Vermont Senate Bill S0281

Vermont 2023-2024 Regular Session

• Introduced: 1/17/24
• Refer: 1/17/24

Caption

An act relating to educator preparation and evidence-based literacy instruction

Impact

The bill will directly influence state education laws by establishing new requirements for professional development focused on literacy. By requiring educators to undergo training in evidence-based literacy instruction, it aims to diminish the presence of outdated teaching practices that may hinder student learning. Additionally, the bill will enforce a systematic review of educator preparation programs, encouraging them to adopt more effective teaching practices that align with the latest research findings in literacy education. This legislative framework is envisioned to create a more effective teaching environment that benefits both educators and students.

Summary

S.0281 aims to enhance literacy outcomes for students from prekindergarten through grade 12 in Vermont by mandating that all licensed educators complete professional learning programs focused on evidence-based literacy instruction. The bill also seeks to strengthen educator preparation programs by conducting a review of their practices and requiring compliance with updated requirements concerning literacy instruction. This legislative effort is prompted by the recognition that a significant number of Vermont students are still not meeting literacy proficiency standards, which has implications for their educational and future life outcomes.

Contention

Discussions surrounding S.0281 may involve contention over mandatory professional development requirements and the potential burden they may impose on educators already facing time constraints within their teaching schedules. Some stakeholders might argue about the efficacy of implementing a state-mandated program that focuses on a singular approach to literacy, fearing it could overlook diverse educational needs. Moreover, the implications of extending the Advisory Council on Literacy's existence until 2027 may raise debates about its effectiveness and the composition of its members, particularly regarding community representation and input from educators who work directly with students.