Florida Senate Bill S1430 Introduced / Bill

 Florida Senate - 2023 SB 1430  By Senator Avila 39-00916C-23 20231430__ 1 A bill to be entitled 2 An act relating to education; amending s. 1002.42, 3 F.S.; conforming a cross-reference; amending s. 4 1003.4282, F.S.; revising a graduation requirement for 5 certain students; amending s. 1004.04, F.S.; revising 6 the core curricula for certain teacher preparation 7 programs; amending s. 1004.85, F.S.; revising 8 terminology; deleting a requirement that certain 9 certification programs be previously approved by the 10 Department of Education; revising requirements for 11 certain competency-based programs; revising 12 requirements for certain teacher preparation field 13 experience; revising requirements for participants in 14 certain teacher preparation programs; requiring the 15 State Board of Education to adopt specified rules 16 relating to the continued approval of certain teacher 17 preparation programs rather than by a determination of 18 the Commissioner of Education; amending s. 1008.34, 19 F.S.; revising the calculation of school grades for 20 certain schools; amending s. 1011.62, F.S.; revising 21 requirements for the calculation of additional full 22 time equivalent membership for certain funding through 23 the Florida Education Finance Program; revising school 24 eligibility requirements for the turnaround school 25 supplemental services allocation; providing that 26 certain allocation amounts be based on a specified 27 membership survey; amending s. 1012.34, F.S.; 28 providing school administrators are not precluded from 29 taking specified actions; amending s. 1012.56, F.S.; 30 revising requirements for a person seeking an educator 31 certification; revising criteria for the award of a 32 temporary certificate; revising the validity period 33 for certain temporary certificates; deleting 34 provisions relating to the departments ability to 35 extend the validity period of certain temporary 36 certificates; revising the requirements for the 37 approval and administration of such programs; 38 establishing professional education competency 39 programs; requiring school districts to develop and 40 maintain such a program; authorizing private schools 41 and state-supported schools to develop and maintain 42 such a program; amending ss. 1012.57 and 1012.575, 43 F.S.; conforming cross-references; amending s. 44 1012.585, F.S.; requiring certain applicants for the 45 renewal of a professional certificate to earn 46 specified college credit or inservice points; 47 providing requirements for such credit or points; 48 amending s. 1012.586, F.S.; conforming a cross 49 reference; amending s. 1012.71, F.S.; revising the 50 funding calculation for the Florida Teachers Classroom 51 Supply Assistance Program; deleting a requirement that 52 school districts provide contributions for the 53 program; requiring the Department of Education to 54 administer a competitive procurement for the purchase 55 of materials and supplies through the program; 56 providing school district requirements; deleting 57 requirements for the distribution of funds to 58 classroom teachers through the program; deleting a 59 requirement that classroom teachers sign a specified 60 statement; revising requirements for unused program 61 funds; deleting provisions authorizing department and 62 district school boards to enter into specified 63 partnerships; amending s. 1012.98, F.S.; defining the 64 term professional learning; prohibiting specified 65 meetings from being considered professional learning 66 and eligible for inservice points; providing and 67 revising requirements for certain professional 68 learning activities; revising department and school 69 district duties relating to such activities; providing 70 requirements for entities contracted with to provide 71 professional learning services and inservice education 72 for school districts; amending s. 1012.986, F.S.; 73 renaming the William Cecil Golden Professional 74 Development Program for School Leaders as the 75 William Cecil Golden Professional Learning Program 76 for School Leaders; revising the goal of the program; 77 providing a directive to the Division of Law Revision; 78 providing effective dates. 79 80 Be It Enacted by the Legislature of the State of Florida: 81 82 Section 1.Subsection (13) of section 1002.42, Florida 83 Statutes, is amended to read: 84 1002.42Private schools. 85 (13)PROFESSIONAL LEARNING DEVELOPMENT SYSTEM.An 86 organization of private schools that has no fewer than 10 member 87 schools in this state may develop a professional learning 88 development system to be filed with the Department of Education 89 in accordance with s. 1012.98(7) the provisions of s. 90 1012.98(6). 91 Section 2.Paragraph (e) of subsection (3) of section 92 1003.4282, Florida Statutes, is amended to read: 93 1003.4282Requirements for a standard high school diploma. 94 (3)STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 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 99 arts course must incorporate artistic content and techniques of 100 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 1004.04Public 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 are 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 with disabilities. 126 7.Strategies to differentiate instruction based on student 127 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 a 131 student in crisis or experiencing a mental health challenge and 132 the referral of such student to a mental health professional for 133 support. 134 10.Strategies to support the use of technology in 135 education and distance learning. 136 11.Strategies and practices to support effective, 137 research-based assessment and grading practices aligned to the 138 states 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 1004.85Postsecondary 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 purpose 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 certification or recertification requirements. 151 2.Instruction to assist potential and existing 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 teachers 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 program 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 (a)Within 90 days after receipt of a request for approval, 176 the Department of Education shall approve a preparation program 177 pursuant to the requirements of this subsection or issue a 178 statement of the deficiencies in the request for approval. The 179 department shall approve a certification program if the 180 institute provides evidence of the institutes capacity to 181 implement a competency-based program that instructs and assesses 182 each candidate in includes each of the following: 183 1.a.Participant instruction and assessment in The Florida 184 Educator Accomplished Practices approved by the state board 185 across content areas. 186 b.The state academic use of state-adopted student content 187 standards provided under s. 1003.41, including scientifically 188 based reading instruction, content literacy, and mathematical 189 practices, for each subject identified on the statement of 190 status of eligibility or the temporary certificate to guide 191 curriculum and instruction. 192 c.Scientifically researched and evidence-based reading 193 instructional strategies that improve reading performance for 194 all students, including explicit, systematic, and sequential 195 approaches to teaching phonemic awareness, phonics, vocabulary, 196 fluency, and text comprehension and multisensory intervention 197 strategies. 198 d.Content literacy and mathematical practices. 199 e.Strategies appropriate for instruction of English 200 language learners. 201 f.Strategies appropriate for instruction of students with 202 disabilities. 203 g.Strategies to differentiate instruction based on student 204 needs. 205 h.Strategies and practices to support evidence-based 206 content aligned to state standards and grading practices. 207 i.Strategies appropriate for the early identification of a 208 student in crisis or experiencing a mental health challenge and 209 the referral of such student to a mental health professional for 210 support. 211 j.Strategies to support the use of technology in education 212 and distance learning. 213 2.An educational plan for each participant to meet 214 certification requirements and demonstrate his or her ability to 215 teach the subject area for which the participant is seeking 216 certification, which is based on an assessment of his or her 217 competency in the areas listed in subparagraph 1. 218 3.Field experiences appropriate to the certification 219 subject area specified in the educational plan with a diverse 220 population of students in a variety of challenging environments, 221 including, but not limited to, high-poverty schools, urban 222 schools, and rural schools, under the supervision of qualified 223 educators. The state board shall determine in rule the amount of 224 field experience necessary to serve as the teacher of record, 225 beginning with candidates entering a program in the 2023-2024 226 school year. 227 4.A certification ombudsman to facilitate the process and 228 procedures required for participants who complete the program to 229 meet any requirements related to the background screening 230 pursuant to s. 1012.32 and educator professional or temporary 231 certification pursuant to s. 1012.56. 232 (b)Each program participant must: 233 1.Meet certification requirements pursuant to s. 234 1012.56(1) by obtaining a statement of status of eligibility in 235 the certification subject area of the educational plan and meet 236 the requirements of s. 1012.56(2)(a)-(f). 237 2.Demonstrate competency and participate in coursework and 238 field experiences that are appropriate to his or her educational 239 plan prepared under paragraph (a). Beginning with candidates 240 entering an educator preparation institute in the 2022-2023 241 school year, a candidate for certification in a coverage area 242 identified pursuant to s. 1012.585(3)(f) must successfully 243 complete all competencies for a reading endorsement, including 244 completion of the endorsement practicum through the candidates 245 field experience, in order to graduate from the program. 246 3.Before completion of the program, fully demonstrate his 247 or her ability to teach the subject area for which he or she is 248 seeking certification by documenting a positive impact on 249 student learning growth in a prekindergarten through grade 12 250 setting and, except as provided in s. 1012.56(7)(a)3., achieving 251 a passing score on the professional education competency 252 examination, the basic skills examination, and the subject area 253 examination for the subject area certification which is required 254 by state board rule. 255 (c)Upon completion of all requirements for a certification 256 program approved pursuant to this subsection, a participant 257 shall receive a credential from the sponsoring institution 258 signifying that the participant has completed a state-approved 259 competency-based certification program in the certification 260 subject area specified in the educational plan. A participant is 261 eligible for educator certification through the Department of 262 Education upon satisfaction of all requirements for 263 certification set forth in s. 1012.56(2). 264 (4)The state board shall adopt rules for the continued 265 approval of each program approved pursuant to this section. 266 shall be determined by the Commissioner of Education based upon 267 a periodic review of the following areas: 268 (a)Candidate readiness based on passage rates on educator 269 certification examinations under s. 1012.56, as applicable. 