 1538
training and materials that districts can use to provide 1539
instructional personnel with the necessary knowledge, skills, 1540
and strategies to ef fectively blend digital instruction into 1541
subject-matter curricula. The professional learning development 1542
must emphasize online learning and research techniques, reading 1543
instruction, the use of digital devices to supplement the 1544
delivery of curricular conten t to students, and digital device 1545
management and security. Districts are encouraged to incorporate 1546
the professional learning development as part of their 1547
professional learning development system. 1548
(9)(8) The State Board of Education may adopt rules 1549
pursuant to ss. 120.536(1) and 120.54 to administer this 1550
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section. 1551
(10)(9) This section does not limit or discourage a 1552
district school board from contracting with independent entities 1553
for professional learning development services and inservice 1554
education if the district school board can demonstrate to the 1555
Commissioner of Education that, through such a contract, a 1556
better product can be acquired or its goals for education 1557
improvement can be better met. Such entities shall have 3 or 1558
more years of experience providing professional learning with 1559
demonstrative success in instructional or school administrator 1560
growth. The school district must verify that such entities and 1561
contracted professional learning activities fro m such entities 1562
meet the criteria established in subsection (3) for training 1563
linked to student learning or professional growth. 1564
(11)(10) For instructional personnel and administrative 1565
personnel who have been evaluated as less than effective, a 1566
district school board shall require participation in specific 1567
professional learning development programs as provided in 1568
subparagraph (5)(b)5. (4)(b)5. as part of the improvement 1569
prescription. 1570
(12)(11) The department shall disseminate to the school 1571
community proven model professional learning development 1572
programs that have demonstrated success in increasing rigorous 1573
and relevant content, increasing student achievement and 1574
engagement, meeting identified student needs, and providing 1575
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effective mentorship activities to new teachers and training to 1576
teacher mentors. The methods of dissemination must include a 1577
web-based statewide performance -support system including a 1578
database of exemplary professional learning development 1579
activities, a listing of available professional learning 1580
development resources, training programs, and available 1581
technical assistance. Professional learning development 1582
resources must include sample course -at-a-glance and unit 1583
overview templates that school districts may use when developing 1584
curriculum. The templates must provide an organized structure 1585
for addressing the Florida Standards, grade -level expectations, 1586
evidence outcomes, and 21st century skills that build to 1587
students' mastery of the standards at each grade level. Each 1588
template must support teach ing to greater intellectual depth and 1589
emphasize transfer and application of concepts, content, and 1590
skills. At a minimum, each template must: 1591
(a) Provide course or year -long sequencing of concept -1592
based unit overviews based on the Florida Standards. 1593
(b) Describe the knowledge and vocabulary necessary for 1594
comprehension. 1595
(c) Promote the instructional shifts required within the 1596
Florida Standards. 1597
(d) Illustrate the interdependence of grade -level 1598
expectations within and across content areas within a grade . 1599
(13)(12) The department shall require teachers in grades 1600
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K-12 to participate in continuing education training provided by 1601
the Department of Children and Families on identifying and 1602
reporting child abuse and neglect. 1603
Section 15. Subsection (1) of se ction 1012.986, Florida 1604
Statutes, is amended to read: 1605
1012.986 William Cecil Golden Professional Learning 1606
Development Program for School Leaders. — 1607
(1) There is established the William Cecil Golden 1608
Professional Learning Development Program for School Le aders to 1609
provide high-quality standards and sustained support for 1610
educational leaders. For purposes of this section, the term 1611
"educational leader" means teacher leaders, assistant 1612
principals, principals, or school district leaders. The program 1613
shall consist of a collaborative network of school districts, 1614
state-approved educational leadership programs, regional 1615
consortia, charter management organizations, and state and 1616
national professional leadership organizations to respond to 1617
educational leadership needs throughout the state. The network 1618
shall support the human -resource learning development needs of 1619
educational leaders using the framework of leadership standards 1620
adopted by the State Board of Education. The goal of the network 1621
leadership program is to: 1622
(a) Provide resources to support and enhance the roles of 1623
educational leaders. 1624
(b) Maintain a clearinghouse and disseminate data -1625
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supported information related to the continued enhancement of 1626
student achievement and learning, civic education, coaching and 1627
mentoring, mental health awareness, technology in education, 1628
distance learning, and school safety based on educational 1629
research and best practices. 1630
(c) Increase the quality and capacity of educational 1631
leadership learning development programs. 1632
(d) Support evidence-based leadership practices through 1633
dissemination and modeling at the preservice and inservice 1634
levels for educational leaders. 1635
(e) Support the professional growth of instructional 1636
personnel who provide reading instruction and interventions by 1637
training school administrators on classroom observation , 1638
instructional coaching, and teacher evaluation practices aligned 1639
to evidence-based reading instruction and intervention 1640
strategies. 1641
Section 16. The Division of Law Revision shall prepare a 1642
reviser's bill to replace references to the term "professional 1643
development" where it occurs within chapters 1000 through 1013 1644
of the Florida Statutes with the term "professional learning." 1645
Section 17. Except as otherwise expressly provided in this 1646
act, and except for this section, which shall take effect upon 1647
this act becoming a law, this act shall take effect July 1, 1648
2023. 1649