Amend Senate File 423 as follows:
   1.  Page 6, line 23, after <paragraph.> by inserting <The eligibility of an applicant who receives a teach Iowa scholar grant and who is preparing to teach in a hard-to-staff subject as identified by the department shall not be affected in subsequent years if the department does not continue to identify that subject as a hard-to-staff subject.>
   2.  Page 7, by striking lines 27 through 29 and inserting <state models and comparable systems>
   3.  Page 8, line 10, by striking <section 284.7> and inserting <section 284.7
 
this chapter>
   4.  Page 11, by striking lines 7 and 8 and inserting <implementing a state model or comparable system approved as provided>
   5.  Page 12, line 28, after <284.15> by inserting <and to pay salary supplements to teachers assigned to leadership roles, to increase the percentages of teachers assigned to leadership roles, to increase the minimum teacher salaries, to cover the costs for the time when teachers assigned to leadership roles are not providing instruction to students in a classroom, for coverage of a classroom when an initial or career teacher is observing or coteaching with a teacher assigned to a leadership role, for professional development time to learn best practices associated with the leadership process, for other costs associated with a comparable system pursuant to section 284.15, and to accomplish goals that include improving instruction and elevating the quality of teaching and student learning>
   6.  Page 13, by striking line 12 and inserting: 
   <Sec. ___.  Section 284.2, subsections 1 and 8, Code 2013, are amended>
   7.  Page 13, after line 27 by inserting: 
   <8.  “Performance review” means a summative evaluation of a teacher other than a beginning teacher and used to determine whether the teacher’s practice meets school district expectations and the Iowa teaching standards, and to determine whether the teacher’s practice meets school district expectations for career advancement in accordance with section 284.7

this chapter.>
   8.  Page 14, by striking lines 31 and 32 and inserting <incorporating the salary minimums required in section 284.7
 
in accordance with this chapter. The combined salary schedule must use only the>
   9.  By striking page 16, line 18, through page 21, line 20, and inserting: 
   <Sec. ___.  Section 284.7, subsection 1, paragraph a, subparagraph (2), Code 2013, is amended to read as follows:
   (2)  Beginning July 1, 2008
 
Except as provided in a state model or comparable system approved pursuant to section 284.15, the minimum salary for a beginning teacher shall be twenty-eight thousand dollars.
   Sec. ___.  Section 284.7, subsection 1, paragraph b, subparagraph (2), Code 2013, is amended to read as follows:
   (2)  Beginning July 1, 2008
 
Except as provided in a state model or comparable system approved pursuant to section 284.15, the minimum salary for a first-year career teacher shall be thirty thousand dollars.
   Sec. ___.  Section 284.7, subsection 5, Code 2013, is amended by striking the subsection and inserting in lieu thereof the following:
   5.  This section is repealed July 1, 2016.>
   10.  By striking page 23, line 13, through page 35, line 27, and inserting: 
   <Sec. ___.  NEW SECTION.  284.15  Career path, leadership role, and compensation model and comparable system requirements.
   1.  Common provisions for models and comparable systems.  Except as otherwise provided in this section, all models specified in sections 284.16, 284.17, and 284.18, and any comparable system described in section 284.19, shall be approved under subsection 12 and shall meet the requirements of this section.
   2.  Salary supplements and appeal.  The salary supplement received by teachers pursuant to section 257.10, subsection 12, shall fully cover the salary costs of any additional contract days required of teachers under a state model or comparable system approved pursuant to this section. If a teacher ends or completes a leadership role assignment, the teacher shall no longer receive a salary supplement for performance in a leadership role unless the teacher is issued a new contract for assignment in another leadership role. Notwithstanding any provision of law to the contrary, the determinations of salary supplements paid from moneys received pursuant to section 257.10, subsection 12, are not subject to appeal.
   3.  Review councils.  The school board implementing a state model pursuant to section 284.16, 284.17, or 284.18, shall appoint a site-based review council if the school district has a certified enrollment of six hundred or more students, or a district-based selection council if the school district has a certified enrollment of less than six hundred students.

