Texas Senate Bill SB1383

Texas 2011 - 82nd Regular

• Introduced: 3/9/11
• Out of Senate Committee: 4/18/11
• Voted on by Senate: 4/26/11
• Refer: 3/22/11
• Out of House Committee: 5/19/11
• Report Pass: 4/18/11
• Voted on by House: 5/25/11
• Engrossed: 4/26/11
• Governor Action: 6/17/11
• Refer: 5/2/11
• Report Pass: 5/17/11
• Enrolled: 5/26/11
• Passed: 6/17/11

Caption

Relating to an appraisal and professional development system for public school principals.

Impact

The bill amends existing sections of the Education Code to delineate responsibilities and create new frameworks for principal evaluations. By instituting a structured appraisal process, SB1383 aims to promote accountability and ensure that principals are evaluated fairly based on clear standards. Additionally, the legislation allows for the establishment of a consortium of experts to guide the development of this system, suggesting an focus on modern practices and research in educational leadership. The implications of this bill are significant for state laws as it formalizes the standards and expectations for principal performance across Texas, potentially affecting local policies and approaches to leadership development.

Summary

SB1383 focuses on establishing a new appraisal and professional development system specifically for public school principals in Texas. The bill aims to enhance the quality of training, appraisal, and compensation for principals by setting standards and indicators of successful school leadership. The commissioner's role will be pivotal in creating and overseeing this new system, which intends to align closely with the needs of educational leadership and policy. This comprehensive appraisal system is designed to ensure that principals receive appropriate support and development opportunities to effectively lead their schools.

Contention

There may be concerns regarding the implementation of this bill, particularly about how the new standards will be developed and enforced across diverse school districts. Opponents might argue that a one-size-fits-all approach could overlook the unique challenges faced by different communities and schools. Additionally, the effectiveness of this appraisal system ultimately hinges on the adequate training and preparedness of evaluators—questions could arise regarding the consistency and reliability of principal evaluations under this new structure. As such, the discussions surrounding SB1383 likely reflect a balance between accountability and the need for flexibility in addressing the nuanced conditions of school leadership.