270 (b)Evidence of performance in each of the following areas: 271 1.Performance of students in prekindergarten through grade 272 12 who are assigned to in-field program completers on statewide 273 assessments using the results of the student learning growth 274 formula adopted under s. 1012.34. 275 2.Results of program completers annual evaluations in 276 accordance with the timeline as set forth in s. 1012.34. 277 3.Workforce contributions, including placement of program 278 completers in instructional positions in Florida public and 279 private schools, with additional weight given to production of 280 program completers in statewide critical teacher shortage areas 281 as identified in s. 1012.07. 282 (5)Each institute approved pursuant to this section shall 283 submit to the Department of Education annual performance 284 evaluations that measure the effectiveness of the programs, 285 including the pass rates of participants on all examinations 286 required for teacher certification, employment rates, 287 longitudinal retention rates, and satisfaction surveys of 288 employers and program completers. The satisfaction surveys must 289 be designed to measure the sufficient preparation of the 290 educator for the realities of the classroom and the institutes 291 responsiveness to local school districts. These evaluations 292 shall be used by the Department of Education for purposes of 293 continued approval of an educator preparation institutes 294 certification program. 295 Section 5.Paragraph (b) of subsection (3) of section 296 1008.34, Florida Statutes, is amended to read: 297 1008.34School grading system; school report cards; 298 district grade. 299 (3)DESIGNATION OF SCHOOL GRADES. 300 (b)1.Beginning with the 2014-2015 school year, A schools 301 grade shall be based on the following components, each worth 100 302 points: 303 a.The percentage of eligible students passing statewide, 304 standardized assessments in English Language Arts under s. 305 1008.22(3). 306 b.The percentage of eligible students passing statewide, 307 standardized assessments in mathematics under s. 1008.22(3). 308 c.The percentage of eligible students passing statewide, 309 standardized assessments in science under s. 1008.22(3). 310 d.The percentage of eligible students passing statewide, 311 standardized assessments in social studies under s. 1008.22(3). 312 e.The percentage of eligible students who make Learning 313 Gains in English Language Arts as measured by statewide, 314 standardized assessments administered under s. 1008.22(3). 315 f.The percentage of eligible students who make Learning 316 Gains in mathematics as measured by statewide, standardized 317 assessments administered under s. 1008.22(3). 318 g.The percentage of eligible students in the lowest 25 319 percent in English Language Arts, as identified by prior year 320 performance on statewide, standardized assessments, who make 321 Learning Gains as measured by statewide, standardized English 322 Language Arts assessments administered under s. 1008.22(3). 323 h.The percentage of eligible students in the lowest 25 324 percent in mathematics, as identified by prior year performance 325 on statewide, standardized assessments, who make Learning Gains 326 as measured by statewide, standardized Mathematics assessments 327 administered under s. 1008.22(3). 328 i.For schools comprised of middle grades 6 through 8 or 329 grades 7 and 8, the percentage of eligible students passing high 330 school level statewide, standardized end-of-course assessments 331 or attaining national industry certifications identified in the 332 CAPE Industry Certification Funding List pursuant to state board 333 rule. 334 j.Beginning in the 2023-2024 school year, for schools 335 comprised of grade levels that include grade 3, the percentage 336 of eligible students who score an achievement level 3 or higher 337 on the grade 3 statewide, standardized English Language Arts 338 assessment administered under s. 1008.22(3). 339 340 In calculating Learning Gains for the components listed in sub 341 subparagraphs e.-h., the State Board of Education shall require 342 that learning growth toward achievement levels 3, 4, and 5 is 343 demonstrated by students who scored below each of those levels 344 in the prior year. In calculating the components in sub 345 subparagraphs a.-d., the state board shall include the 346 performance of English language learners only if they have been 347 enrolled in a school in the United States for more than 2 years. 348 2.For a school comprised of grades 9, 10, 11, and 12, or 349 grades 10, 11, and 12, the schools grade shall also be based on 350 the following components, each worth 100 points: 351 a.The 4-year high school graduation rate of the school as 352 defined by state board rule. 353 b.The percentage of students who were eligible to earn 354 college and career credit through College Board Advanced 355 Placement examinations, International Baccalaureate 356 examinations, dual enrollment courses, including career dual 357 enrollment courses resulting in the completion of 300 or more 358 clock hours during high school which are approved by the state 359 board as meeting the requirements of s. 1007.271, or Advanced 360 International Certificate of Education examinations; who, at any 361 time during high school, earned national industry certification 362 identified in the CAPE Industry Certification Funding List, 363 pursuant to rules adopted by the state board; or, beginning with 364 the 2022-2023 school year, who earned an Armed Services 365 Qualification Test score that falls within Category II or higher 366 on the Armed Services Vocational Aptitude Battery and earned a 367 minimum of two credits in Junior Reserve Officers Training 368 Corps courses from the same branch of the United States Armed 369 Forces. 370 Section 6.Paragraph (o) of subsection (1) and subsection 371 (17) of section 1011.62, Florida Statutes, are amended to read: 372 1011.62Funds for operation of schools.If the annual 373 allocation from the Florida Education Finance Program to each 374 district for operation of schools is not determined in the 375 annual appropriations act or the substantive bill implementing 376 the annual appropriations act, it shall be determined as 377 follows: 378 (1)COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR 379 OPERATION.The following procedure shall be followed in 380 determining the annual allocation to each district for 381 operation: 382 (o)Calculation of additional full-time equivalent 383 membership based on successful completion of a career-themed 384 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or 385 courses with embedded CAPE industry certifications or CAPE 386 Digital Tool certificates, and issuance of industry 387 certification identified on the CAPE Industry Certification 388 Funding List pursuant to rules adopted by the State Board of 389 Education or CAPE Digital Tool certificates pursuant to s. 390 1003.4203. 391 1.a.A value of 0.025 full-time equivalent student 392 membership shall be calculated for CAPE Digital Tool 393 certificates earned by students in elementary and middle school 394 grades. 395 b.A value of 0.1 or 0.2 full-time equivalent student 396 membership shall be calculated for each student who completes a 397 course as defined in s. 1003.493(1)(b) or courses with embedded 398 CAPE industry certifications and who is issued an industry 399 certification identified annually on the CAPE Industry 400 Certification Funding List approved under rules adopted by the 401 State Board of Education. A value of 0.2 full-time equivalent 402 membership shall be calculated for each student who is issued a 403 CAPE industry certification that has a statewide articulation 404 agreement for college credit approved by the State Board of 405 Education. For CAPE industry certifications that do not 406 articulate for college credit, the Department of Education shall 407 assign a full-time equivalent value of 0.1 for each 408 certification. Middle grades students who earn additional FTE 409 membership for a CAPE Digital Tool certificate pursuant to sub 410 subparagraph a. may not use the previously funded examination to 411 satisfy the requirements for earning an industry certification 412 under this sub-subparagraph. Additional FTE membership for an 413 elementary or middle grades student may not exceed 0.1 for 414 certificates or certifications earned within the same fiscal 415 year. The State Board of Education shall include the assigned 416 values on the CAPE Industry Certification Funding List under 417 rules adopted by the state board. Such value shall be added to 418 the total full-time equivalent student membership for grades 6 419 through 12 in the subsequent year. CAPE industry certifications 420 earned through dual enrollment must be reported and funded 421 pursuant to s. 1011.80. However, if a student earns a 422 certification through a dual enrollment course and the 423 certification is not a fundable certification on the 424 postsecondary certification funding list, or the dual enrollment 425 certification is earned as a result of an agreement between a 426 school district and a nonpublic postsecondary institution, the 427 bonus value shall be funded in the same manner as other nondual 428 enrollment course industry certifications. In such cases, the 429 school district may provide for an agreement between the high 430 school and the technical center, or the school district and the 431 postsecondary institution may enter into an agreement for 432 equitable distribution of the bonus funds. 433 c.A value of 0.3 full-time equivalent student membership 434 shall be calculated for student completion of the courses and 435 the embedded certifications identified on the CAPE Industry 436 Certification Funding List and approved by the commissioner 437 pursuant to ss. 1003.4203(5)(a) and 1008.44. 438 d.A value of 0.5 full-time equivalent student membership 439 shall be calculated for CAPE Acceleration Industry 440 Certifications that articulate for 15 to 29 college credit 441 hours, and 1.0 full-time equivalent student membership shall be 442 calculated for CAPE Acceleration Industry Certifications that 443 articulate for 30 or more college credit hours pursuant to CAPE 444 Acceleration Industry Certifications approved by the 445 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44. 446 2.Each district must allocate at least 80 percent of the 447 funds provided for CAPE industry certification, in accordance 448 with this paragraph, to the program that generated the funds. 449 This allocation may not be used to supplant funds provided for 450 basic operation of the program. 451 3.For CAPE industry certifications earned in the 2013-2014 452 school year and in subsequent years, the school district shall 453 distribute to each classroom teacher who provided direct 454 instruction toward the attainment of a CAPE industry 455 certification that qualified for additional full-time equivalent 456 membership under subparagraph 1.: 457 a.A bonus of $25 for each student taught by a teacher who 458 provided instruction in a course that led to the attainment of a 459 CAPE industry certification on the CAPE Industry Certification 460 Funding List with a weight of 0.1. 461 b.A bonus of $50 for each student taught by a teacher who 462 provided instruction in a course that led to the attainment of a 463 CAPE industry certification on the CAPE Industry Certification 464 Funding List with a weight of 0.2. 465 c.A bonus of $75 for each student taught by a teacher who 466 provided instruction in a course that led to the attainment of a 467 CAPE industry certification on the CAPE Industry Certification 468 Funding List with a weight of 0.3. 