   a.  Each council shall be comprised of equal numbers of teachers and administrators. Teacher members shall include teachers who have been nominated by the certified employee organization that represents the school district’s teachers, if such organization exists, or, if such organization does not exist, by a teacher quality committee.
   b.  The council shall accept and review applications submitted to the school’s or the school district’s administration for assignment or reassignment in a leadership role and shall make recommendations regarding the applications to the superintendent of the school district. In developing recommendations, the council shall utilize measures of teacher effectiveness and professional growth, consider the needs of the school district, and review the performance and professional development of the applicants. Any teacher recommended by a review council for assignment or reassignment in a leadership role shall have demonstrated to the council’s satisfaction competency on the Iowa teaching standards as set forth in section 284.3.
   4.  Leadership role assignment.  An assignment to a teacher leadership role pursuant to this chapter shall be subject to review by the school’s or the school district’s administration at least annually. The review shall include peer feedback on the effectiveness of the teacher’s performance of duty specific to the teacher’s leadership role. A teacher who completes the time period of assignment in a teacher leadership role may apply to the school’s or the school district’s administration for assignment in a new role if appropriate or for reassignment.
   5.  Status quo.  A teacher employed in a school district shall not receive less compensation in that district than the teacher received in the school year preceding participation, as set forth in section 284.4, due to implementation of a state model or comparable system approved pursuant to this section. A teacher who achieves national board for professional teaching standards certification and meets the requirements of section 256.44 shall continue to receive the award as specified in section 256.44 in addition to the compensation set forth in this chapter.
   6.  Early implementation.  Prior to July 1, 2016, a school district may apply to the commission on educator leadership and compensation for early implementation of a state model set forth in section 284.16, 284.17, or 284.18, or a comparable system set forth in section 284.19.

   7.  Implementation.  On or after July 1, 2016, each school district shall implement a state model set forth in section 284.16, 284.17, or 284.18, or a comparable system set forth in section 284.19 for which the school district received approval pursuant to this section. Compliance with this section shall be determined by the accreditation team authorized pursuant to section 256.11. A school district shall not be required to fully implement a state model or comparable system pursuant to this section if implementation costs exceed the state school foundation aid, including the moneys received under section 257.10, subsections 9 and 12, the school district receives. However, if a school district’s implementation costs exceed such state school foundation aid, the school district shall implement as much of the approved state model or comparable system as reasonably possible, and shall, at a minimum, meet the minimum salary requirements for an Iowa teacher as provided in section 284.17, subsection 1, paragraph “a”.
   8.  Approval.  The department shall establish criteria and an application process for approval of the implementation of a state model set forth in section 284.16, 284.17, or 284.18, or a comparable system set forth in section 284.19, which a school district may implement pursuant to subsection 6, or shall implement in accordance with subsection 7.
   9.  Teachers emeritus.  A school district is encouraged to utilize appropriately licensed teachers emeritus in the implementation of this section and sections 284.16 through 284.19.
   10.  Attendance center applicability.  A state model or comparable system approved and implemented by a school district in accordance with this section and sections 284.16 through 284.19 shall be applicable to teachers in every attendance center operated by the school district.
   11.  Planning grants.  Contingent on a specific appropriation for these purposes, a school district may apply to the commission on educator leadership and compensation established pursuant to subsection 12 for a planning grant to design an implementation strategy for a state model set forth in section 284.16, 284.17, or 284.18, or a comparable system set forth in section 284.19. The planning grant shall be used to facilitate a local decision-making process that includes representation of administrators, teachers, and parents and guardians of students. The department shall establish and make available an application for the awarding of planning grants for purposes of this subsection.
