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Chapter 28A.415 RCW

INSTITUTES, WORKSHOPS, AND TRAINING
(Formerly Teachers' institutes, workshops, and other in-service training)

RCW Sections

28A.415.010Center for improvement of teaching -- Improvement of teaching coordinating council -- Teachers' institutes and workshops.
28A.415.020Credit on salary schedule for approved in-service training, continuing education, and internship.
28A.415.023Credit on salary schedule for approved in-service training, continuing education, or internship -- Course content -- Rules.
28A.415.024Credit on salary schedule -- Accredited institutions -- Verification -- Penalty for submitting credits from unaccredited institutions.
28A.415.025Internship clock hours -- Rules.
28A.415.030In-Service Training Act of 1977 -- Purpose.
28A.415.040In-Service Training Act of 1977 -- Administration of funds -- Rules -- Requirements for local districts -- In-service training task force.
28A.415.060Credits for educational staff associates to fulfill continuing education requirements.
28A.415.265Educator support program.
28A.415.270Principal internship support program.
28A.415.280Superintendent and program administrator internship support program.
28A.415.300Rules.
28A.415.310Paraprofessional training program.
28A.415.315Classified instructional assistants -- Training.
28A.415.330Professional development institutes -- Managing disruptive students.
28A.415.340State leadership academy -- Public-private partnership -- Reports.
28A.415.350Professional development learning opportunities -- Partnerships.
28A.415.360Learning improvement days -- Eligibility -- Reports.
28A.415.370Recruiting Washington teachers program.
28A.415.380Mathematics and science instructional coach program -- Evaluation -- Reports.
28A.415.390Condensed compliance reports -- Second-class districts.
28A.415.400Reading instruction and early literacy -- Professional development.


28A.415.010
Center for improvement of teaching — Improvement of teaching coordinating council — Teachers' institutes and workshops.

It shall be the responsibility of each educational service district board to establish a center for the improvement of teaching. The center shall administer, coordinate, and act as fiscal agent for such programs related to the recruitment and training of certificated and classified K-12 education personnel as may be delegated to the center by the superintendent of public instruction under RCW 28A.310.470. To assist in these activities, each educational service district board shall establish an improvement of teaching coordinating council to include, at a minimum, representatives as specified in RCW 28A.415.040. An existing in-service training task force, established pursuant to RCW 28A.415.040, may serve as the improvement of teaching coordinating council. The educational service district board shall ensure coordination of programs established pursuant to RCW 28A.415.030, 28A.410.060, and 28A.415.265.

     The educational service district board may arrange each year for the holding of one or more teachers' institutes and/or workshops for professional staff preparation and in-service training in such manner and at such time as the board believes will be of benefit to the teachers and other professional staff of school districts within the educational service district and shall comply with rules of the professional educator standards board pursuant to RCW 28A.410.060 or the superintendent of public instruction. The board may provide such additional means of teacher and other professional staff preparation and in-service training as it may deem necessary or appropriate and there shall be a proper charge against the educational service district general expense fund when approved by the educational service district board.

     Educational service district boards of contiguous educational service districts, by mutual arrangements, may hold joint institutes and/or workshops, the expenses to be shared in proportion to the numbers of certificated personnel as shown by the last annual reports of the educational service districts holding such joint institutes or workshops.

     In local school districts employing more than one hundred teachers and other professional staff, the school district superintendent may hold a teachers' institute of one or more days in such district, said institute when so held by the school district superintendent to be in all respects governed by the provisions of this title and rules relating to teachers' institutes held by educational service district superintendents.

[2013 2nd sp.s. c 18 § 402; 2006 c 263 § 807; 1991 c 285 § 1; 1990 c 33 § 414; 1975-'76 2nd ex.s. c 15 § 18. Prior: 1975 1st ex.s. c 275 § 139; 1975 1st ex.s. c 192 § 2; 1971 ex.s. c 282 § 31; 1969 ex.s. c 176 § 146; 1969 ex.s. c 223 § 28A.71.100; prior: 1965 c 139 § 21. Formerly RCW 28A.71.100, 28.71.100.]

Notes:

     Application -- Enforcement of laws protecting health and safety -- 2013 2nd sp.s. c 18: See note following RCW 28A.600.022.

     Findings -- Purpose -- Part headings not law -- 2006 c 263: See notes following RCW 28A.150.230.

     Severability -- 1975 1st ex.s. c 192: See note following RCW 28A.410.060.

     Severability -- 1971 ex.s. c 282: See note following RCW 28A.310.010.

     Rights preserved -- Severability -- 1969 ex.s. c 176: See notes following RCW 28A.310.010.

Transitional bilingual instruction program -- In-service training: RCW 28A.180.040(1)(f).




28A.415.020
Credit on salary schedule for approved in-service training, continuing education, and internship.