469 d.A bonus of $100 for each student taught by a teacher who 470 provided instruction in a course that led to the attainment of a 471 CAPE industry certification on the CAPE Industry Certification 472 Funding List with a weight of 0.5 or 1.0. 473 474 Bonuses awarded pursuant to this paragraph shall be provided to 475 teachers who are employed by the district in the year in which 476 the additional FTE membership calculation is included in the 477 calculation. Bonuses shall be calculated based upon the 478 associated weight of a CAPE industry certification on the CAPE 479 Industry Certification Funding List for the year in which the 480 certification is earned by the student. Any bonus awarded to a 481 teacher pursuant to this paragraph is in addition to any regular 482 wage or other bonus the teacher received or is scheduled to 483 receive. A bonus may not be awarded to a teacher who fails to 484 maintain the security of any CAPE industry certification 485 examination or who otherwise violates the security or 486 administration protocol of any assessment instrument that may 487 result in a bonus being awarded to the teacher under this 488 paragraph. 489 (17)TURNAROUND SCHOOL SUPPLEMENTAL SERVICES ALLOCATION. 490 The turnaround school supplemental services allocation is 491 created to provide district-managed turnaround schools, as 492 identified in s. 1008.33, s. 1008.33(4)(a), schools that earn 493 three consecutive grades below a C, as identified in s. 494 1008.33(4)(b)3., and schools that implemented a turnaround plan 495 and exited turnaround status by earning a school grade of have 496 improved to a C or higher and are no longer in turnaround 497 status, as identified in s. 1008.33(4)(c), with funds to offer 498 services designed to improve the overall academic and community 499 welfare of the schools students and their families. 500 (a)1.Services funded by the allocation may include, but 501 are not limited to, tutorial and after-school programs, student 502 counseling, nutrition education, parental counseling, and an 503 extended school day and school year. In addition, services may 504 include models that develop a culture that encourages students 505 to complete high school and to attend college or career 506 training, set high academic expectations, and inspire character 507 development. 508 2.A school district may enter into a formal agreement with 509 a nonprofit organization that has tax-exempt status under s. 510 501(c)(3) of the Internal Revenue Code to implement an 511 integrated student support service model that provides students 512 and families with access to wrap-around services, including, but 513 not limited to, health services, after-school programs, drug 514 prevention programs, college and career readiness programs, and 515 food and clothing banks. 516 (b)Before distribution of the allocation, the school 517 district shall develop and submit a plan for implementation to 518 its school board for approval no later than August 1 of each 519 fiscal year. 520 (c)At a minimum, the plan required under paragraph (b) 521 must: 522 1.Establish comprehensive support services that develop 523 family and community partnerships; 524 2.Establish clearly defined and measurable high academic 525 and character standards; 526 3.Increase parental involvement and engagement in the 527 childs education; 528 4.Describe how instructional personnel will be identified, 529 recruited, retained, and rewarded; 530 5.Provide professional learning development that focuses 531 on academic rigor, direct instruction, and creating high 532 academic and character standards; 533 6.Provide focused instruction to improve student academic 534 proficiency, which may include additional instruction time 535 beyond the normal school day or school year; and 536 7.Include a strategy for continuing to provide services 537 after the school is no longer in turnaround status by virtue of 538 achieving a grade of C or higher. 539 (d)Each school district shall submit its approved plans to 540 the commissioner by September 1 of each fiscal year. 541 (e)Subject to legislative appropriation, each school 542 districts allocation must be based on the unweighted FTE 543 student enrollment at the eligible schools and a per-FTE funding 544 amount of $500 or as provided in the General Appropriations Act. 545 The supplement provided in the General Appropriations Act shall 546 be based on the most recent school grades and shall serve as a 547 proxy for the official calculation. Once school grades are 548 available for the school year immediately preceding the fiscal 549 year coinciding with the appropriation, the supplement shall be 550 recalculated for the official participating schools as part of 551 the subsequent FEFP calculation. The commissioner may prepare a 552 preliminary calculation so that districts may proceed with 553 timely planning and use of the funds. If the calculated funds 554 for the statewide allocation exceed the funds appropriated, the 555 allocation of funds to each school district must be prorated 556 based on each school districts share of the total unweighted 557 FTE student enrollment for the eligible schools. The final 558 amount allocated for each school district shall be based on 559 actual student membership from the October FTE survey. 560 (f)Subject to legislative appropriation, each school shall 561 remain eligible for the allocation for a maximum of 4 continuous 562 fiscal years while implementing a turnaround option pursuant to 563 s. 1008.33(4). In addition, a school that improves to a grade of 564 C or higher shall remain eligible to receive the allocation 565 for a maximum of 2 continuous fiscal years after exiting 566 turnaround status. 567 Section 7.Paragraph (a) of subsection (3) of section 568 1012.34, Florida Statutes, is amended to read: 569 1012.34Personnel evaluation procedures and criteria. 570 (3)EVALUATION PROCEDURES AND CRITERIA.Instructional 571 personnel and school administrator performance evaluations must 572 be based upon the performance of students assigned to their 573 classrooms or schools, as provided in this section. Pursuant to 574 this section, a school districts performance evaluation system 575 is not limited to basing unsatisfactory performance of 576 instructional personnel and school administrators solely upon 577 student performance, but may include other criteria to evaluate 578 instructional personnel and school administrators performance, 579 or any combination of student performance and other criteria. 580 Evaluation procedures and criteria must comply with, but are not 581 limited to, the following: 582 (a)A performance evaluation must be conducted for each 583 employee at least once a year, except that a classroom teacher, 584 as defined in s. 1012.01(2)(a), excluding substitute teachers, 585 who is newly hired by the district school board must be observed 586 and evaluated at least twice in the first year of teaching in 587 the school district. The performance evaluation must be based 588 upon sound educational principles and contemporary research in 589 effective educational practices. The evaluation criteria must 590 include: 591 1.Performance of students.At least one-third of a 592 performance evaluation must be based upon data and indicators of 593 student performance, as determined by each school district. This 594 portion of the evaluation must include growth or achievement 595 data of the teachers students or, for a school administrator, 596 the students attending the school over the course of at least 3 597 years. If less than 3 years of data are available, the years for 598 which data are available must be used. The proportion of growth 599 or achievement data may be determined by instructional 600 assignment. 601 2.Instructional practice.For instructional personnel, at 602 least one-third of the performance evaluation must be based upon 603 instructional practice. Evaluation criteria used when annually 604 observing classroom teachers, as defined in s. 1012.01(2)(a), 605 excluding substitute teachers, must include indicators based 606 upon each of the Florida Educator Accomplished Practices adopted 607 by the State Board of Education. For instructional personnel who 608 are not classroom teachers, evaluation criteria must be based 609 upon indicators of the Florida Educator Accomplished Practices 610 and may include specific job expectations related to student 611 support. This section does not preclude a school administrator 612 from visiting and observing classroom teachers throughout the 613 school year for purposes of providing mentorship, training, 614 instructional feedback, or professional learning. 615 3.Instructional leadership.For school administrators, at 616 least one-third of the performance evaluation must be based on 617 instructional leadership. Evaluation criteria for instructional 618 leadership must include indicators based upon each of the 619 leadership standards adopted by the State Board of Education 620 under s. 1012.986, including performance measures related to the 621 effectiveness of classroom teachers in the school, the 622 administrators appropriate use of evaluation criteria and 623 procedures, recruitment and retention of effective and highly 624 effective classroom teachers, improvement in the percentage of 625 instructional personnel evaluated at the highly effective or 626 effective level, and other leadership practices that result in 627 student learning growth. The system may include a means to give 628 parents and instructional personnel an opportunity to provide 629 input into the administrators performance evaluation. 630 4.Other indicators of performance.For instructional 631 personnel and school administrators, the remainder of a 632 performance evaluation may include, but is not limited to, 633 professional and job responsibilities as recommended by the 634 State Board of Education or identified by the district school 635 board and, for instructional personnel, peer reviews, 636 objectively reliable survey information from students and 637 parents based on teaching practices that are consistently 638 associated with higher student achievement, and other valid and 639 reliable measures of instructional practice. 640 Section 8.Subsections (9) through (16) of section 1012.56, 641 Florida Statutes, are renumbered as subsections (10) through 642 (17), respectively, subsection (1), paragraphs (d), (g), and (i) 643 of subsection (2) and subsections (6), (7), and (8) are amended, 644 and a new subsection (9) is added to that section, to read: 645 1012.56Educator certification requirements. 646 (1)APPLICATION.Each person seeking certification pursuant 647 to this chapter shall submit a completed application containing 648 the applicants social security number to the Department of 649 Education and remit the fee required pursuant to s. 1012.59 and 650 rules of the State Board of Education. Pursuant to the federal 651 Personal Responsibility and Work Opportunity Reconciliation Act 652 of 1996, each party is required to provide his or her social 653 security number in accordance with this section. Disclosure of 654 social security numbers obtained through this requirement is 655 limited to the purpose of administration of the Title IV-D 656 program of the Social Security Act for child support 657 enforcement. 658 (a)Pursuant to s. 120.60, the department shall issue 659 within 90 calendar days after receipt of the completed 660 application a professional certificate to a qualifying applicant 661 covering the classification, level, and area for which the 662 applicant is deemed qualified and a document explaining the 663 requirements for renewal of the professional certificate. 