   12.  Commission on educator leadership and compensation.  The department shall establish, and provide staffing and administrative support for a commission on educator leadership and compensation. The commission shall monitor with fidelity the implementation of the state models and comparable systems by school districts approved pursuant to this section. The commission shall evaluate the applications submitted for approval pursuant to this section and shall approve or disapprove such applications. If the commission disapproves an application, the commission shall specify the reasons for disapproval. A school district that receives approval to implement a state model or comparable system under this section is eligible to receive funds under section 257.10, subsection 12. An application for implementation of a state model or comparable system shall only be approved if the school district receives state school foundation aid, including the moneys received under section 257.10, subsections 9 and 12, in an amount that will cover the costs of the state model or comparable system approved pursuant to this section. In addition, the commission shall review the use and effectiveness of the funds distributed to school districts for supplemental assistance to teachers in high-need schools under section 284.11.
   a.  The commission shall be comprised of the following:
   (1)  Five teachers selected by the Iowa state education association.
   (2)  Three administrators selected by the school administrators of Iowa.
   (3)  Two school board members selected by the Iowa association of school boards.
   (4)  Each president or president’s designee of the Iowa state education association, the school administrators of Iowa, and the Iowa association of school boards.
   (5)  The director or the director’s designee.
   b.  Members shall be appointed to staggered three-year terms which shall begin and end as provided in section 69.19. Appointments shall comply with sections 69.16, 69.16A, and 69.16C. Vacancies on the commission shall be filled in the same manner as the original appointment. A person appointed to fill a vacancy shall serve only for the unexpired portion of the term. Members are entitled to reimbursement of actual expenses incurred in performance of their official duties.

   c.  By December 15 annually, the commission shall submit its findings and any recommendations, including but not limited to any recommendations for changes relating to this section and sections 284.16 through 284.19, and for changes to section 284.11 relating to state supplemental assistance to teachers in high-need schools, in a report to the director, the state board, the governor, and the general assembly.
   13.  Teacher leadership supplement foundation aid.
  a.  Teacher leadership supplement foundation aid calculated under section 257.10, subsection 12, shall be paid as part of the state aid payments made to school districts in accordance with section 257.16. 
   b.  Notwithstanding section 284.3A, teacher leadership supplement foundation aid shall not be combined with regular wages to create a combined salary. 
   c.  The teacher leadership supplement district cost as calculated under section 257.10, subsection 12, is not subject to a uniform reduction in accordance with section 8.31.
   d.  Except as otherwise provided by law for a fiscal year, of the amount appropriated statewide for that fiscal year for payment of the teacher leadership supplement pursuant to section 257.10, subsection 12, the department may use an amount not to exceed five hundred thousand dollars to provide administration and oversight of the state models and comparable systems approved and implemented pursuant to this section and section 284.16, 284.17, 284.18, or 284.19; and to fund up to two full-time equivalent positions which shall be in addition to the number of positions authorized for the fiscal year.
   Sec. ___.  NEW SECTION.  284.16  Teacher leadership framework model.
   1.  Teacher leadership framework model —— purposes.  To promote continuous improvement in Iowa’s quality teaching workforce and to give Iowa teachers the opportunity for career recognition that reflects the various roles teachers play as educational leaders, a teacher leadership framework model is established for teachers employed by school districts. A teacher employed by an area education agency may be included in a framework model established by a school district if the area education agency and the school district enter into a contract for such purpose. The framework model is designed to accomplish the following goals:
   a.  To attract able and promising new teachers by offering competitive starting salaries and offering short-term and long-term professional development and leadership opportunities.
   b.  To retain effective teachers by providing enhanced career opportunities.
   c.  To promote collaboration by developing and supporting opportunities for teachers in schools and school districts statewide to learn from each other.
   d.  To reward professional growth and effective teaching by providing for career opportunities that come with increased leadership responsibilities and involve increased compensation.
   e.  To improve student achievement by strengthening instruction.
   2.  Model requirements.  The teacher leadership framework model requirements shall be as follows:
   a.  Initial teacher.
   (1)  The salary for an initial teacher who has successfully completed an approved practitioner preparation program as defined in section 272.1 or holds an initial or intern teacher license issued under chapter 272, and who participates in the initial teacher mentoring and induction program as provided in this chapter, shall be at least thirty-five thousand dollars, which shall also constitute the minimum salary for an Iowa teacher.
