Senate
File
423
-
Introduced
SENATE
FILE
423
BY
COMMITTEE
ON
EDUCATION
(SUCCESSOR
TO
SSB
1228)
A
BILL
FOR
An
Act
relating
to
and
providing
for
education
reform
involving
1
student,
teacher,
and
administrator
programs
and
activities
2
under
the
purview
of
the
department
of
education,
the
state
3
board
of
education,
college
student
aid
commission,
school
4
districts
and
accredited
nonpublic
schools;
establishing
5
a
fee;
and
including
effective
date
and
applicability
6
provisions.
7
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
8
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DIVISION
I
1
INSTRUCTIONAL
HOURS
2
Section
1.
Section
256.7,
subsection
19,
Code
2013,
is
3
amended
to
read
as
follows:
4
19.
Define
the
minimum
school
day
as
a
day
consisting
5
of
five
and
one-half
hours
of
instructional
time
for
grades
6
one
through
twelve.
The
minimum
hours
as
time
that
shall
be
7
exclusive
of
the
lunch
period,
but
may
include
passing
time
8
between
classes.
Time
spent
on
parent-teacher
conferences
9
shall
be
considered
instructional
time.
A
school
or
school
10
district
may
record
a
day
of
school
with
less
than
the
minimum
11
instructional
hours
as
a
minimum
school
day
if
any
of
the
12
following
apply:
13
a.
If
emergency
health
or
safety
factors
require
the
late
14
arrival
or
early
dismissal
of
students
on
a
specific
day.
15
b.
If
the
total
hours
of
instructional
school
time
for
16
grades
one
through
twelve
for
any
five
consecutive
school
days
17
equal
a
minimum
of
twenty-seven
and
one-half
hours,
even
though
18
any
one
day
of
school
is
less
than
the
minimum
instructional
19
hours
because
of
a
staff
development
opportunity
provided
for
20
the
professional
instructional
staff
or
because
parent-teacher
21
conferences
have
been
scheduled
beyond
the
regular
school
day.
22
Furthermore,
if
the
total
hours
of
instructional
time
for
the
23
first
four
consecutive
days
equal
at
least
twenty-seven
and
24
one-half
hours
because
parent-teacher
conferences
have
been
25
scheduled
beyond
the
regular
school
day,
a
school
or
school
26
district
may
record
zero
hours
of
instructional
time
on
the
27
fifth
consecutive
school
day
as
a
minimum
school
day.
28
Sec.
2.
Section
256F.4,
subsection
5,
Code
2013,
is
amended
29
to
read
as
follows:
30
5.
A
charter
school
or
innovation
zone
school
shall
provide
31
instruction
for
at
least
the
number
of
days
hours
required
by
32
section
279.10,
subsection
1
,
or
shall
provide
at
least
the
33
equivalent
number
of
total
hours
.
34
Sec.
3.
Section
279.10,
subsection
1,
Code
2013,
is
amended
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to
read
as
follows:
1
1.
The
school
year
for
each
school
district
and
accredited
2
nonpublic
school
shall
begin
on
the
first
day
of
July
1
and
3
each
regularly
established
elementary
and
secondary
school
4
shall
begin
no
sooner
than
a
day
during
the
calendar
week
5
in
which
the
first
day
of
September
falls
but
no
later
than
6
the
first
Monday
in
December.
However,
if
the
first
day
of
7
September
falls
on
a
Sunday,
school
may
begin
on
a
day
during
8
the
calendar
week
which
immediately
precedes
the
first
day
of
9
September.
School
shall
continue
for
at
least
one
hundred
10
eighty
days,
except
as
provided
in
subsection
3
,
and
may
be
11
maintained
The
school
calendar
shall
include
not
less
than
one
12
thousand
eighty
hours
of
instruction
during
the
entire
calendar
13
year.