(1) Certificated personnel shall receive for each ten clock hours of approved in-service training attended the equivalent of a one credit college quarter course on the salary schedule developed by the legislative evaluation and accountability program committee.

     (2) Certificated personnel shall receive for each ten clock hours of approved continuing education earned, as continuing education is defined by rule adopted by the professional educator standards board, the equivalent of a one credit college quarter course on the salary schedule developed by the legislative evaluation and accountability program committee.

     (3) Certificated personnel shall receive for each forty clock hours of participation in an approved internship with a business, an industry, or government, as an internship is defined by rule of the professional educator standards board in accordance with RCW
28A.415.025, the equivalent of a one credit college quarter course on the salary schedule developed by the legislative evaluation and accountability program committee.

     (4) An approved in-service training program shall be a program approved by a school district board of directors, which meet standards adopted by the professional educator standards board, and the development of said program has been participated in by an in-service training task force whose membership is the same as provided under RCW 28A.415.040, or a program offered by an education agency approved to provide in-service for the purposes of continuing education as provided for under rules adopted by the professional educator standards board, or both.

     (5) Clock hours eligible for application to the salary schedule developed by the legislative evaluation and accountability program committee as described in subsections (1) and (2) of this section, shall be those hours acquired after August 31, 1987. Clock hours eligible for application to the salary schedule as described in subsection (3) of this section shall be those hours acquired after December 31, 1995.

     (6) In-service training or continuing education in first peoples' language, culture, or oral tribal traditions provided by a sovereign tribal government participating in the Washington state first peoples' language, culture, and oral tribal traditions teacher certification program authorized under RCW 28A.410.045 shall be considered approved in-service training or approved continuing education under this section and RCW 28A.415.023.

     (7) For the 2011-12 and 2012-13 school years, application of credits or credit equivalents earned under this section after October 1, 2010, to the salary schedule developed by the legislative evaluation and accountability program committee is subject to any conditions or limitations contained in the omnibus operating appropriations act.

[2011 1st sp.s. c 18 § 5; 2007 c 319 § 3; 2006 c 263 § 808; 1995 c 284 § 2; 1990 c 33 § 415; 1987 c 519 § 1. Formerly RCW 28A.71.110.]

Notes:

     Effective date -- 2011 1st sp.s. c 18: See note following RCW 28A.400.205.

     Findings -- Short title -- 2007 c 319: See notes following RCW 28A.410.045.

     Findings -- Purpose -- Part headings not law -- 2006 c 263: See notes following RCW 28A.150.230.

     Findings -- 1995 c 284: "The legislature finds that if students are to succeed in an increasingly competitive economy, they will need to be taught by teachers who are aware of the technological innovations and changes that are occurring throughout business, industry, and government. Having teachers who are more aware of these changes will lead to improvements in curriculum and instruction, thereby making public schools more relevant to the future career and personal needs of our students." [1995 c 284 § 1.]




28A.415.023
Credit on salary schedule for approved in-service training, continuing education, or internship — Course content — Rules.

(1) Credits earned by certificated instructional staff after September 1, 1995, shall be eligible for application to the salary schedule developed by the legislative evaluation and accountability program committee only if the course content:

     (a) Is consistent with a school-based plan for mastery of student learning goals as referenced in RCW
28A.655.110, the annual school performance report, for the school in which the individual is assigned;

     (b) Pertains to the individual's current assignment or expected assignment for the subsequent school year;

     (c) Is necessary to obtain an endorsement as prescribed by the Washington professional educator standards board;

     (d) Is specifically required to obtain advanced levels of certification;

     (e) Is included in a college or university degree program that pertains to the individual's current assignment, or potential future assignment, as a certified instructional staff;

     (f) Addresses research-based assessment and instructional strategies for students with dyslexia, dysgraphia, and language disabilities when addressing learning goal one under RCW 28A.150.210, as applicable and appropriate for individual certificated instructional staff; or

     (g) Pertains to the revised teacher evaluation system under RCW 28A.405.100, including the professional development training provided in RCW 28A.405.106.

     (2) For the purpose of this section, "credits" mean college quarter hour credits and equivalent credits for approved in-service, approved continuing education, or approved internship hours computed in accordance with RCW 28A.415.020.

     (3) The superintendent of public instruction shall adopt rules and standards consistent with the limits established by this section for certificated instructional staff.

     (4) For the 2011-12 and 2012-13 school years, application of credits or credit equivalents earned under this section after October 1, 2010, to the salary schedule developed by the legislative evaluation and accountability program committee is subject to any conditions or limitations contained in the omnibus operating appropriations act.

[2012 c 35 § 6; 2011 1st sp.s. c 18 § 6. Prior: 2005 c 497 § 209; 2005 c 393 § 1; 1997 c 90 § 1.]