664 (b)The department shall issue a temporary certificate to a 665 qualifying applicant within 14 calendar days after receipt of a 666 request from an employer with a professional education 667 competence demonstration program pursuant to paragraph 668 paragraphs (6)(f) and subsection (9) (8)(b). The temporary 669 certificate must cover the classification, level, and area for 670 which the applicant is deemed qualified. The department shall 671 electronically notify the applicants employer that the 672 temporary certificate has been issued and provide the applicant 673 an official statement of status of eligibility at the time the 674 certificate is issued. 675 (c)Pursuant to s. 120.60, the department shall issue 676 within 90 calendar days after receipt of the completed 677 application, if an applicant does not meet the requirements for 678 either certificate, an official statement of status of 679 eligibility. 680 681 The statement of status of eligibility must be provided 682 electronically and must advise the applicant of any 683 qualifications that must be completed to qualify for 684 certification. Each method by which an applicant can complete 685 the qualifications for a professional certificate must be 686 included in the statement of status of eligibility. Each 687 statement of status of eligibility is valid for 5 3 years after 688 its date of issuance, except as provided in paragraph (2)(d). 689 (2)ELIGIBILITY CRITERIA.To be eligible to seek 690 certification, a person must: 691 (d)Submit to background screening in accordance with 692 subsection (11) (10). If the background screening indicates a 693 criminal history or if the applicant acknowledges a criminal 694 history, the applicants records shall be referred to the 695 investigative section in the Department of Education for review 696 and determination of eligibility for certification. If the 697 applicant fails to provide the necessary documentation requested 698 by the department within 90 days after the date of the receipt 699 of the certified mail request, the statement of eligibility and 700 pending application shall become invalid. 701 (g)Demonstrate mastery of general knowledge, pursuant to 702 subsection (3), if the person serves as a classroom teacher 703 pursuant to s. 1012.01(2)(a). 704 (i)Demonstrate mastery of professional preparation and 705 education competence, pursuant to subsection (6), if the person 706 serves as a classroom teacher or school administrator as 707 classified in s. 1012.01(2)(a) and (3)(c), respectively. 708 (6)MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION 709 COMPETENCE.Acceptable means of demonstrating mastery of 710 professional preparation and education competence are: 711 (a)Successful completion of an approved teacher 712 preparation program at a postsecondary educational institution 713 within this state and achievement of a passing score on the 714 professional education competency examination required by state 715 board rule; 716 (b)Successful completion of a teacher preparation program 717 at a postsecondary educational institution outside Florida and 718 achievement of a passing score on the professional education 719 competency examination required by state board rule; 720 (c)Documentation of a valid professional standard teaching 721 certificate issued by another state; 722 (d)Documentation of a valid certificate issued by the 723 National Board for Professional Teaching Standards or a national 724 educator credentialing board approved by the State Board of 725 Education; 726 (e)Documentation of two semesters of successful, full-time 727 or part-time teaching in a Florida College System institution, 728 state university, or private college or university that awards 729 an associate or higher degree and is an accredited institution 730 or an institution of higher education identified by the 731 Department of Education as having a quality program and 732 achievement of a passing score on the professional education 733 competency examination required by state board rule; 734 (f)Successful completion of professional preparation 735 courses as specified in state board rule, successful completion 736 of a professional preparation and education competence program 737 pursuant to subsection (9) paragraph (8)(b), and achievement of 738 a passing score on the professional education competency 739 examination required by state board rule; 740 (g)Successful completion of a professional learning 741 development certification and education competency program, 742 outlined in subsection (8) paragraph (8)(a); or 743 (h)Successful completion of a competency-based 744 certification program pursuant to s. 1004.85 and achievement of 745 a passing score on the professional education competency 746 examination required by rule of the State Board of Education. 747 748 The State Board of Education shall adopt rules to implement this 749 subsection by December 31, 2014, including rules to approve 750 specific teacher preparation programs that are not identified in 751 this subsection which may be used to meet requirements for 752 mastery of professional preparation and education competence. 753 (7)TYPES AND TERMS OF CERTIFICATION. 754 (a)The Department of Education shall issue a professional 755 certificate for a period not to exceed 5 years to any applicant 756 who fulfills one of the following: 757 1.Meets all the applicable requirements outlined in 758 subsection (2). 759 2.For a professional certificate covering grades 6 through 760 12: 761 a.Meets the applicable requirements of paragraphs (2)(a) 762 (h). 763 b.Holds a masters or higher degree in the area of 764 science, technology, engineering, or mathematics. 765 c.Teaches a high school course in the subject of the 766 advanced degree. 767 d.Is rated highly effective as determined by the teachers 768 performance evaluation under s. 1012.34, based in part on 769 student performance as measured by a statewide, standardized 770 assessment or an Advanced Placement, Advanced International 771 Certificate of Education, or International Baccalaureate 772 examination. 773 e.Achieves a passing score on the Florida professional 774 education competency examination required by state board rule. 775 3.Meets the applicable requirements of paragraphs (2)(a) 776 (h) and completes a professional learning certification 777 preparation and education competence program approved by the 778 department pursuant to paragraph (8)(b) (8)(c) or an educator 779 preparation institute approved by the department pursuant to s. 780 1004.85. An applicant who completes one of these programs and is 781 rated highly effective as determined by his or her performance 782 evaluation under s. 1012.34 is not required to take or achieve a 783 passing score on the professional education competency 784 examination in order to be awarded a professional certificate. 785 (b)The department shall issue a temporary certificate to 786 any applicant who: 787 1.Completes the requirements outlined in paragraphs 788 (2)(a)-(f) and completes the subject area content requirements 789 specified in state board rule or demonstrates mastery of subject 790 area knowledge pursuant to subsection (5) and holds an 791 accredited degree or a degree approved by the Department of 792 Education at the level required for the subject area 793 specialization in state board rule; or 794 2.For a subject area specialization for which the state 795 board otherwise requires a bachelors degree, documents 48 796 months of active-duty military service with an honorable 797 discharge or a medical separation; completes the requirements 798 outlined in paragraphs (2)(a), (b), and (d)-(f); completes the 799 subject area content requirements specified in state board rule 800 or demonstrates mastery of subject area knowledge pursuant to 801 subsection (5); and documents completion of 60 college credits 802 with a minimum cumulative grade point average of 2.5 on a 4.0 803 scale, as provided by one or more accredited institutions of 804 higher learning or a nonaccredited institution of higher 805 learning identified by the Department of Education as having a 806 quality program resulting in a bachelors degree or higher; or. 807 3.Is enrolled in a state-approved teacher preparation 808 program under s. 1004.04; is actively completing the required 809 program field experience or internship at a public school; 810 completes the requirements outlined in paragraphs (2)(a), (b), 811 (d), (e), and (f); and documents completion of 60 college 812 credits with a minimum cumulative grade point average of 2.5 on 813 a 4.0 scale, as provided by one or more accredited institutions 814 of higher learning or a nonaccredited institution of higher 815 learning identified by the Department of Education as having a 816 quality program resulting in a bachelors degree or higher. 817 (c)The department shall issue one nonrenewable 2-year 818 temporary certificate and one nonrenewable 5-year professional 819 certificate to a qualified applicant who holds a bachelors 820 degree in the area of speech-language impairment to allow for 821 completion of a masters degree program in speech-language 822 impairment. 823 (d)A person who is issued a temporary certificate under 824 subparagraph (b)2. must be assigned a teacher mentor for a 825 minimum of 2 school years after commencing employment. Each 826 teacher mentor selected by the school district, charter school, 827 or charter management organization must: 828 1.Hold a valid professional certificate issued pursuant to 829 this section; 830 2.Have earned at least 3 years of teaching experience in 831 prekindergarten through grade 12; and 832 3.Have earned an effective or highly effective rating on 833 the prior years performance evaluation under s. 1012.34. 834 (e)(e)1.A temporary certificate issued under subparagraph 835 (b)1. is valid for 3 school fiscal years and is nonrenewable. 836 2.A temporary certificate issued under subparagraph (b)2. 837 is valid for 5 school fiscal years, is limited to a one-time 838 issuance, and is nonrenewable. 839 840 At least 1 year before an individuals temporary certificate is 841 set to expire, the department shall electronically notify the 842 individual of the date on which his or her certificate will 843 expire and provide a list of each method by which the 844 qualifications for a professional certificate can be completed. 845 The State Board of Education shall adopt rules to allow the 846 department to extend the validity period of a temporary 847 certificate for 2 years when the requirements for the 848 professional certificate were not completed due to the serious 849 illness or injury of the applicant, the military service of an 850 applicants spouse, other extraordinary extenuating 851 circumstances, or if the certificateholder is rated highly 852 effective in the immediate prior years performance evaluation 853 pursuant to s. 1012.34 or has completed a 2-year mentorship 854 program pursuant to subsection (8). The department shall extend 855 the temporary certificate upon approval by the Commissioner of 856 Education. A written request for extension of the certificate 857 shall be submitted by the district school superintendent, the 858 governing authority of a university lab school, the governing 859 authority of a state-supported school, or the governing 860 authority of a private school. 861 (8)PROFESSIONAL LEARNING DEVELOPMENT CERTIFICATION AND 862 EDUCATION COMPETENCY PROGRAM. 