However,
if
The
board
of
directors
of
a
school
district
14
and
the
authorities
in
charge
of
an
accredited
nonpublic
15
school
shall
set
the
number
of
hours
of
required
attendance
16
for
the
school
year
as
provided
in
section
299.1,
subsection
17
2,
but
the
board
of
directors
of
a
school
district
shall
18
hold
a
public
hearing
on
any
proposed
school
calendar
prior
19
to
adopting
the
school
calendar.
If
the
board
of
directors
20
of
a
district
or
the
authorities
in
charge
of
an
accredited
21
nonpublic
school
extends
the
school
calendar
because
inclement
22
weather
caused
the
school
district
or
accredited
nonpublic
23
school
to
temporarily
close
school
during
the
regular
school
24
calendar,
the
school
district
or
accredited
nonpublic
school
25
may
excuse
a
graduating
senior
who
has
met
district
or
school
26
requirements
for
graduation
from
attendance
during
the
extended
27
school
calendar.
A
school
corporation
may
begin
employment
28
of
personnel
for
in-service
training
and
development
purposes
29
before
the
date
to
begin
elementary
and
secondary
school.
30
Sec.
4.
Section
279.10,
subsection
2,
Code
2013,
is
amended
31
to
read
as
follows:
32
2.
The
board
of
directors
shall
hold
a
public
hearing
on
any
33
proposal
relating
to
the
school
calendar
prior
to
submitting
it
34
to
the
department
of
education
for
approval.
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Sec.
5.
Section
299.1,
subsection
2,
Code
2013,
is
amended
1
to
read
as
follows:
2
2.
The
board
of
directors
of
a
public
school
district
or
3
the
governing
body
of
an
accredited
nonpublic
school
shall
set
4
the
number
of
days
hours
of
required
attendance
for
the
schools
5
under
its
control.
The
board
of
directors
of
a
public
school
6
district
or
the
governing
body
of
an
accredited
nonpublic
7
school
may,
by
resolution,
require
attendance
for
the
entire
8
time
when
the
schools
are
in
session
in
any
school
year
and
9
adopt
a
policy
or
rules
relating
to
the
reasons
considered
to
10
be
valid
or
acceptable
excuses
for
absence
from
school.
11
Sec.
6.
Section
299.4,
subsection
1,
Code
2013,
is
amended
12
to
read
as
follows:
13
1.
The
parent,
guardian,
or
legal
custodian
of
a
child
who
14
is
of
compulsory
attendance
age,
who
places
the
child
under
15
competent
private
instruction
under
either
section
299A.2
or
16
299A.3
,
not
in
an
accredited
school
or
a
home
school
assistance
17
program
operated
by
a
school
district
or
accredited
nonpublic
18
school,
shall
furnish
a
report
in
duplicate
on
forms
provided
19
by
the
public
school
district,
to
the
district
by
the
earliest
20
starting
date
specified
in
section
279.10,
subsection
1
21
September
1
of
the
school
year
in
which
the
child
will
be
under
22
competent
private
instruction
.
The
secretary
shall
retain
and
23
file
one
copy
and
forward
the
other
copy
to
the
district’s
24
area
education
agency.
The
report
shall
state
the
name
and
25
age
of
the
child,
the
period
of
time
during
which
the
child
26
has
been
or
will
be
under
competent
private
instruction
for
27
the
year,
an
outline
of
the
course
of
study,
texts
used,
and
28
the
name
and
address
of
the
instructor.
The
parent,
guardian,
29
or
legal
custodian
of
a
child,
who
is
placing
the
child
under
30
competent
private
instruction
for
the
first
time,
shall
also
31
provide
the
district
with
evidence
that
the
child
has
had
the
32
immunizations
required
under
section
139A.8
,
and,
if
the
child
33
is
elementary
school
age,
a
blood
lead
test
in
accordance
with
34
section
135.105D
.
The
term
“outline
of
course
of
study”
shall
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include
subjects
covered,
lesson
plans,
and
time
spent
on
the
1
areas
of
study.
2
Sec.
7.
EFFECTIVE
DATE.