   (2)  An initial teacher shall complete a teacher residency during the first year of employment that has all of the following characteristics:
   (a)  Mentoring by a mentor teacher or lead teacher.
   (b)  Sufficient collaboration time for the initial teacher in the residency year to be able to observe and learn from more experienced teachers, mentor teachers, and lead teachers employed by school districts located in this state.
   (c)  A teaching load of not more than seventy-five percent student instruction to allow the initial teacher time for observation and learning. 
   (d)  A teaching contract issued under section 279.13 that establishes an employment period which is five days longer than that required for career teachers employed by the school district of employment. The five additional contract days shall be used to strengthen instructional leadership in accordance with this section.
   (e)  Frequent observation, evaluation, and professional development opportunities.
   b.  Career teacher.  A career teacher is a teacher who meets the requirements of section 284.17, subsection 1, paragraph “b”, subparagraph (1). Beginning July 1, 2014, the minimum salary for a first-year career teacher shall be thirty-seven thousand dollars.
   c.  Model teacher.  A model teacher is a teacher who meets the requirements of paragraph “b”, has met the requirements established by the school district that employs the teacher, is evaluated by the school district as demonstrating the competencies of a model teacher, has participated in a rigorous review process, and has been recommended for a one-year assignment as a model teacher by a site-based or district-based review council appointed pursuant to section 284.15, subsection 3. A school district shall set as a goal the designation of at least ten percent of its teachers as model teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this goal through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to model teachers shall exceed by five days the terms of teaching contracts issued under section 279.13 to career teachers, and the five additional contract days shall be used to strengthen instructional leadership in accordance with this section. A model teacher shall receive annually a salary supplement of at least two thousand dollars.
   d.  Mentor teacher.  A mentor teacher is a teacher who is evaluated by the school district as demonstrating the competencies and superior teaching skills of a mentor teacher, and has been recommended for a one-year assignment as a mentor teacher by a site-based or district-based review council appointed pursuant to section 284.15, subsection 3. In addition, a mentor teacher shall hold a valid license issued under chapter 272, participate in teacher professional development as outlined in this chapter, demonstrate continuous improvement in teaching, and possess the skills and qualifications to assume leadership roles. A mentor teacher shall have a teaching load of not more than seventy-five percent student instruction to allow the teacher to mentor other teachers. A school district shall set as a goal the designation of at least ten percent of its teachers as mentor teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this goal through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to mentor teachers shall exceed by ten days the terms of teaching contracts issued under section 279.13 to career teachers, and the ten additional contract days shall be used to strengthen instructional leadership in accordance with this section. A mentor teacher shall receive annually a salary supplement of at least five thousand dollars.
   e.  Lead teacher.  A lead teacher is a teacher who holds a valid license issued under chapter 272 and has been recommended for a one-year assignment as a lead teacher by a site-based or district-based review council appointed pursuant to section 284.15, subsection 3. The recommendation from the council must assert that the teacher possesses superior teaching skills and the ability to lead adult learners. A lead teacher shall assume leadership roles that may include but are not limited to the planning and delivery of professional development activities designed to improve instructional strategies; the facilitation of an instructional leadership team within the lead teacher’s building, school district, or other school districts; the mentoring of other teachers; and participation in the evaluation of student teachers. A lead teacher shall have a teaching load of not more than fifty percent student instruction to allow the lead teacher to spend time on co-teaching; co-planning; peer reviews; observing career teachers, model teachers, and mentor teachers; and other duties mutually agreed upon by the superintendent and the lead teacher. A school district shall set as a goal the designation of at least five percent of its teachers as lead teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this goal through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to lead teachers shall exceed by fifteen days the terms of teaching contracts issued under section 279.13 to career teachers, and the fifteen additional contract days shall be used to strengthen instructional leadership in accordance with this section. A lead teacher shall receive annually a salary supplement of at least ten thousand dollars.