Notes:

     Effective date -- 2011 1st sp.s. c 18: See note following RCW 28A.400.205.

     Intent -- Part headings not law -- Effective date -- 2005 c 497: See notes following RCW 28A.305.011.




28A.415.024
Credit on salary schedule — Accredited institutions — Verification — Penalty for submitting credits from unaccredited institutions.

(1) All credits earned in furtherance of degrees earned by certificated staff, that are used to increase earnings on the salary schedule consistent with RCW 28A.415.023, must be obtained from an educational institution accredited by an accrediting association recognized by rule of the professional educator standards board.

     (2) The office of the superintendent of public instruction shall verify for school districts the accreditation status of educational institutions granting degrees that are used by certificated staff to increase earnings on the salary schedule consistent with RCW 28A.415.023.

     (3) The office of the superintendent of public instruction shall provide school districts with training and additional resources to ensure they can verify that degrees earned by certificated staff, that are used to increase earnings on the salary schedule consistent with RCW 28A.415.023, are obtained from an educational institution accredited by an accrediting association recognized by rule of the professional educator standards board.

     (4)(a) No school district may submit degree information before there has been verification of accreditation under subsection (3) of this section.

     (b) Certificated staff who submit degrees received from an unaccredited educational institution for the purposes of receiving a salary increase shall be fined three hundred dollars. The fine shall be paid to the office of the superintendent of public instruction and used for costs of administering this section.

     (c) In addition to the fine in (b) of this subsection, certificated staff who receive salary increases based upon degrees earned from educational institutions that have been verified to be unaccredited must reimburse the district for any compensation received based on these degrees.

[2006 c 263 § 809; 2005 c 461 § 1.]

Notes:

     Findings -- Purpose -- Part headings not law -- 2006 c 263: See notes following RCW 28A.150.230.




28A.415.025
Internship clock hours — Rules.

The professional educator standards board shall establish rules for awarding clock hours for participation of certificated personnel in internships with business, industry, or government. To receive clock hours for an internship, the individual must demonstrate that the internship will provide beneficial skills and knowledge in an area directly related to his or her current assignment, or to his or her assignment for the following school year. An individual may not receive more than the equivalent of two college quarter credits for internships during a calendar-year period. The total number of credits for internships that an individual may earn to advance on the salary schedule developed by the legislative evaluation and accountability program committee or its successor agency is limited to the equivalent of fifteen college quarter credits.

[2006 c 263 § 810; 1995 c 284 § 3.]

Notes:

     Findings -- Purpose -- Part headings not law -- 2006 c 263: See notes following RCW 28A.150.230.

     Findings -- 1995 c 284: See note following RCW 28A.415.020.




28A.415.030
In-Service Training Act of 1977 — Purpose.

In order to provide for the improvement of the instructional process in the public schools and maintain and improve the skills of public school certificated and classified personnel, there is hereby adopted an act to be known as the "In-Service Training Act of 1977".

[1977 ex.s. c 189 § 1. Formerly RCW 28A.71.200.]

Notes:

     Severability -- 1977 ex.s. c 189: "If any provision of this act, or its application to any person or circumstance is held invalid, the remainder of the act, or the application of the provision to other persons or circumstances is not affected." [1977 ex.s. c 189 § 4.]




28A.415.040
In-Service Training Act of 1977 — Administration of funds — Rules — Requirements for local districts — In-service training task force.

The superintendent of public instruction is hereby empowered to administer funds now or hereafter appropriated for the conduct of in-service training programs for public school certificated and classified personnel and to supervise the conduct of such programs. The superintendent of public instruction shall adopt rules in accordance with chapter 34.05 RCW that provide for the allocation of such funds to public school district or educational service district applicants on such conditions and for such training programs as he or she deems to be in the best interest of the public school system: PROVIDED, That each district requesting such funds shall have:

     (1) Conducted a district needs assessment, including plans developed at the building level, to be reviewed and updated at least every two years, of certificated and classified personnel to determine identified strengths and weakness of personnel that would be strengthened by such in-service training program;

     (2) Demonstrate that the plans are consistent with the goals of basic education;

     (3) Established an in-service training task force and demonstrated to the superintendent of public instruction that the task force has participated in identifying in-service training needs and goals; and

     (4) Demonstrated to the superintendent of public instruction its intention to implement the recommendations of the needs assessment and thereafter the progress it has made in providing in-service training as identified in the needs assessment.

     The task force required by this section shall be composed of representatives from the ranks of administrators, building principals, teachers, classified and support personnel employed by the applicant school district or educational service district, from the public, and from an institution(s) of higher education, in such numbers as shall be established by the school district board of directors or educational service district board of directors.

[1987 c 525 § 301; 1985 c 214 § 1; 1979 c 149 § 10; 1977 ex.s. c 189 § 2. Formerly RCW 28A.71.210.]