863 (a)The Department of Education shall develop and each 864 school district, charter school, and charter management 865 organization may provide a cohesive competency-based 866 professional learning development certification and education 867 competency program by which instructional staff may satisfy the 868 mastery of professional preparation and education competence 869 requirements specified in subsection (6) and rules of the State 870 Board of Education. Participants must hold a state-issued 871 temporary certificate. A school district, charter school, or 872 charter management organization that implements the program 873 shall provide a competency-based certification program developed 874 by the Department of Education or developed by the district, 875 charter school, or charter management organization and approved 876 by the Department of Education. These entities may collaborate 877 with other supporting agencies or educational entities for 878 implementation. The program shall include the following: 879 1.A minimum period of initial preparation before assuming 880 duties as the teacher of record. 881 2.An option for collaboration with other supporting 882 agencies or educational entities for implementation. 883 1.3.A teacher mentorship and induction component. 884 a.Each individual selected by the district, charter 885 school, or charter management organization as a mentor: 886 (I)Must hold a valid professional certificate issued 887 pursuant to this section; 888 (II)Must have earned at least 3 years of teaching 889 experience in prekindergarten through grade 12; 890 (III)Must have completed specialized training in clinical 891 supervision and participate in ongoing mentor training provided 892 through the coordinated system of professional learning 893 development under s. 1012.98(4) s. 1012.98(3)(e); 894 (IV)Must have earned an effective or highly effective 895 rating on the prior years performance evaluation under s. 896 1012.34; and 897 (V)May be a peer evaluator under the districts evaluation 898 system approved under s. 1012.34. 899 b.The teacher mentorship and induction component must, at 900 a minimum, provide routine weekly opportunities for mentoring 901 and induction activities, including common planning time, 902 ongoing professional learning as described in s. 1012.98 903 development targeted to a teachers needs, opportunities for a 904 teacher to observe other teachers, co-teaching experiences, and 905 reflection and followup discussions. Professional learning must 906 meet the criteria established in s. 1012.98(3). Mentorship and 907 induction activities must be provided for an applicants first 908 year in the program and may be provided until the applicant 909 attains his or her professional certificate in accordance with 910 this section. A principal who is rated highly effective as 911 determined by his or her performance evaluation under s. 1012.34 912 must be provided flexibility in selecting professional 913 development activities under this paragraph; however, the 914 activities must be approved by the department as part of the 915 districts, charter schools, or charter management 916 organizations program. 917 2.4.An assessment of teaching performance aligned to the 918 districts, charter schools, or charter management 919 organizations system for personnel evaluation under s. 1012.34 920 which provides for: 921 a.An initial evaluation of each educators competencies to 922 determine an appropriate individualized professional learning 923 development plan. 924 b.A summative evaluation to assure successful completion 925 of the program. 926 3.5.Professional education preparation content knowledge, 927 which must be included in the mentoring and induction activities 928 under subparagraph 1. 3., that includes, but is not limited to, 929 the following: 930 a.The state academic standards provided under s. 1003.41, 931 including scientifically based reading instruction, content 932 literacy, and mathematical practices, for each subject 933 identified on the temporary certificate. 934 b.The educator-accomplished practices approved by the 935 state board. 936 c.A variety of data indicators for monitoring student 937 progress. 938 d.Methodologies for teaching students with disabilities. 939 e.Methodologies for teaching students of limited English 940 proficiency appropriate for each subject area identified on the 941 temporary certificate. 942 f.Techniques and strategies for operationalizing the role 943 of the teacher in assuring a safe learning environment for 944 students. 945 4.6.Required achievement of passing scores on the subject 946 area and professional education competency examination required 947 by State Board of Education rule. Mastery of general knowledge 948 must be demonstrated as described in subsection (3). 949 5.7.Beginning with candidates entering a program in the 950 2022-2023 school year, a candidate for certification in a 951 coverage area identified pursuant to s. 1012.585(3)(f) must 952 successfully complete all competencies for a reading 953 endorsement, including completion of the endorsement practicum 954 through the candidates demonstration of mastery of professional 955 preparation and education competence under paragraph (b). 956 (b)1.Each school district must and a private school or 957 state-supported public school, including a charter school, may 958 develop and maintain a system by which members of the 959 instructional staff may demonstrate mastery of professional 960 preparation and education competence as required by law. Each 961 program must be based on classroom application of the Florida 962 Educator Accomplished Practices and instructional performance 963 and, for public schools, must be aligned with the districts or 964 state-supported public schools evaluation system established 965 under s. 1012.34, as applicable. 966 2.The Commissioner of Education shall determine the 967 continued approval of programs implemented under this paragraph, 968 based upon the departments review of performance data. The 969 department shall review the performance data as a part of the 970 periodic review of each school districts professional 971 development system required under s. 1012.98. 972 (b)(c)No later than December 31, 2017, The department 973 State Board of Education shall adopt rules standards for the 974 approval and continued approval of professional learning 975 development certification and education competency programs 976 aligned to, including standards for the teacher mentorship and 977 induction component, under paragraph (a). Standards for the 978 teacher mentorship and induction component must include program 979 administration and evaluation; mentor roles, selection, and 980 training; beginning teacher assessment and professional 981 development; and teacher content knowledge and practices aligned 982 to the Florida Educator Accomplished Practices. Each school 983 district or charter school with a program under this subsection 984 must submit its program, including the teacher mentorship and 985 induction component, to the department for approval no later 986 than June 30, 2018. After December 31, 2018, A teacher may not 987 satisfy requirements for a professional certificate through a 988 professional learning development certification and education 989 competency program under paragraph (a) unless the program has 990 been approved by the department pursuant to this paragraph. 991 (9)PROFESSIONAL EDUCATION COMPETENCY PROGRAM. 992 (a)Each school district must and a private school or 993 state-supported public school, including a charter school, may 994 develop and maintain a system by which members of the 995 instructional staff may demonstrate mastery of professional 996 preparation and education competence as required by law. Each 997 program must be based on classroom application of the Florida 998 Educator Accomplished Practices and instructional performance 999 and, for public schools, must be aligned with the districts or 1000 state-supported public schools evaluation system established 1001 under s. 1012.34, as applicable. 1002 (b)The Commissioner of Education shall determine the 1003 continued approval of programs implemented under this paragraph, 1004 based upon the departments review of performance data. The 1005 department shall review the performance data as a part of the 1006 periodic review of each school districts professional learning 1007 system required under s. 1012.98. 1008 (d)The Commissioner of Education shall determine the 1009 continued approval of programs implemented under paragraph (a) 1010 based upon the departments periodic review of the following: 1011 1.Evidence that the requirements in paragraph (a) are 1012 consistently met; and 1013 2.Evidence of performance in each of the following areas: 1014 a.Rate of retention for employed program completers in 1015 instructional positions in Florida public schools. 1016 b.Performance of students in prekindergarten through grade 1017 12 who are assigned to in-field program completers on statewide 1018 assessments using the results of the student learning growth 1019 formula adopted under s. 1012.34. 1020 c.Performance of students in prekindergarten through grade 1021 12 who are assigned to in-field program completers aggregated by 1022 student subgroups, as defined in the federal Elementary and 1023 Secondary Education Act (ESEA), 20 U.S.C. s. 1024 6311(b)(2)(C)(v)(II), as a measure of how well the program 1025 prepares teachers to work with a variety of students in Florida 1026 public schools. 1027 d.Results of program completers annual evaluations in 1028 accordance with the timeline as set forth in s. 1012.34. 1029 e.Production of program completers in statewide critical 1030 teacher shortage areas as defined in s. 1012.07. 1031 Section 9.Subsection (1) of section 1012.57, Florida 1032 Statutes, is amended to read: 1033 1012.57Certification of adjunct educators. 1034 (1)Notwithstanding the provisions of ss. 1012.32, 1012.55, 1035 and 1012.56, or any other provision of law or rule to the 1036 contrary, district school boards shall adopt rules to allow for 1037 the issuance of an adjunct teaching certificate to any applicant 1038 who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11) 1039 s. 1012.56(2)(a)-(f) and (10) and who has expertise in the 1040 subject area to be taught. An applicant shall be considered to 1041 have expertise in the subject area to be taught if the applicant 1042 demonstrates sufficient subject area mastery through passage of 1043 a subject area test. 1044 Section 10.Section 1012.575, Florida Statutes, is amended 1045 to read: 1046 1012.575Alternative preparation programs for certified 1047 teachers to add additional coverage.A district school board, or 1048 an organization of private schools or a consortium of charter 1049 schools with an approved professional learning development 1050 system as described in s. 1012.98(7) s. 1012.98(6), may design 1051 alternative teacher preparation programs to enable persons 1052 already certificated to add an additional coverage to their 1053 certificates. Each alternative teacher preparation program shall 1054 be reviewed and approved by the Department of Education to 1055 assure that persons who complete the program are competent in 1056 the necessary areas of subject matter specialization. Two or 1057 more school districts may jointly participate in an alternative 1058 preparation program for teachers. 1059 Section 11.Paragraph (g) of subsection (3) of section 1060 1012.585, Florida Statutes, is redesignated as paragraph (h) and 1061 a new paragraph (g) is added to that subsection to read: 1062 1012.585Process for renewal of professional certificates. 