This
division
of
this
Act
takes
3
effect
July
1,
2014.
4
DIVISION
II
5
IOWA
ONLINE
INITIATIVE
——
FEES
6
Sec.
8.
Section
256.42,
Code
2013,
is
amended
by
adding
the
7
following
new
subsection:
8
NEW
SUBSECTION
.
8.
a.
Beginning
July
1,
2016,
the
9
department
shall
establish
fees
payable
by
school
districts
and
10
accredited
nonpublic
schools
participating
in
the
initiative.
11
Fees
collected
pursuant
to
this
subsection
shall
be
deposited
12
in
the
general
fund
of
the
state
and
shall
be
established
so
as
13
not
to
exceed
the
cost
of
administering
this
section.
14
b.
Costs
of
administering
this
section
include
the
15
costs
of
providing
professional
development
necessary
to
16
prepare
teachers
to
participate
in
the
initiative,
providing
17
supervision
of
usage
of
the
initiative
by
licensed
teachers,
18
acquiring
and
maintaining
equipment
and
services
necessary
for
19
use
of
the
initiative,
facilitating
access
to
the
initiative
20
by
school
districts
and
accredited
nonpublic
schools,
and
21
necessary
recordkeeping
and
accounting.
Costs
of
administering
22
this
section
do
not
include
any
of
the
following:
23
(1)
Costs
of
course
development.
24
(2)
Costs
of
purchasing
access
to
course
materials
unless
25
such
costs
are
charged
on
the
basis
of
usage.
26
DIVISION
III
27
TRAINING
AND
EMPLOYMENT
OF
TEACHERS
28
Sec.
9.
NEW
SECTION
.
256.96
Online
state
job
posting
29
system.
30
1.
The
department
shall
provide
for
the
operation
of
an
31
online
state
job
posting
system.
The
system
shall
be
designed
32
and
implemented
for
the
online
posting
of
job
openings
offered
33
by
school
districts,
charter
schools,
area
education
agencies,
34
the
department,
and
accredited
nonpublic
schools.
The
system
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shall
be
accessible
via
the
department’s
internet
site.
The
1
system
shall
include
a
mechanism
for
the
electronic
submission
2
of
job
openings
for
posting
on
the
system
as
provided
in
3
subsection
2.
The
system
and
each
job
posting
on
the
system
4
shall
include
a
statement
that
an
employer
submitting
a
job
5
opening
for
posting
on
the
system
will
not
discriminate
in
6
hiring
on
the
basis
of
race,
ethnicity,
national
origin,
7
gender,
age,
physical
disability,
sexual
orientation,
gender
8
identity,
religion,
marital
status,
or
status
as
a
veteran.
9
The
department
may
contract
for,
or
partner
with
another
entity
10
for,
the
use
of
an
existing
internet
site
to
operate
the
online
11
state
job
posting
system
if
the
existing
internet
site
is
more
12
effective
and
economical
than
the
department’s
internet
site.
13
2.
A
school
district,
charter
school,
or
area
education
14
agency
shall
submit
all
of
its
job
openings
to
the
department
15
for
posting
on
the
system.
The
department
shall
post
all
of
16
its
job
openings
on
the
system.
An
accredited
nonpublic
school
17
may
submit
job
openings
to
the
department
for
posting
on
the
18
system.
19
3.
This
section
shall
not
be
construed
to
do
any
of
the
20
following:
21
a.
Prohibit
any
employer
from
advertising
job
openings
and
22
recruiting
employees
independently
of
the
system.
23
b.
Prohibit
any
employer
from
using
another
method
of
24
advertising
job
openings
or
another
applicant
tracking
system
25
in
addition
to
the
system.
26
c.
Provide
the
department
with
any
regulatory
authority
in
27
the
hiring
process
or
hiring
decisions
of
any
employer
other
28
than
the
department.
29
Sec.
10.
NEW
SECTION
.
261.110
Teach
Iowa
scholar
program.