Notes:

     Severability -- 1987 c 525: See note following RCW 28A.630.100.

     Severability -- 1979 c 149: "If any provision of this act or its application to any person or circumstance is held invalid, the remainder of the act or the application of the provision to other persons or circumstances is not affected." [1979 c 149 § 11.]

     Severability -- 1977 ex.s. c 189: See note following RCW 28A.300.050.




28A.415.060
Credits for educational staff associates to fulfill continuing education requirements.

The Washington professional educator standards board rules for continuing education shall provide that educational staff associates may use credits or clock hours that satisfy the continuing education requirements for their state professional licensure, if any, to fulfill the continuing education requirements established by the Washington professional educator standards board.

[2005 c 497 § 210; 1991 c 155 § 1.]

Notes:

     Intent -- Part headings not law -- Effective date -- 2005 c 497: See notes following RCW 28A.305.011.




28A.415.265
Educator support program.

(1) The educator support program is established to provide professional development and mentor support for beginning educators and educators on probation under RCW 28A.405.100, to be composed of the beginning educator support team for beginning educators and continuous improvement coaching for educators on probation, as provided in this section.

     (2)(a) Subject to funds appropriated for this specific purpose, the office of the superintendent of public instruction shall allocate funds for the beginning educator support team on a competitive basis to individual school districts or consortia of districts. School districts are encouraged to include educational service districts in creating regional consortia. In allocating funds, the office of the superintendent of public instruction shall give priority to school districts with low-performing schools identified under RCW 28A.657.020 as being challenged schools in need of improvement. A portion of the appropriated funds may be used for program coordination and provision of statewide or regional professional development through the office of the superintendent of public instruction.

     (b) A beginning educator support team must include the following components:

     (i) A paid orientation or individualized assistance before the start of the school year for beginning educators;

     (ii) Assignment of a trained and qualified mentor for the first three years for beginning educators, with intensive support in the first year and decreasing support over the following years depending on the needs of the beginning educator;

     (iii) Professional development for beginning educators that is designed to meet their unique needs for supplemental training and skill development;

     (iv) Professional development for mentors;

     (v) Release time for mentors and their designated educators to work together, as well as time for educators to observe accomplished peers; and

     (vi) A program evaluation using a standard evaluation tool provided from the office of the superintendent of public instruction that measures increased knowledge, skills, and positive impact on student learning for program participants.

     (3) Subject to funds separately appropriated for this specific purpose, the beginning educator support team components under subsection (2) of this section may be provided for continuous improvement coaching to support educators on probation under RCW 28A.405.100.

[2013 2nd sp.s. c 18 § 401.]

Notes:

     Application -- Enforcement of laws protecting health and safety -- 2013 2nd sp.s. c 18: See note following RCW 28A.600.022.




28A.415.270
Principal internship support program.

(1) To the extent funds are appropriated, the Washington state principal internship support program is created beginning in the 1994-95 school year. The purpose of the program is to provide funds to school districts to provide partial release time for district employees who are in a principal preparation program to complete an internship with a mentor principal. Funds may be used in a variety of ways to accommodate flexible implementation in releasing the intern to meet program requirements.

     (2) Participants in the principal internship support program shall be selected as follows:

     (a) The candidate shall be enrolled in a state board-approved school principal preparation program;

     (b) The candidate shall apply in writing to his or her local school district;

     (c) Each school district shall determine which applicants meet its criteria for participation in the principal internship support program and shall notify its educational service district of the school district's selected applicants. When submitting the names of applicants, the school district shall identify a mentor principal for each principal intern applicant, and shall agree to provide the internship applicant release time not to exceed the equivalent of forty-five student days by means of this funding source; and

     (d) Educational service districts, with the assistance of an advisory board, shall select internship participants.

     (3) The maximum amount of state funding for each internship shall not exceed the actual daily rate cost of providing a substitute teacher for the equivalent of forty-five school days.

     (4) Funds appropriated for the principal internship support program shall be allocated by the superintendent of public instruction to the educational service districts based on the percentage of full-time equivalent public school students enrolled in school districts in each educational service district. If it is not possible to find qualified candidates within the educational service district, the positions remain unfilled, and any unspent funds shall revert to the superintendent of public instruction for supplementary direct disbursement.

     The superintendent of public instruction shall allocate any remaining unfilled positions and unspent funds among the educational service districts that have qualified candidates but not enough positions for them.

     This subsection does not preclude the superintendent of public instruction from permitting the affected educational service districts to make the supplementary selections.

     (5) Once principal internship participants have been selected, the educational service districts shall allocate the funds to the appropriate school districts. The funds shall be used to pay for partial release time while the school district employee is completing the principal internship.

     (6) Educational service districts may be reimbursed for costs associated with implementing the program. Reimbursement rates shall be determined by the superintendent of public instruction.