1063 (3)For the renewal of a professional certificate, the 1064 following requirements must be met: 1065 (g)An applicant for renewal of a professional certificate 1066 in educational leadership from a Level I program under s. 1067 1012.562(2) or Level II program under s. 1012.562(3), with a 1068 beginning validity date of July 1, 2025, or thereafter, must 1069 earn a minimum of 1 college credit or 20 inservice points in 1070 Floridas educational leadership standards, as established in 1071 rule by the State Board of Education. The requirement in this 1072 paragraph may not add to the total hours required by the 1073 department for continuing education or inservice training. 1074 Section 12.Paragraph (a) of subsection (1) of section 1075 1012.586, Florida Statutes, is amended to read: 1076 1012.586Additions or changes to certificates; duplicate 1077 certificates; reading endorsement pathways. 1078 (1)A school district may process via a Department of 1079 Education website certificates for the following applications of 1080 public school employees: 1081 (a)Addition of a subject coverage or endorsement to a 1082 valid Florida certificate on the basis of the completion of the 1083 appropriate subject area testing requirements of s. 1084 1012.56(5)(a) or the completion of the requirements of an 1085 approved school district program or the inservice components for 1086 an endorsement. 1087 1.To reduce duplication, the department may recommend the 1088 consolidation of endorsement areas and requirements to the State 1089 Board of Education. 1090 2.At least once every 5 years, the department shall 1091 conduct a review of existing subject coverage or endorsement 1092 requirements in the elementary, reading, and exceptional student 1093 educational areas. The review must include reciprocity 1094 requirements for out-of-state certificates and requirements for 1095 demonstrating competency in the reading instruction professional 1096 learning development topics listed in s. 1012.98(5)(b)11 s. 1097 1012.98(4)(b)11. The review must also consider the award of an 1098 endorsement to an individual who holds a certificate issued by 1099 an internationally recognized organization that establishes 1100 standards for providing evidence-based interventions to 1101 struggling readers or who completes a postsecondary program that 1102 is accredited by such organization. Any such certificate or 1103 program must require an individual who completes the certificate 1104 or program to demonstrate competence in reading intervention 1105 strategies through clinical experience. At the conclusion of 1106 each review, the department shall recommend to the state board 1107 changes to the subject coverage or endorsement requirements 1108 based upon any identified instruction or intervention strategies 1109 proven to improve student reading performance. This subparagraph 1110 does not authorize the state board to establish any new 1111 certification subject coverage. 1112 1113 The employing school district shall charge the employee a fee 1114 not to exceed the amount charged by the Department of Education 1115 for such services. Each district school board shall retain a 1116 portion of the fee as defined in the rules of the State Board of 1117 Education. The portion sent to the department shall be used for 1118 maintenance of the technology system, the web application, and 1119 posting and mailing of the certificate. 1120 Section 13.Effective upon this act becoming law, section 1121 1012.71, Florida Statutes, is amended to read: 1122 1012.71The Florida Teachers Classroom Supply Assistance 1123 Program. 1124 (1)For purposes of the Florida Teachers Classroom Supply 1125 Assistance Program, the term classroom teacher means a 1126 certified teacher employed by a public school district or a 1127 public charter school in that district on or before September 1 1128 of each year whose full-time or job-share responsibility is the 1129 classroom instruction of students in prekindergarten through 1130 grade 12, including full-time media specialists and certified 1131 school counselors serving students in prekindergarten through 1132 grade 12, who are funded through the Florida Education Finance 1133 Program. A job-share classroom teacher is one of two teachers 1134 whose combined full-time equivalent employment for the same 1135 teaching assignment equals one full-time classroom teacher. 1136 (2)The Legislature, in the General Appropriations Act, 1137 shall determine funding for the Florida Teachers Classroom 1138 Supply Assistance Program. The funds appropriated are for 1139 classroom teachers to purchase, on behalf of the school district 1140 or charter school, classroom materials and supplies for the 1141 public school students assigned to them and may not be used to 1142 purchase equipment. The funds appropriated shall be used to 1143 supplement the materials and supplies otherwise available to 1144 classroom teachers. From the funds appropriated for the Florida 1145 Teachers Classroom Supply Assistance Program, the Commissioner 1146 of Education shall calculate an amount for each school district 1147 based upon each school districts proportionate share of the 1148 states total unweighted FTE student enrollment and shall 1149 disburse the funds to the school districts by July 15. 1150 (3)From the funds allocated to each school district and 1151 any funds received from local contributions for the Florida 1152 Teachers Classroom Supply Assistance Program, the district 1153 school board shall calculate an identical amount for each 1154 classroom teacher who is estimated to be employed by the school 1155 district or a charter school in the district on September 1 of 1156 each year, which is that teachers proportionate share of the 1157 total amount allocated to the district from state funds and 1158 funds received from local contributions. A job-share classroom 1159 teacher may receive a prorated share of the amount provided to a 1160 full-time classroom teacher. 1161 (4)The department shall administer a competitive 1162 procurement through which classroom teachers may purchase 1163 classroom materials and supplies. By September 1 of each year, 1164 each school district shall submit to the department: 1165 (a)The identical amount per classroom teacher calculated 1166 in subsection (3), including the proportionate share of the 1167 identical amount if such classroom teacher is a job-share 1168 classroom teacher. 1169 (b)The name of each eligible classroom teacher. 1170 (c)The name and master school identification number of the 1171 school in which the classroom teacher is assigned. 1172 (d)Any other information necessary for administration of 1173 the program as determined by the department For a classroom 1174 teacher determined eligible on July 1, the district school board 1175 and each charter school board may provide the teacher with his 1176 or her total proportionate share by August 1 based on the 1177 estimate of the number of teachers who will be employed on 1178 September 1. For a classroom teacher determined eligible after 1179 July 1, the district school board and each charter school board 1180 shall provide the teacher with his or her total proportionate 1181 share by September 30. The proportionate share may be provided 1182 by any means determined appropriate by the district school board 1183 or charter school board, including, but not limited to, direct 1184 deposit, check, debit card, or purchasing card. If a debit card 1185 is used, an identifier must be placed on the front of the debit 1186 card which clearly indicates that the card has been issued for 1187 the Florida Teachers Classroom Supply Assistance Program. 1188 Expenditures under the program are not subject to state or local 1189 competitive bidding requirements. Funds received by a classroom 1190 teacher do not affect wages, hours, or terms and conditions of 1191 employment and, therefore, are not subject to collective 1192 bargaining. Any classroom teacher may decline receipt of or 1193 return the funds without explanation or cause. 1194 (5)(4)Each classroom teacher must sign a statement 1195 acknowledging receipt of the funds, keep receipts for no less 1196 than 4 years to show that funds expended meet the requirements 1197 of this section, and return any unused funds to the district 1198 school board at the end of the regular school year. Any unused 1199 funds that are returned to the district school board shall be 1200 deposited into the school advisory council account of the school 1201 at which the classroom teacher returning the funds was employed 1202 when the funds were made available to the classroom teacher. If 1203 a school does not have a school advisory council, the funds 1204 shall be expended for classroom materials and supplies as 1205 determined by the principal that teacher received the funds or 1206 deposited into the Florida Teachers Classroom Supply Assistance 1207 Program account of the school district in which a charter school 1208 is sponsored, as applicable. 1209 (5)The statement must be signed and dated by each 1210 classroom teacher before receipt of the Florida Teachers 1211 Classroom Supply Assistance Program funds and shall include the 1212 wording: I, ...(name of teacher)..., am employed by the 1213 ....County District School Board or by the ....Charter School as 1214 a full-time classroom teacher. I acknowledge that Florida 1215 Teachers Classroom Supply Assistance Program funds are 1216 appropriated by the Legislature for the sole purpose of 1217 purchasing classroom materials and supplies to be used in the 1218 instruction of students assigned to me. In accepting custody of 1219 these funds, I agree to keep the receipts for all expenditures 1220 for no less than 4 years. I understand that if I do not keep the 1221 receipts, it will be my personal responsibility to pay any 1222 federal taxes due on these funds. I also agree to return any 1223 unexpended funds to the district school board at the end of the 1224 regular school year for deposit into the school advisory council 1225 account of the school where I was employed at the time I 1226 received the funds or for deposit into the Florida Teachers 1227 Classroom Supply Assistance Program account of the school 1228 district in which the charter school is sponsored, as 1229 applicable. 1230 (6)The Department of Education and district school boards 1231 may, and are encouraged to, enter into public-private 1232 partnerships in order to increase the total amount of Florida 1233 Teachers Classroom Supply Assistance Programs funds available to 1234 classroom teachers. 1235 Section 14.Section 1012.98, Florida Statutes, is amended 1236 to read: 1237 1012.98School Community Professional Learning Development 1238 Act. 1239 (1)The Department of Education, public postsecondary 1240 educational institutions, public school districts, public 1241 schools, state education foundations, consortia, and 1242 professional organizations in this state shall work 1243 collaboratively to establish a coordinated system of 1244 professional learning. For the purposes of this section, the 1245 term professional learning means learning that is aligned to 1246 the states standards for effective professional learning, 1247 educator practices, and leadership practices; incorporates 1248 active learning; is collaborative; provides models; and is 1249 sustained and continuous development. The purpose of the 1250 professional learning development system is to increase student 1251 achievement, enhance classroom instructional strategies that 1252 promote rigor and relevance throughout the curriculum, and 1253 prepare students for continuing education and the workforce. The 1254 system of professional learning development must align to the 1255 standards adopted by the state. Routine informational meetings 1256 may not be considered professional learning and are not eligible 1257 for inservice points and support the framework for standards 1258 adopted by the National Staff Development Council. 