30
1.
Contingent
on
a
specific
appropriation
for
these
31
purposes,
a
teach
Iowa
scholar
program
is
established
to
32
provide
teach
Iowa
scholar
grants
to
selected
high-caliber
33
teachers.
The
commission
shall
administer
the
program
in
34
consultation
with
the
department
of
education.
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2.
An
Iowa
resident
applicant
shall
be
eligible
for
a
teach
1
Iowa
scholar
grant
if
the
applicant
meets
all
of
the
criteria
2
specified
under,
or
established
in
accordance
with,
subsection
3
3.
4
3.
Criteria
for
eligibility
shall
be
established
by
the
5
commission
and
shall
include
but
are
not
limited
to
the
6
following:
7
a.
The
applicant
was
in
the
top
twenty-five
percent
8
academically
of
students
exiting
a
teacher
preparation
9
program
approved
by
the
state
board
of
education
pursuant
to
10
section
256.7,
subsection
3,
or
a
similar
teacher
preparation
11
program
in
another
state,
had
earned
other
comparable
academic
12
credentials,
or
had
achieved
comparable
assessment
scores.
13
b.
The
applicant
is
preparing
to
teach
in
fields
including
14
but
not
limited
to
science,
technology,
engineering,
or
15
mathematics;
English
as
a
second
language
or
special
education
16
instruction;
or
is
preparing
to
teach
in
a
hard-to-staff
17
subject
as
identified
by
the
department.
The
department
shall
18
take
into
account
the
varying
regional
needs
in
the
state
for
19
teachers
in
these
subject
areas
when
applying
the
criterion
20
of
this
paragraph.
The
department
shall
annually
identify
21
and
designate
hard-to-staff
subjects
for
the
purpose
of
this
22
paragraph.
23
4.
A
selected
applicant
who
meets
all
of
the
eligibility
24
requirements
of
this
section
shall
be
eligible
for
a
teach
Iowa
25
scholar
grant
for
each
year
of
full-time
employment
completed
26
in
this
state
as
a
teacher
for
a
school
district,
charter
27
school,
area
education
agency,
or
accredited
nonpublic
school.
28
A
teach
Iowa
scholar
grant
shall
not
exceed
four
thousand
29
dollars
per
year
per
recipient.
Grants
awarded
under
this
30
section
shall
not
exceed
a
total
of
twenty
thousand
dollars
per
31
recipient
over
a
five-year
period.
32
5.
The
commission
shall
adopt
rules
pursuant
to
chapter
33
17A
to
administer
this
section.
The
rules
shall
include
but
34
shall
not
be
limited
to
a
process
for
use
by
the
commission
to
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determine
which
eligible
applicants
will
receive
teach
Iowa
1
scholar
grants.
2
6.
A
teach
Iowa
scholar
fund
is
established
in
the
state
3
treasury.
The
fund
shall
be
administered
by
the
commission
and
4
shall
consist
of
moneys
appropriated
by
the
general
assembly
5
and
any
other
moneys
received
by
the
commission
for
deposit
in
6
the
fund.
7
DIVISION
IV
8
TEACHER
AND
ADMINISTRATOR
MATTERS
9
Sec.
11.
Section
256.9,
subsection
51,
Code
2013,
is
amended
10
to
read
as
follows:
11
51.
Develop
,
and
periodically
review
and
revise
as
12
necessary,
with
significant
input
from
Iowa
administrators,
13
Iowa
standards
for
school
administrators,
including
knowledge
14
and
skill
criteria,
and
develop,
based
on
the
Iowa
standards
15
for
administrators,
mentoring
and
induction,
evaluation
16
processes,
and
professional
development
plans
pursuant
to
17
chapter
284A
.
The
standards
shall
align
with
nationally
18
accepted
school
administrator
standards,
and
be
designed
19
specifically
for
purposes
of
chapters
272
and
284A.
The
20
criteria
shall
further
define
the
characteristics
of
quality
21
administrators
as
established
by
the
Iowa
standards
for
school
22
administrators.