[1996 c 233 § 1; 1993 c 336 § 404.]

Notes:

     Findings -- Intent -- Part headings not law -- 1993 c 336: See notes following RCW 28A.150.210.

     Findings -- 1993 c 336: See note following RCW 28A.150.210.




28A.415.280
Superintendent and program administrator internship support program.

(1) To the extent funds are appropriated, the Washington state superintendent and program administrator internship support program is created beginning in the 1994-95 school year. The purpose of the program is to provide funds to school districts to provide partial release time for district employees who are in a superintendent or program administrator preparation program to complete an internship with a mentor administrator. Funds may be used in a variety of ways to accommodate flexible implementation in releasing the intern to meet program requirements.

     (2) Participants in the superintendent and program administrator internship support program shall be selected as follows:

     (a) The candidate shall be enrolled in a state board-approved school district superintendent or program administrator preparation program;

     (b) The candidate shall apply in writing to his or her local school district;

     (c) Each school district shall determine which applicants meet its criteria for participation in the internship support program and shall notify its educational service district of the school district's selected applicants. When submitting the names of applicants, the school district shall identify a mentor administrator for each intern applicant and shall agree to provide the internship applicant release time not to exceed the equivalent of forty-five student days by means of this funding source; and

     (d) Educational service districts, with the assistance of an advisory board, shall select internship participants.

     (3)(a) The maximum amount of state funding for each internship shall not exceed the actual daily rate cost of providing a substitute teacher for the equivalent of forty-five school days.

     (b) Funds appropriated for the internship support program shall be allocated by the superintendent of public instruction to the educational service districts based on the percentage of full-time equivalent public school students enrolled in school districts in each educational service district.

     (c) Once internship participants have been selected, the educational service districts shall allocate the funds to the appropriate school districts. The funds shall be used to pay for partial release time while the school district employee is completing the internship.

     (d) If an educational service district has unfilled superintendent or program administrator internship positions, the positions and unspent funds shall revert to the superintendent of public instruction for supplementary direct disbursement among the educational service districts.

     The superintendent of public instruction shall allocate any remaining unfilled positions and unspent funds among the educational service districts that have qualified candidates but not enough positions for them.

     This subsection does not preclude the superintendent of public instruction from permitting the affected educational service districts to make the supplementary selections.

     (e) Educational service districts may be reimbursed for costs associated with implementing the program. Reimbursement rates shall be determined by the superintendent of public instruction.

[1996 c 233 § 2; 1993 c 336 § 405.]

Notes:

     Findings -- Intent -- Part headings not law -- 1993 c 336: See notes following RCW 28A.150.210.

     Findings -- 1993 c 336: See note following RCW 28A.150.210.




28A.415.300
Rules.

The superintendent of public instruction shall adopt rules as necessary under chapter 34.05 RCW to administer the principal and superintendent and program administrator internship support programs.

[1993 c 336 § 407.]

Notes:

     Reviser's note: 1993 c 336 directed that this section be added to chapter 28A.300 RCW. This section has been codified in chapter 28A.415 RCW, which relates more directly to educators' training.

     Findings -- Intent -- Part headings not law -- 1993 c 336: See notes following RCW 28A.150.210.

     Findings -- 1993 c 336: See note following RCW 28A.150.210.




28A.415.310
Paraprofessional training program.

(1) The paraprofessional training program is created. The primary purpose of the program is to provide training for classroom assistants to assist them in helping students achieve the student learning goals under RCW 28A.150.210. Another purpose of the program is to provide training to certificated personnel who work with classroom assistants.

     (2) The superintendent of public instruction may allocate funds, to the extent funds are appropriated for this program, to educational service districts, school districts, and other organizations for providing the training in subsection (1) of this section.

[1993 c 336 § 408.]

Notes:

     Reviser's note: 1993 c 336 directed that this section be added to chapter 28A.300 RCW. This section has been codified in chapter 28A.415 RCW, which relates more directly to educators' training.

     Findings -- Intent -- Part headings not law -- 1993 c 336: See notes following RCW 28A.150.210.

     Findings -- 1993 c 336: See note following RCW 28A.150.210.




28A.415.315
Classified instructional assistants — Training.

Subject to the availability of amounts appropriated for this purpose, the office of the superintendent of public instruction, in consultation with various groups representing school district classified employees, shall develop and offer a training strand through the summer institutes and the winter conference targeted to classified instructional assistants and designed to help them maximize their effectiveness in improving student achievement.

[2009 c 539 § 2; 2008 c 65 § 2.]

Notes:

     Effective date -- 2009 c 539: See note following RCW 28A.655.200.