   3.  Requirements for implementation and receipt of teacher leadership supplement funds.  Except as otherwise provided in section 284.15, a school district shall meet the requirements of section 284.15 in order to implement a teacher leadership framework model pursuant to this section and to be eligible to receive funds under section 257.10, subsection 12.
   Sec. ___.  NEW SECTION.  284.17  Iowa teacher career path model.
   1.  Iowa teacher career path model.  To promote continuous improvement in Iowa’s quality teaching workforce and to give Iowa teachers the opportunity for career recognition that reflects the various roles teachers play as educational leaders, an Iowa teacher career path model is established for teachers employed by school districts. The Iowa teacher career path model requirements and the model’s salary minimums are as follows:
   a.  Beginning teacher.
   (1)  A beginning teacher is a teacher who meets the following requirements:
   (a)  Has successfully completed an approved practitioner preparation program as defined in section 272.1 or holds an intern teacher license issued under chapter 272.
   (b)  Holds an initial or intern teacher license issued under chapter 272.
   (c)  Participates in the beginning teacher mentoring and induction program as provided in this chapter.
   (2)  Beginning July 1, 2014, the minimum salary for a beginning teacher shall be thirty-five thousand dollars.
   b.  Career teacher.
   (1)  A career teacher is a teacher who holds a statement of professional recognition issued under chapter 272 or who meets the following requirements:
   (a)  Has successfully completed the beginning teacher mentoring and induction program and has successfully completed a comprehensive evaluation.
   (b)  Is reviewed by the school district as demonstrating the competencies of a career teacher.
   (c)  Holds a valid license issued under chapter 272.
   (d)  Participates in teacher professional development as set forth in this chapter and demonstrates continuous improvement in teaching.
   (2)  Beginning July 1, 2014, the minimum salary for a first-year career teacher shall be thirty-seven thousand dollars.
   c.  Career II teacher.
   (1)  A career II teacher is a teacher who meets the requirements of paragraph “b”, has met the requirements established by the school district that employs the teacher, and is evaluated by the school district as demonstrating the competencies of a career II teacher. The teacher shall have successfully completed a performance review in order to be classified as a career II teacher. Beginning July 1, 2014, the minimum salary for a first-year career II teacher shall be forty-two thousand dollars.
   (2)  The contract term for a career II teacher shall exceed the contract term issued to a career teacher under section 279.13 by an additional five days. Approximately twenty-five percent of the career II teacher’s total contract time shall be spent on noninstructional duties, which may include but not be limited to time spent mentoring beginning and career teachers and supervising student teachers who are participating in a field experience pursuant to section 272.25. Allocation of the career II teacher’s time shall be mutually agreed to by the teacher and the school district.
   (3)  As an alternative to the twenty-five percent noninstructional time requirement of subparagraph (2), a career II teacher may spend at least five hours per week as a peer coach. Compensation for peer coaching duties shall be computed using the career II teacher’s hourly rate of compensation for the additional duties, which shall be performed during normal, noninstructional contract time. For purposes of this subparagraph, “peer coaching” means additional guidance in one or more aspects of the teaching profession provided to a teacher. Assignment as a peer coach shall be based on either a request from a principal or from an individual teacher upon approval of a principal. Peer coaching shall include detailed preliminary discussions as to areas in which the teacher being coached desires to improve; formulation of an action plan to bring about such improvement; in-class supervision by the peer coach; postclass discussion of strengths, weaknesses, and strategies for improvement; and dialogue between the peer coach and students and school officials regarding the teacher being coached. A peer coach shall coordinate peer coaching activities relating to training and professional development with an area education agency where appropriate.
   d.  Advanced teacher.
   (1)  An advanced teacher is a teacher who meets the following requirements:
   (a)  Receives the recommendation of the review panel that the teacher possesses superior teaching skills and that the teacher should be classified as an advanced teacher.
   (b)  Holds a valid license issued under chapter 272.
   (c)  Participates in teacher professional development as outlined in this chapter and demonstrates continuous improvement in teaching.
   (d)  Possesses the skills and qualifications to assume leadership roles.