23
Sec.
12.
Section
256.9,
Code
2013,
is
amended
by
adding
the
24
following
new
subsection:
25
NEW
SUBSECTION
.
63.
a.
Develop
and
implement
a
coaching
26
and
support
system
for
teachers
aligned
with
the
Iowa
teacher
27
career
path
model
established
pursuant
to
section
284.7
and
the
28
framework
and
comparable
career
path
and
compensation
systems
29
approved
as
provided
in
section
284.15.
30
b.
Develop
and
implement
a
coaching
and
support
system
31
for
administrators
aligned
with
the
beginning
administrator
32
mentoring
and
induction
program
created
pursuant
to
section
33
284A.5.
34
Sec.
13.
Section
284.8,
subsection
1,
Code
2013,
is
amended
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to
read
as
follows:
1
1.
a.
A
school
district
shall
provide
for
an
annual
2
review
of
each
teacher’s
performance
for
purposes
of
assisting
3
teachers
in
making
continuous
improvement,
developing
skills
4
to
enrich
a
teacher’s
professional
life
while
increasing
5
student
learning,
documenting
continued
competence
in
the
6
Iowa
teaching
standards,
identifying
teachers
in
need
of
7
improvement,
or
to
determine
determining
whether
the
teacher’s
8
practice
meets
school
district
expectations
for
career
9
advancement
in
accordance
with
section
284.7
.
The
review
shall
10
include,
at
minimum,
classroom
observation
of
the
teacher,
11
the
teacher’s
progress,
and
implementation
of
the
teacher’s
12
individual
professional
development
plan,
subject
to
the
level
13
of
resources
provided
to
implement
the
plan;
and
shall
include
14
supporting
documentation
from
parents,
students,
and
other
15
teachers.
16
b.
The
first
and
second
year
of
review
shall
be
conducted
17
by
a
peer
group
of
at
least
three
but
not
more
than
six
18
teachers
selected
by
the
building
principal
in
consultation
19
with
teachers
and
the
building’s
certified
bargaining
20
representative,
if
any
.
Each
teacher
shall
be
assigned
to
21
a
peer
group
and
shall
receive
adequate
training
prior
to
22
conducting
a
peer
group
review.
A
teacher
who
participates
23
in
a
peer
group
review
shall
be
provided
release
time
for
the
24
training
and
for
the
time
spent
in
conducting
the
peer
group
25
review.
If
the
process
requires
that
a
participating
teacher
26
work
beyond
regular
hours,
the
teacher
shall
be
paid
the
27
teacher’s
per
diem
rate.
The
peer
group
shall
be
established
28
to
reflect
common
grade
level,
subject
matter
expertise,
29
curriculum,
and
proximity
or
other
previously
established
30
grouping
of
individuals
employed
to
provide
instruction
31
to
students.
The
peer
group
shall
review
all
of
the
peer
32
group
members.
Peer
group
reviews
shall
be
supportive
and
33
formative
and
shall
be
conducted
on
an
informal,
confidential,
34
collaborative
basis
that
is
focused
on
assisting
each
peer
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group
member
in
achieving
the
goals
of
the
teacher’s
individual
1
professional
development
plan.
If
a
conflict
develops
between
2
persons
participating
in
a
peer
group
review,
an
effort
shall
3
be
made
to
mediate
the
conflict.
4
c.
Peer
group
reviews
shall
not
be
the
basis
for
5
recommending
that
a
teacher
participate
in
an
intensive
6
assistance
program,
and
shall
not
be
used
to
determine
the
7
compensation,
promotion,
layoff,
or
termination
of
a
teacher,
8
or
any
other
determination
affecting
a
teacher’s
employment
9
status.
However,
as
a
result
of
a
peer
group
review,
a
teacher
10
may
elect
to
participate
in
an
intensive
assistance
program.
11
d.