     Findings -- Intent -- 2008 c 65: "The legislature finds that classified instructional assistants are key partners with classroom teachers in improving student achievement. Research on rigorous reading programs, including the reading first programs in our own state, proves that when instructional assistants are skilled, well-trained in a particular intervention, and positively supported by the classroom teacher or coach, they can have a significant impact on student reading attainment. The legislature further finds that school district practice provides sufficient evidence of the need for instructional assistants. Statewide, school districts relied on more than nineteen thousand classified instructional assistants, equal to nearly ten thousand full-time equivalent staff, during the 2006-07 school year. Therefore, the legislature intends to support instructional assistants by providing opportunities for high quality professional development to make them more effective partners in the classroom." [2008 c 65 § 1.]




28A.415.330
Professional development institutes — Managing disruptive students.

(1) To the extent funds are appropriated, the superintendent of public instruction shall conduct professional development institutes to provide opportunities for teachers, principals, and other school staff to learn effective research-based strategies for handling disruptive students. The institutes shall be conducted during the summer of 2000. The training institutes shall emphasize methods for handling disruptions in regular classrooms and how to design and implement alternative learning settings and programs that have been proven to be effective in providing for the educational needs of students who exhibit frequent and prolonged disruptive behavior when placed in a regular classroom setting.

     (2) The superintendent may enter into contracts with public or private entities that provide training in effective research-based methods for dealing with disruptive students. In developing the institutes, the superintendent shall work with school staff who have had experience working effectively with disruptive students. The institutes shall be open to teams of teachers, principals, and other school staff from each school district choosing to participate. However, as a condition of participating in the institutes, school district teams shall be required to develop during or immediately following the institute a district plan for carrying out the purposes of this section. Elementary schools and junior high and middle schools in districts that send teams to participate in institutes conducted under this section are encouraged to formulate school building-level plans for addressing the educational needs of disruptive students and the needs of students and teachers in the regular classrooms for an orderly and disciplined environment that is optimally conducive to learning. Individual participants in the institutes shall agree to provide assistance as needed to other school staff in their school building or school district, consistent with their other normal duties.

     (3) Beginning with the 1999-2000 school year, elementary and junior high schools are encouraged to provide staff from both the regular education and special education programs opportunities to work together to share successful practices for managing disruptive students.

[1999 c 166 § 2.]

Notes:

     Findings -- 1999 c 166: "The legislature finds that disruptive students can significantly impede effective teaching and learning in the classroom. Training in effective strategies for handling disruptive students will help principals, teachers, and other staff gain additional skills to provide a classroom environment that is conducive to teaching and learning. Schools and school districts should be encouraged to provide staff with the training necessary to respond to disruptions effectively." [1999 c 166 § 1.]




28A.415.340
State leadership academy — Public-private partnership — Reports.

(1) Research supports the value of quality school and school district leadership. Effective leadership is critical to improving student learning and transforming underperforming schools and school districts into world-class learning centers.

     (2) A public-private partnership is established to develop, pilot, and implement the Washington state leadership academy to focus on the development and enhancement of personal leadership characteristics and the teaching of effective practices and skills demonstrated by school and district administrators who are successful managers and instructional leaders. It is the goal of the academy to provide state-of-the-art programs and services across the state.

     (3) Academy partners include the state superintendent and principal professional associations, private nonprofit foundations, institutions of higher education with approved educator preparation programs, the professional educator standards board, the office of the superintendent of public instruction, educational service districts, the state school business officers' association, and other entities identified by the partners. The partners shall designate an independent organization to act as the fiscal agent for the academy and shall establish a board of directors to oversee and direct the academy's finances, services, and programs. The academy shall be supported by a national research institution with demonstrated expertise in educational leadership.

     (4) Initial development of academy course content and activities shall be supported by private funds. Initial tasks of the academy are to:

     (a) Finalize a comprehensive design of the academy and the development of the curriculum frameworks for a comprehensive leadership development program that includes coursework, practicum, mentoring, and evaluation components;

     (b) Develop curriculum for individual leadership topics;

     (c) Pilot the curriculum and all program components; and

     (d) Modify the comprehensive design, curriculum coursework, practicum, and mentoring programs based on the research results gained from pilot activities.

     (5) The board of directors shall report semiannually to the superintendent of public instruction on the financial contributions provided by foundations and other organizations to support the work of the academy. The board of directors shall report by December 31st each year to the superintendent of public instruction on the programs and services provided, numbers of participants in the various academy activities, evaluation activities regarding program and participant outcomes, and plans for the academy's future development.

     (6) The board of directors shall make recommendations for changes in superintendent and principal preparation programs, the administrator licensure system, and continuing education requirements.

[2007 c 402 § 1.]

Notes:

     Captions not law -- 2007 c 402: "Captions used in this act are not any part of the law." [2007 c 402 § 12.]




28A.415.350
Professional development learning opportunities — Partnerships.