   (2)  Beginning July 1, 2014, the minimum salary for a first-year advanced teacher shall be fifty thousand five hundred dollars. In conjunction with the development of the review panel pursuant to section 284.9, the department shall make recommendations to the general assembly by January 1, 2015, regarding the appropriate district-to-district recognition for advanced teachers and methods that facilitate the transition of a teacher to the advanced level.
   (3)  The contract term for an advanced teacher shall exceed the contract term issued to a career teacher under section 279.13 by an additional ten days. The goal of the contract shall be that at least fifty percent of the advanced teacher’s total contract time be spent on noninstructional duties, which may include but not be limited to time spent mentoring beginning and career teachers and supervising student teachers who are participating in a field experience pursuant to section 272.25; developing, planning, and organizing professional development; organizing peer review groups; and selecting course materials. Allocation of the advanced teacher’s time shall be mutually agreed to by the teacher and the school district.
   (4)  An advanced teacher may engage in peer coaching under the conditions specified in paragraph “c”, subparagraph (3), and if so, compensation for peer coaching duties shall be computed using the advanced teacher’s hourly rate of compensation for the additional duties, which shall be performed during normal noninstructional contract time.
   2.  Staffing goals.  Each school district approved under section 284.15 to implement the model in accordance with this section shall meet the following staffing requirements:
   a.  Employ at least one career II teacher in each elementary school.
   b.  Employ at least one advanced teacher for every three career II teachers employed.
   c.  Employ at least one career II teacher for each of the following subject areas taught in secondary school: English, mathematics, science, and social studies.
   3.  Promotions.  A teacher shall be promoted one level at a time and a teacher promoted to the next career level shall remain at that level for at least one year before requesting promotion to the next career level.
   4.  Requirements for implementation and receipt of teacher leadership supplement funds.  Except as otherwise provided in section 284.15, a school district shall meet the requirements of section 284.15 in order to implement an Iowa teacher career path model pursuant to this section and to be eligible to receive funds under section 257.10, subsection 12.
   Sec. ___.  NEW SECTION.  284.18  Instructional coach model.
   1.  Instructional coach model.  The instructional coach and curriculum and professional development leader model shall include, at a minimum, the following components:
   a.  Beginning and career teacher levels.  The beginning teacher and career teacher levels and minimum salaries specified in section 284.17, subsection 1, paragraphs “a” and “b”, and the residency requirement for a first-year beginning teacher that shall be the same as set forth for an initial teacher in section 284.16, subsection 2, paragraph “a”, subparagraph (2).
   b.  Instructional coach level.  An instructional coach shall, at a minimum, meet the requirements specified for a career teacher in section 284.17, subsection 1, paragraph “b”, and engage full-time in instructional coaching. For purposes of this paragraph, “instructional coaching” means additional guidance in one or more aspects of the teaching profession provided to teachers. Assignment as an instructional coach shall be based on either a request from a principal or from an individual teacher upon approval of a principal. Instructional coaching shall include detailed preliminary discussions as to areas in which the teacher being coached desires to improve; formulation of an action plan to bring about such improvement; in-class supervision by the instructional coach; postclass discussion of strengths, weaknesses, and strategies for improvement; and dialogue between the instructional coach and students and school officials regarding the teacher being coached. An instructional coach shall coordinate instructional coaching activities relating to training and professional development with an area education agency where appropriate. An instructional coach shall receive a stipend of not less than five thousand nor more than seven thousand dollars annually in addition to the teacher’s salary as a career teacher. A school district approved to implement the instructional coach model pursuant to section 284.15 shall employ one instructional coach at each attendance center or at least one instructional coach for every five hundred students enrolled in an attendance center, whichever number is greater.
   c.  A curriculum and professional development leader level.  A curriculum and professional development leader shall, at a minimum, meet the requirements specified for a model teacher in section 284.16, subsection 2, paragraph “c”, and shall receive additional training during the summer at the expense of the school district. While receiving training pursuant to this paragraph “c”, the teacher shall be paid an additional salary amount for time beyond the school district’s normal teaching contract. The contract term for a curriculum and professional development leader shall exceed the contract term issued to a model teacher under section 279.13 by an additional fifteen days, and the curriculum and professional development leader shall receive a stipend of not less than ten thousand nor more than twelve thousand dollars annually in addition to the teacher’s salary as a model teacher. A curriculum and professional development leader shall do the following:
   (1)  Provide and demonstrate teaching on an ongoing basis.