Members
of
the
peer
group
shall
be
reviewed
every
third
12
year
by
at
least
one
evaluator
certified
in
accordance
with
13
section
284.10
.
14
e.
The
teacher
who
is
the
subject
of
a
peer
review
shall
15
have
exclusive
right
to
all
documentation
created
as
a
result
16
of
the
peer
group
review
process.
Content
of
a
peer
group
17
review
shall
not
be
incorporated
into
a
summative
evaluation.
18
DIVISION
V
19
IOWA
TEACHER
CAREER
AND
COMPENSATION
MATTERS
20
Sec.
14.
Section
257.1,
subsection
2,
paragraph
b,
Code
21
2013,
is
amended
to
read
as
follows:
22
b.
For
the
budget
year
commencing
July
1,
1999,
and
for
each
23
succeeding
budget
year
the
regular
program
foundation
base
per
24
pupil
is
eighty-seven
and
five-tenths
percent
of
the
regular
25
program
state
cost
per
pupil.
For
the
budget
year
commencing
26
July
1,
1991,
and
for
each
succeeding
budget
year
the
special
27
education
support
services
foundation
base
is
seventy-nine
28
percent
of
the
special
education
support
services
state
cost
29
per
pupil.
The
combined
foundation
base
is
the
sum
of
the
30
regular
program
foundation
base,
the
special
education
support
31
services
foundation
base,
the
total
teacher
salary
supplement
32
district
cost,
the
total
professional
development
supplement
33
district
cost,
the
total
early
intervention
supplement
district
34
cost,
the
total
teacher
leadership
supplement
district
cost,
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the
total
area
education
agency
teacher
salary
supplement
1
district
cost,
and
the
total
area
education
agency
professional
2
development
supplement
district
cost.
3
Sec.
15.
Section
257.1,
subsection
3,
Code
2013,
is
amended
4
to
read
as
follows:
5
3.
Computations
rounded.
In
making
computations
and
6
payments
under
this
chapter
,
except
in
the
case
of
computations
7
relating
to
funding
of
special
education
support
services,
8
media
services,
and
educational
services
provided
through
the
9
area
education
agencies,
and
the
teacher
salary
supplement,
the
10
professional
development
supplement,
and
the
early
intervention
11
supplement,
and
the
teacher
leadership
supplement,
the
12
department
of
management
shall
round
amounts
to
the
nearest
13
whole
dollar.
14
Sec.
16.
Section
257.4,
subsection
1,
paragraph
a,
Code
15
2013,
is
amended
by
adding
the
following
new
subparagraph:
16
NEW
SUBPARAGRAPH
.
(8)
The
total
teacher
leadership
17
supplement
district
cost.
18
Sec.
17.
Section
257.8,
subsection
2,
Code
2013,
is
amended
19
to
read
as
follows:
20
2.
Categorical
state
percent
of
growth.
The
categorical
21
state
percent
of
growth
for
the
budget
year
beginning
July
1,
22
2010,
is
two
percent.
The
categorical
state
percent
of
growth
23
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
24
The
categorical
state
percent
of
growth
for
each
budget
year
25
shall
be
established
by
statute
which
shall
be
enacted
within
26
thirty
days
of
the
submission
in
the
year
preceding
the
27
base
year
of
the
governor’s
budget
under
section
8.21
.
The
28
establishment
of
the
categorical
state
percent
of
growth
for
a
29
budget
year
shall
be
the
only
subject
matter
of
the
bill
which
30
enacts
the
categorical
state
percent
of
growth
for
a
budget
31
year.
The
categorical
state
percent
of
growth
may
include
32
state
percents
of
growth
for
the
teacher
salary
supplement,
the
33
professional
development
supplement,
and
the
early
intervention
34
supplement
,
and
the
teacher
leadership
supplement
.
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Sec.
18.
Section
257.9,
Code
2013,
is
amended
by
adding
the
1
following
new
subsection:
2
NEW
SUBSECTION
.
11.