Subject to the availability of amounts appropriated for this purpose, the office of the superintendent of public instruction shall:

     (1) Create partnerships with the educational service districts or public or private institutions of higher education with approved educator preparation programs to develop and deliver professional development learning opportunities for educators that fulfill the goals and address the activities described in *sections 3 through 6 of this act and RCW
28A.415.360. The partnerships shall:

     (a) Support school districts by providing professional development leadership, courses, and consultation services to school districts in their implementation of professional development activities, including the activities described in *sections 3 through 6 of this act and RCW 28A.415.360; and

     (b) Support one another in the delivery of state-level and regional-level professional development activities such as state conferences and regional accountability institutes; and

     (2) Enter into a performance agreement with each educational service district to clearly articulate partner responsibilities and assure fidelity for the delivery of professional development initiatives including job-embedded practices. Components of such performance agreements shall include:

     (a) Participation in the development of various professional development workshops, programs, and activities;

     (b) Characteristics and qualifications of professional development staff supported by the program;

     (c) Methods to ensure consistent delivery of professional development services; and

     (d) Reporting responsibilities related to services provided, program participation, outcomes, and recommendations for service improvement.

[2009 c 539 § 4; 2007 c 402 § 7.]

Notes:

     *Reviser's note: Sections 3 through 6 of this act were vetoed.

     Effective date -- 2009 c 539: See note following RCW 28A.655.200.

     Captions not law -- 2007 c 402: See note following RCW 28A.415.340.




28A.415.360
Learning improvement days — Eligibility — Reports.

(1) Subject to funds appropriated for this purpose, targeted professional development programs, to be known as learning improvement days, are authorized to further the development of outstanding mathematics, science, and reading teaching and learning opportunities in the state of Washington. The intent of this section is to provide guidance for the learning improvement days in the omnibus appropriations act. The learning improvement days authorized in this section shall not be considered part of the definition of basic education.

     (2) A school district is eligible to receive funding for learning improvement days that are limited to specific activities related to student learning that contribute to the following outcomes:

     (a) Provision of meaningful, targeted professional development for all teachers in mathematics, science, or reading;

     (b) Increased knowledge and instructional skill for mathematics, science, or reading teachers;

     (c) Increased use of curriculum materials with supporting diagnostic and supplemental materials that align with state standards;

     (d) Skillful guidance for students participating in alternative assessment activities;

     (e) Increased rigor of course offerings especially in mathematics, science, and reading;

     (f) Increased student opportunities for focused, applied mathematics and science classes;

     (g) Increased student success on state achievement measures; and

     (h) Increased student appreciation of the value and uses of mathematics, science, and reading knowledge and exploration of related careers.

     (3) School districts receiving resources under this section shall submit reports to the superintendent of public instruction documenting how the use of the funds contributes to measurable improvement in the outcomes described under subsection (2) of this section; and how other professional development resources and programs authorized in statute or in the omnibus appropriations act contribute to the expected outcomes. The superintendent of public instruction and the office of financial management shall collaborate on required report content and format.

[2009 c 548 § 403; 2007 c 402 § 9.]

Notes:

     Intent -- 2009 c 548: See RCW 28A.150.1981.

     Finding -- 2009 c 548: See note following RCW 28A.410.270.

     Intent -- Finding -- 2009 c 548: See note following RCW 28A.305.130.

     Captions not law -- 2007 c 402: See note following RCW 28A.415.340.




28A.415.370
Recruiting Washington teachers program.

(1) The recruiting Washington teachers program is established to recruit and provide training and support for high school students to enter the teaching profession, especially in teacher shortage areas and among underrepresented groups and multilingual, multicultural students. The program shall be administered by the professional educator standards board.

     (2) The program shall consist of the following components:

     (a) Targeted recruitment of diverse students, including but not limited to students from underrepresented groups and multilingual, multicultural students in grades nine through twelve through outreach and communication strategies. The focus of recruitment efforts shall be on encouraging students to consider and explore becoming future teachers in mathematics, science, bilingual education, special education, and English as a second language. Program enrollment is not limited to students from underrepresented groups or multilingual, multicultural students;

     (b) A curriculum that provides future teachers with opportunities to observe classroom instruction at all grade levels; includes preteaching internships at all grade levels with a focus on shortage areas; and covers such topics as lesson planning, learning styles, student learning data and information, the achievement gap, cultural competency, and education policy;

     (c) Academic and community support services for students to help them overcome possible barriers to becoming future teachers, such as supplemental tutoring; advising on college readiness, applications, and financial aid processes; and mentoring; and

     (d) Future teacher camps held on college campuses where students can attend workshops and interact with college faculty and current teachers.