   (2)  Routinely work strategically with teachers in planning, monitoring, reviewing, and implementing best instructional practices.
   (3)  Daily observe and coach teachers in effective instructional practices.
   (4)  Plan, facilitate, and routinely schedule literacy team meetings, professional study groups, and staff development sessions in best instructional practices.
   (5)  Routinely use sustained coaching cycles to support teacher growth and reflective practices.
   (6)  Work with and train classroom teachers to provide interventions aligned by subject area.
   (7)  If assigned by the district, work in a new model classroom, or provide daily support to existing model classroom teachers’ implementation efforts.
   (8)  Assist the building principal in developing and implementing a professional development plan.
   (9)  Meet weekly with the building principal and the building’s guidance counselors.
   (10)  Support instruction and learning through the use of technology.
   (11)  Actively participate in collaborative problem solving and reflective practices which include but are not limited to professional study groups, peer observations, grade level planning, and weekly team meetings.
   2.  Requirements for implementation and receipt of teacher leadership supplement funds.  Except as otherwise provided in section 284.15, a school district shall meet the requirements of section 284.15 in order to implement an instructional coach model pursuant to this section and to be eligible to receive funds under section 257.10, subsection 12.
   Sec. ___.  NEW SECTION.  284.19  Comparable system criteria.
   1.  Minimum requirements for comparable systems.  Any Iowa teacher career path, leadership role, and compensation model or comparable system approved pursuant to section 284.15 and this section shall include, at a minimum, the following components:
   a.  A minimum salary and a residency as provided in section 284.16, subsection 2, paragraph “a”.
   b.  Additional levels of compensation for differentiated teacher roles, which shall not be less than the per diem rate established for regular teaching duties at the specified level prior to implementation of the comparable system.
   c.  Multiple, differentiated teacher leadership roles beyond the beginning or initial teacher and career teacher levels, with a goal of making such levels available to at least twenty-five percent of the teacher workforce. Compensation at the differentiated levels shall be commensurate with the additional responsibilities of teachers who accept leadership roles.
   d.  A rigorous selection process that involves teachers in determining placement in, and retention of, teacher leadership positions. The process shall include the following components:
   (1)  Site-based selection committees for districts with certified enrollments of six hundred or more students, or district-based selection committees for districts with certified enrollments of less than six hundred students.
   (2)  A requirement that a teacher chosen for a leadership role have not less than three years of experience in the school district.
   (3)  Exclusion of a teacher in a leadership role from supervisory duties.
   (4)  A requirement that teacher leaders be responsible for modeling best instructional practice, mentoring initial teachers, acting as liaisons with families, and helping colleagues prepare for peer group reviews and evaluations conducted pursuant to section 284.8. Teacher leaders shall not be responsible for purely administrative duties.
   (5)  Authorization for teacher leaders to participate in a peer group review under section 284.8.
   e.  A professional development system facilitated by teachers and aligned with the Iowa professional development model adopted by the state board.
   f.  Hiring permanent professional staff, including but not limited to retired teachers, at competitive rates, in order for an attendance center or school district to give teacher leaders time to focus on leadership duties.
   2.  Requirements for implementation and receipt of teacher leadership supplement funds.  Except as otherwise provided in section 284.15, a school district shall meet the requirements of section 284.15 in order to implement a comparable system pursuant to this section and to be eligible to receive funds under section 257.10, subsection 12.>
   11.  Page 38, line 14, by striking <2018> and inserting <2019>
   12.  By renumbering as necessary.

______________________________
HERMAN C. QUIRMBACH