Teacher
leadership
supplement
state
3
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2014,
4
the
teacher
leadership
supplement
state
cost
per
pupil
shall
5
be
four
hundred
dollars
payable
to
the
school
districts
6
implementing
an
Iowa
teacher
career
path
model
or
compensation
7
system
approved
by
the
department
of
education
as
provided
8
in
section
284.15.
The
teacher
leadership
supplement
state
9
cost
per
pupil
for
the
budget
year
beginning
July
1,
2015,
10
and
succeeding
budget
years,
shall
be
the
teacher
leadership
11
supplement
state
cost
per
pupil
for
the
base
year
plus
an
12
allowable
growth
amount
that
is
equal
to
the
teacher
leadership
13
supplement
categorical
state
percent
of
growth,
pursuant
to
14
section
257.8,
subsection
2,
for
the
budget
year,
multiplied
by
15
the
teacher
leadership
supplement
state
cost
per
pupil
for
the
16
base
year.
17
Sec.
19.
Section
257.10,
subsection
8,
paragraph
a,
Code
18
2013,
is
amended
to
read
as
follows:
19
a.
Combined
district
cost
is
the
sum
of
the
regular
program
20
district
cost
per
pupil
multiplied
by
the
weighted
enrollment,
21
the
special
education
support
services
district
cost,
the
total
22
teacher
salary
supplement
district
cost,
the
total
professional
23
development
supplement
district
cost,
and
the
total
early
24
intervention
supplement
district
cost,
and
the
total
teacher
25
leadership
supplement
district
cost,
plus
the
sum
of
the
26
additional
district
cost
allocated
to
the
district
to
fund
27
media
services
and
educational
services
provided
through
the
28
area
education
agency,
the
area
education
agency
total
teacher
29
salary
supplement
district
cost
and
the
area
education
agency
30
total
professional
development
supplement
district
cost.
31
Sec.
20.
Section
257.10,
Code
2013,
is
amended
by
adding
the
32
following
new
subsection:
33
NEW
SUBSECTION
.
12.
Teacher
leadership
supplement
cost
per
34
pupil
and
district
cost.
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a.
For
the
budget
year
beginning
July
1,
2014,
the
teacher
1
leadership
supplement
district
cost
per
pupil
shall
be
four
2
hundred
dollars.
For
the
budget
year
beginning
July
1,
2015,
3
and
succeeding
budget
years,
the
teacher
leadership
supplement
4
district
cost
per
pupil
for
each
school
district
for
a
budget
5
year
is
the
teacher
leadership
supplement
program
district
6
cost
per
pupil
for
the
base
year
plus
the
teacher
leadership
7
supplement
state
allowable
growth
amount
for
the
budget
year.
8
b.
For
the
budget
year
beginning
July
1,
2015,
and
9
succeeding
budget
years,
if
the
department
of
management
10
determines
that
the
unadjusted
teacher
leadership
supplement
11
district
cost
of
a
school
district
for
a
budget
year
is
less
12
than
one
hundred
percent
of
the
unadjusted
teacher
leadership
13
supplement
district
cost
for
the
base
year
for
the
school
14
district,
the
school
district
shall
receive
a
budget
adjustment
15
for
that
budget
year
equal
to
the
difference.
16
c.
(1)
The
unadjusted
teacher
leadership
supplement
17
district
cost
is
the
teacher
leadership
supplement
district
18
cost
per
pupil
for
each
school
district
for
a
budget
year
19
multiplied
by
the
budget
enrollment
for
that
school
district.
20
(2)
The
total
teacher
leadership
supplement
district
cost
21
is
the
sum
of
the
unadjusted
teacher
leadership
supplement
22
district
cost
plus
the
budget
adjustment
for
that
budget
year.
23
d.
For
the
budget
year
beginning
July
1,
2014,
and
24
succeeding
budget
years,
the
use
of
the
funds
calculated
under
25
this
subsection
shall
comply
with
the
requirements
of
chapter
26
284
and
shall
be
distributed
to
teachers
pursuant
to
section
27
284.15.