1259 (2)The school community includes students and parents, 1260 administrative personnel, managers, instructional personnel, 1261 support personnel, members of district school boards, members of 1262 school advisory councils, business partners, and personnel that 1263 provide health and social services to students. 1264 (3)Professional learning activities linked to student 1265 learning and professional growth for instructional and 1266 administrative staff must meet the following criteria: 1267 (a)For instructional personnel, utilize materials aligned 1268 to the states academic standards. 1269 (b)For school administrators, utilize materials aligned to 1270 the states educational leadership standards. 1271 (c)Have clear, defined, and measurable outcomes for both 1272 individual inservice activities and multiple day sessions. 1273 (d)Employ multiple measurement tools for data on teacher 1274 growth, participants use of new knowledge and skills, student 1275 learning outcomes, instructional growth outcomes, and leadership 1276 growth outcomes, as applicable. 1277 (e)Utilize active learning and engage participants 1278 directly in designing and trying out strategies, providing 1279 participants with the opportunity to engage in authentic 1280 teaching and leadership experiences. 1281 (f)Utilize artifacts, interactive activities, and other 1282 strategies to provide deeply embedded and highly contextualized 1283 professional learning. 1284 (g)Create opportunities for collaboration. 1285 (h)Utilize coaching and expert support to involve the 1286 sharing of expertise about content and evidence-based practices, 1287 focused directly on instructional personnel and school 1288 administrator needs. 1289 (i)Provide opportunities for instructional personnel and 1290 school administrators to think about, receive input on, and make 1291 changes to practice by facilitating reflection and providing 1292 feedback. 1293 (j)Provide sustained duration with followup for 1294 instructional personnel and school administrators to have 1295 adequate time to learn, practice, implement, and reflect upon 1296 new strategies that facilitate changes in practice. 1297 (4)(3)The activities designed to implement this section 1298 must: 1299 (a)Support and increase the success of educators through 1300 collaboratively developed school improvement plans that focus 1301 on: 1302 1.Enhanced and differentiated instructional strategies to 1303 engage students in a rigorous and relevant curriculum based on 1304 state and local educational standards, goals, and initiatives; 1305 2.Increased opportunities to provide meaningful 1306 relationships between teachers and all students; and 1307 3.Increased opportunities for professional collaboration 1308 among and between teachers, certified school counselors, 1309 instructional leaders, postsecondary educators engaged in 1310 preservice training for new teachers, and the workforce 1311 community. 1312 (b)Assist the school community in providing stimulating, 1313 scientific research-based educational activities that encourage 1314 and motivate students to achieve at the highest levels and to 1315 participate as active learners and that prepare students for 1316 success at subsequent educational levels and the workforce. 1317 (c)Provide continuous support for all education 1318 professionals as well as temporary intervention for education 1319 professionals who need improvement in knowledge, skills, and 1320 performance. 1321 (d)Provide middle grades instructional personnel and 1322 school administrators with the knowledge, skills, and best 1323 practices necessary to support excellence in classroom 1324 instruction and educational leadership. 1325 (e)Provide training to teacher mentors as part of the 1326 professional learning development certification program under s. 1327 1012.56(8) and the professional education competency program 1328 under s. 1012.56(9) s. 1012.56(8)(a). The training must include 1329 components on teacher development, peer coaching, time 1330 management, and other related topics as determined by the 1331 Department of Education. 1332 (5)(4)The Department of Education, school districts, 1333 schools, Florida College System institutions, and state 1334 universities share the responsibilities described in this 1335 section. These responsibilities include the following: 1336 (a)1.The department shall create a high-quality 1337 professional learning marketplace list that acts as guide and 1338 tool for teachers, schools, school administrators, and districts 1339 across the state to identify high-quality professional learning 1340 provider programs and resources that meet the criteria described 1341 in subsection (3) and have demonstrated success in meeting 1342 identified student needs. 1343 2.The department shall disseminate to the school 1344 community, through a centralized professional learning webpage, 1345 the marketplace list under subparagraph 1 research-based 1346 professional development methods and programs that have 1347 demonstrated success in meeting identified student needs. The 1348 Commissioner of Education shall use data on student achievement 1349 to identify student needs. The methods of dissemination must 1350 include a web-based statewide performance support system, 1351 including a database of exemplary professional development 1352 activities, a listing of available professional development 1353 resources, training programs, and available assistance. 1354 2.The web-based statewide performance support system 1355 established pursuant to subparagraph 1. must include for middle 1356 grades, subject to appropriation, materials related to classroom 1357 instruction, including integrated digital instruction and 1358 competency-based instruction; CAPE Digital Tool certificates and 1359 CAPE industry certifications; classroom management; student 1360 behavior and interaction; extended learning opportunities for 1361 students; and instructional leadership. 1362 (b)Each school district shall develop a professional 1363 learning development system as specified in subsection (4) (3). 1364 The system shall be developed in consultation with teachers, 1365 teacher-educators of Florida College System institutions and 1366 state universities, business and community representatives, and 1367 local education foundations, consortia, and professional 1368 organizations. The professional learning development system 1369 must: 1370 1.Be reviewed and approved by the department for 1371 compliance with s. 1003.42(3) and this section. Effective March 1372 1, 2024, the department shall establish a calendar for the 1373 review and approval of all professional learning systems. A 1374 professional learning system must be reviewed and approved every 1375 5 years. Any All substantial revisions to the system shall be 1376 submitted to the department for review and for continued 1377 approval. The department shall establish a format for the review 1378 and approval of a professional learning system. 1379 2.Be based on analyses of student achievement data and 1380 instructional strategies and methods that support rigorous, 1381 relevant, and challenging curricula for all students. Schools 1382 and districts, in developing and refining the professional 1383 learning development system, shall also review and monitor 1384 school discipline data; school environment surveys; assessments 1385 of parental satisfaction; performance appraisal data of 1386 teachers, managers, and administrative personnel; and other 1387 performance indicators to identify school and student needs that 1388 can be met by improved professional performance. 1389 3.Provide inservice activities coupled with followup 1390 support appropriate to accomplish district-level and school 1391 level improvement goals and standards. The inservice activities 1392 for instructional and school administrative personnel shall 1393 focus on analysis of student achievement data, ongoing formal 1394 and informal assessments of student achievement, identification 1395 and use of enhanced and differentiated instructional strategies 1396 that emphasize rigor, relevance, and reading in the content 1397 areas, enhancement of subject content expertise, integrated use 1398 of classroom technology that enhances teaching and learning, 1399 classroom management, parent involvement, and school safety. 1400 4.Provide inservice activities and support targeted to the 1401 individual needs of new teachers participating in the 1402 professional learning development certification and education 1403 competency program under s. 1012.56(8)(a). 1404 5.Include a professional learning catalog master plan for 1405 inservice activities, pursuant to rules of the State Board of 1406 Education, for all district employees from all fund sources. The 1407 catalog master plan shall be updated annually by September 1, 1408 must be based on input from teachers and district and school 1409 instructional leaders, and must use the latest available student 1410 achievement data and research to enhance rigor and relevance in 1411 the classroom. Each district inservice catalog plan must be 1412 aligned to and support the school-based inservice catalog plans 1413 and school improvement plans pursuant to s. 1001.42(18). Each 1414 district inservice catalog plan must provide a description of 1415 the training that middle grades instructional personnel and 1416 school administrators receive on the districts code of student 1417 conduct adopted pursuant to s. 1006.07; integrated digital 1418 instruction and competency-based instruction and CAPE Digital 1419 Tool certificates and CAPE industry certifications; classroom 1420 management; student behavior and interaction; extended learning 1421 opportunities for students; and instructional leadership. 1422 District plans must be approved by the district school board 1423 annually in order to ensure compliance with subsection (1) and 1424 to allow for dissemination of research-based best practices to 1425 other districts. District school boards must submit verification 1426 of their approval to the Commissioner of Education no later than 1427 October 1, annually. Each school principal may establish and 1428 maintain an individual professional learning development plan 1429 for each instructional employee assigned to the school as a 1430 seamless component to the school improvement plans developed 1431 pursuant to s. 1001.42(18). An individual professional learning 1432 development plan must be related to specific performance data 1433 for the students to whom the teacher is assigned, define the 1434 inservice objectives and specific measurable improvements 1435 expected in student performance as a result of the inservice 1436 activity, and include an evaluation component that determines 1437 the effectiveness of the professional learning development plan. 1438 6.Include inservice activities for school administrative 1439 personnel, aligned to the states educational leadership 1440 standards, that address updated skills necessary for 1441 instructional leadership and effective school management 1442 pursuant to s. 1012.986. 1443 7.Provide for systematic consultation with regional and 1444 state personnel designated to provide technical assistance and 1445 evaluation of local professional learning development programs. 1446 8.Provide for delivery of professional learning 1447 development by distance learning and other technology-based 1448 delivery systems to reach more educators at lower costs. 