     (3) As part of its administration of the program, the professional educator standards board shall:

     (a) Develop the curriculum and program guidelines in consultation with an advisory group of teachers, representatives of teacher preparation programs, teacher candidates, students, and representatives of diverse communities;

     (b) Subject to funds appropriated for this purpose, allocate grant funds through a competitive process to partnerships of high schools, teacher preparation programs, and community-based organizations to design and deliver programs that include the components under subsection (2) of this section; and

     (c) Conduct an evaluation of the effectiveness of current strategies and programs for recruiting teachers, especially multilingual, multicultural teachers, in Washington and in other states. The board shall use the findings from the evaluation to revise the recruiting Washington teachers program as necessary and make other recommendations to teacher preparation programs or the legislature.

[2007 c 402 § 10.]

Notes:

     Captions not law -- 2007 c 402: See note following RCW 28A.415.340.




28A.415.380
Mathematics and science instructional coach program — Evaluation — Reports.

(1) A mathematics and science instructional coach program is authorized, which shall consist of a coach development institute, coaching seminars, coaching activities in schools, and program evaluation.

     (2) The office of the superintendent of public instruction shall develop a mathematics and science instructional coach program that includes an initial coach development experience for new coaches provided through an institute setting, coaching support seminars, and additional coach development services. The office shall draw upon the experiences of coaches in federally supported elementary literacy programs and other successful programs, research and policy briefs on adult professional development, and research that specifically addresses the instructional environments of middle, junior high, and high schools as well as the unique aspects of the fields of mathematics and science.

     (3) The office of the superintendent of public instruction shall design the application process and select the program participants.

     (4) Schools and school districts participating in the program shall carefully select the individuals to perform the role of mathematics or science instructional coach. Characteristics to be considered for a successful coach include:

     (a) Expertise in content area;

     (b) Expertise in various instructional methodologies and personalizing learning;

     (c) Personal skills that include skilled listening, questioning, trust building, and problem solving;

     (d) Understanding and appreciation for the differences in adult learners and student learners; and

     (e) Capacity for strategic planning and quality program implementation.

     (5) The role of the mathematics or science instructional coach is focused on supporting teachers as they apply knowledge, develop skills, polish techniques, and deepen their understanding of content and instructional practices. This work takes a number of forms including: Individualized professional development, department-wide and school-wide professional development, guidance in student data interpretation, and using assessment to guide instruction. Each coach shall be assigned to two schools as part of the program.

     (6) Program participants have the following responsibilities:

     (a) Mathematics and science coaches shall participate in the coach development institute as well as in coaching support seminars that take place throughout the school year, practice coaching activities as guided by those articulated in the role of the coach in subsection (5) of this section, collect data, and participate in program evaluation activities as requested by the institute pursuant to subsection (7) of this section.

     (b) School and district administrators in districts in which the mathematics and science coaches are practicing shall participate in program evaluation activities.

     (7)(a) The Washington State University social and economic sciences research center shall conduct an evaluation of the mathematics and science instructional coach program in this section. Data shall be collected through various instruments including surveys, program and activity reports, student performance measures, observations, interviews, and other processes. Findings shall include an evaluation of the coach development institute, coaching support seminars, and other coach support activities; recommendations with regard to the characteristics required of the coaches; identification of changes in teacher instruction related to coaching activities; and identification of the satisfaction level with coaching activities as experienced by classroom teachers and administrators.

     (b) The Washington State University social and economic sciences research center shall report its findings to the governor, the office of the superintendent of public instruction, and the education and fiscal committees of the legislature. An interim report is due November 1, 2008. The final report is due December 1, 2009.

     (8) The mathematics and science instructional coach program in this section shall be implemented to the extent funds are available for that purpose.

[2009 c 578 § 1; 2007 c 396 § 4.]

Notes:

     Captions not law -- 2007 c 396: See note following RCW 28A.305.215.

     Finding -- Intent -- 2007 c 396: See note following RCW 28A.300.515.




28A.415.390
Condensed compliance reports — Second-class districts.

Any compliance reporting requirements as a result of laws in this chapter that apply to second-class districts may be submitted in accordance with RCW 28A.330.250.

[2011 c 45 § 33.]

Notes:

     Conflict with federal requirements -- 2011 c 45: See note following RCW 28A.330.250.




28A.415.400
Reading instruction and early literacy — Professional development.

(1) High-quality professional development is essential for educators to keep abreast of the important advances in research that are occurring regarding instructional strategies and curriculum. Professional development in early literacy is especially important to support the instruction of young readers since reading proficiency is a crucial element for student academic success.

     (2) Subject to funds appropriated for this specific purpose, the office of the superintendent of public instruction shall create partnerships with the educational service districts and public or private institutions of higher education with approved educator preparation programs to develop and deliver research-based professional development learning opportunities in reading instruction and early literacy for teachers of kindergarten through fourth grade students.

[2013 2nd sp.s. c 18 § 103.]

Notes:

     Application -- Enforcement of laws protecting health and safety -- 2013 2nd sp.s. c 18: See note following RCW 28A.600.022.