1449 9.Provide for the continuous evaluation of the quality and 1450 effectiveness of professional learning development programs in 1451 order to eliminate ineffective programs and strategies and to 1452 expand effective ones. Evaluations must consider the impact of 1453 such activities on the performance of participating educators 1454 and their students achievement and behavior. 1455 10.For all middle grades, emphasize: 1456 a.Interdisciplinary planning, collaboration, and 1457 instruction. 1458 b.Alignment of curriculum and instructional materials to 1459 the state academic standards adopted pursuant to s. 1003.41. 1460 c.Use of small learning communities; problem-solving, 1461 inquiry-driven research and analytical approaches for students; 1462 strategies and tools based on student needs; competency-based 1463 instruction; integrated digital instruction; and project-based 1464 instruction. 1465 1466 Each school that includes any of grades 6, 7, or 8 must include 1467 in its school improvement plan, required under s. 1001.42(18), a 1468 description of the specific strategies used by the school to 1469 implement each item listed in this subparagraph. 1470 11.Provide training to reading coaches, classroom 1471 teachers, and school administrators in effective methods of 1472 identifying characteristics of conditions such as dyslexia and 1473 other causes of diminished phonological processing skills; 1474 incorporating instructional techniques into the general 1475 education setting which are proven to improve reading 1476 performance for all students; and using predictive and other 1477 data to make instructional decisions based on individual student 1478 needs. The training must help teachers integrate phonemic 1479 awareness; phonics, word study, and spelling; reading fluency; 1480 vocabulary, including academic vocabulary; and text 1481 comprehension strategies into an explicit, systematic, and 1482 sequential approach to reading instruction, including 1483 multisensory intervention strategies. Each district must provide 1484 all elementary grades instructional personnel access to training 1485 sufficient to meet the requirements of s. 1012.585(3)(f). 1486 (6)(5)Each district school board shall provide funding for 1487 the professional learning development system as required by s. 1488 1011.62 and the General Appropriations Act, and shall direct 1489 expenditures from other funding sources to continuously 1490 strengthen the system in order to increase student achievement 1491 and support instructional staff in enhancing rigor and relevance 1492 in the classroom. The department shall identify professional 1493 learning development opportunities that require the teacher to 1494 demonstrate proficiency in specific classroom practices, with 1495 priority given to implementing training to complete a reading 1496 endorsement pathway adopted pursuant to s. 1012.586(2)(a). A 1497 school district may coordinate its professional learning 1498 development program with that of another district, with an 1499 educational consortium, or with a Florida College System 1500 institution or university, especially in preparing and educating 1501 personnel. Each district school board shall make available 1502 inservice activities to instructional personnel of nonpublic 1503 schools in the district and the state certified teachers who are 1504 not employed by the district school board on a fee basis not to 1505 exceed the cost of the activity per all participants. 1506 (7)(6)An organization of private schools or consortium of 1507 charter schools which has no fewer than 10 member schools in 1508 this state, which publishes and files with the Department of 1509 Education copies of its standards, and the member schools of 1510 which comply with the provisions of part II of chapter 1003, 1511 relating to compulsory school attendance, or a public or private 1512 college or university with a teacher preparation program 1513 approved pursuant to s. 1004.04, may also develop a professional 1514 learning development system that includes a professional 1515 learning catalog master plan for inservice activities. The 1516 system and inservice catalog plan must be submitted to the 1517 commissioner for approval pursuant to state board rules. 1518 (8)(a)(7)(a)The Department of Education shall disseminate, 1519 using web-based technology, research-based best practice methods 1520 by which the state and district school boards may evaluate and 1521 improve the professional learning development system. The best 1522 practices must include data that indicate the progress of all 1523 students. The department shall report annually to the State 1524 Board of Education and the Legislature any school district that, 1525 in the determination of the department, has failed to provide an 1526 adequate professional learning development system. This report 1527 must include the results of the departments investigation and 1528 of any intervention provided. 1529 (b)The department shall also disseminate, using web-based 1530 technology, professional learning development in the use of 1531 integrated digital instruction at schools that include middle 1532 grades. The professional learning development must provide 1533 training and materials that districts can use to provide 1534 instructional personnel with the necessary knowledge, skills, 1535 and strategies to effectively blend digital instruction into 1536 subject-matter curricula. The professional learning development 1537 must emphasize online learning and research techniques, reading 1538 instruction, the use of digital devices to supplement the 1539 delivery of curricular content to students, and digital device 1540 management and security. Districts are encouraged to incorporate 1541 the professional learning development as part of their 1542 professional learning development system. 1543 (9)(8)The State Board of Education may adopt rules 1544 pursuant to ss. 120.536(1) and 120.54 to administer this 1545 section. 1546 (10)(9)This section does not limit or discourage a 1547 district school board from contracting with independent entities 1548 for professional learning development services and inservice 1549 education if the district school board can demonstrate to the 1550 Commissioner of Education that, through such a contract, a 1551 better product can be acquired or its goals for education 1552 improvement can be better met. Such entities shall have 3 or 1553 more years of experience providing professional learning with 1554 demonstrative success in instructional or school administrator 1555 growth. The school district must verify that such entities and 1556 contracted professional learning activities from such entities 1557 meet the criteria established in subsection (3) for training 1558 linked to student learning or professional growth. 1559 (11)(10)For instructional personnel and administrative 1560 personnel who have been evaluated as less than effective, a 1561 district school board shall require participation in specific 1562 professional learning development programs as provided in 1563 subparagraph (5)(b)5. (4)(b)5. as part of the improvement 1564 prescription. 1565 (12)(11)The department shall disseminate to the school 1566 community proven model professional learning development 1567 programs that have demonstrated success in increasing rigorous 1568 and relevant content, increasing student achievement and 1569 engagement, meeting identified student needs, and providing 1570 effective mentorship activities to new teachers and training to 1571 teacher mentors. The methods of dissemination must include a 1572 web-based statewide performance-support system including a 1573 database of exemplary professional learning development 1574 activities, a listing of available professional learning 1575 development resources, training programs, and available 1576 technical assistance. Professional learning development 1577 resources must include sample course-at-a-glance and unit 1578 overview templates that school districts may use when developing 1579 curriculum. The templates must provide an organized structure 1580 for addressing the Florida Standards, grade-level expectations, 1581 evidence outcomes, and 21st century skills that build to 1582 students mastery of the standards at each grade level. Each 1583 template must support teaching to greater intellectual depth and 1584 emphasize transfer and application of concepts, content, and 1585 skills. At a minimum, each template must: 1586 (a)Provide course or year-long sequencing of concept-based 1587 unit overviews based on the Florida Standards. 1588 (b)Describe the knowledge and vocabulary necessary for 1589 comprehension. 1590 (c)Promote the instructional shifts required within the 1591 Florida Standards. 1592 (d)Illustrate the interdependence of grade-level 1593 expectations within and across content areas within a grade. 1594 (13)(12)The department shall require teachers in grades K 1595 12 to participate in continuing education training provided by 1596 the Department of Children and Families on identifying and 1597 reporting child abuse and neglect. 1598 Section 15.Subsection (1) of section 1012.986, Florida 1599 Statutes, is amended to read: 1600 1012.986William Cecil Golden Professional Learning 1601 Development Program for School Leaders. 1602 (1)There is established the William Cecil Golden 1603 Professional Learning Development Program for School Leaders to 1604 provide high-quality standards and sustained support for 1605 educational leaders. For purposes of this section, the term 1606 educational leader means teacher leaders, assistant 1607 principals, principals, or school district leaders. The program 1608 shall consist of a collaborative network of school districts, 1609 state-approved educational leadership programs, regional 1610 consortia, charter management organizations, and state and 1611 national professional leadership organizations to respond to 1612 educational leadership needs throughout the state. The network 1613 shall support the human-resource learning development needs of 1614 educational leaders using the framework of leadership standards 1615 adopted by the State Board of Education. The goal of the network 1616 leadership program is to: 1617 (a)Provide resources to support and enhance the roles of 1618 educational leaders. 1619 (b)Maintain a clearinghouse and disseminate data-supported 1620 information related to the continued enhancement of student 1621 achievement and learning, civic education, coaching and 1622 mentoring, mental health awareness, technology in education, 1623 distance learning, and school safety based on educational 1624 research and best practices. 1625 (c)Increase the quality and capacity of educational 1626 leadership learning development programs. 1627 (d)Support evidence-based leadership practices through 1628 dissemination and modeling at the preservice and inservice 1629 levels for educational leaders. 1630 (e)Support the professional growth of instructional 1631 personnel who provide reading instruction and interventions by 1632 training school administrators on classroom observation, 1633 instructional coaching, and teacher evaluation practices aligned 1634 to evidence-based reading instruction and intervention 1635 strategies. 1636 Section 16.The Division of Law Revision shall prepare a 1637 revisers bill to replace references to the term professional 1638 development where it occurs within chapters 1000 through 1013 1639 of the Florida Statutes with the term professional learning. 1640 Section 17.Except as otherwise expressly provided in this 1641 act, and except for this section, which shall take effect upon 1642 this act becoming a law, this act shall take effect July 1, 1643 2023.