28
Sec.
21.
Section
257.16,
subsection
4,
Code
2013,
is
amended
29
to
read
as
follows:
30
4.
Notwithstanding
any
provision
to
the
contrary,
if
31
the
governor
orders
budget
reductions
in
accordance
with
32
section
8.31
,
the
teacher
salary
supplement
district
cost,
33
the
professional
development
supplement
district
cost,
and
34
the
early
intervention
supplement
district
cost
,
and
the
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teacher
leadership
supplement
district
cost
as
calculated
1
under
section
257.10,
subsections
9,
10,
and
11
,
and
12,
and
2
the
area
education
agency
teacher
salary
supplement
district
3
cost
and
the
area
education
agency
professional
development
4
supplement
district
cost
as
calculated
under
section
257.37A,
5
subsections
1
and
2
,
shall
be
paid
in
full
as
calculated
and
6
the
reductions
in
the
appropriations
provided
in
accordance
7
with
this
section
shall
be
reduced
from
the
remaining
moneys
8
appropriated
pursuant
to
this
section
and
shall
be
distributed
9
on
a
per
pupil
basis
calculated
with
the
weighted
enrollment
10
determined
in
accordance
with
section
257.6,
subsection
5
.
11
Sec.
22.
Section
284.2,
subsection
1,
Code
2013,
is
amended
12
to
read
as
follows:
13
1.
“Beginning
teacher”
means
an
individual
serving
under
an
14
initial
or
intern
license,
issued
by
the
board
of
educational
15
examiners
under
chapter
272
,
who
is
assuming
a
position
as
a
16
teacher.
“Beginning
teacher”
includes
an
individual
who
is
17
an
initial
teacher.
For
purposes
of
the
beginning
teacher
18
mentoring
and
induction
program
created
pursuant
to
section
19
284.5
,
“beginning
teacher”
also
includes
preschool
teachers
20
who
are
licensed
by
the
board
of
educational
examiners
under
21
chapter
272
and
are
employed
by
a
school
district
or
area
22
education
agency.
“Beginning
teacher”
does
not
include
a
23
teacher
whose
employment
with
a
school
district
or
area
24
education
agency
is
probationary
unless
the
teacher
is
serving
25
under
an
initial
or
teacher
intern
license
issued
by
the
board
26
of
educational
examiners
under
chapter
272
.
27
Sec.
23.
Section
284.3,
subsection
2,
paragraph
a,
Code
28
2013,
is
amended
to
read
as
follows:
29
a.
For
purposes
of
comprehensive
evaluations
for
,
standards
30
and
criteria
which
measure
a
beginning
teachers
required
to
31
allow
beginning
teachers
to
progress
to
career
teachers,
32
standards
and
criteria
that
are
teacher’s
performance
against
33
the
Iowa
teaching
standards
specified
in
subsection
1
,
and
34
the
criteria
for
the
Iowa
teaching
standards
developed
by
the
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department
in
accordance
with
section
256.9,
subsection
46
,
to
1
determine
whether
the
teacher’s
practice
meets
the
requirements
2
specified
for
a
career
teacher
.
These
standards
and
criteria
3
shall
be
set
forth
in
an
instrument
provided
by
the
department.
4
The
comprehensive
evaluation
and
instrument
are
not
subject
to
5
negotiations
or
grievance
procedures
pursuant
to
chapter
20
or
6
determinations
made
by
the
board
of
directors
under
section
7
279.14
.
A
local
school
board
and
its
certified
bargaining
8
representative
may
negotiate,
pursuant
to
chapter
20
,
9
evaluation
and
grievance
procedures
for
beginning
teachers
that
10
are
not
in
conflict
with
this
chapter
.
If,
in
accordance
with
11
section
279.19
,
a
beginning
teacher
appeals
the
determination
12
of
a
school
board
to
an
adjudicator
under
section
279.17
,
the
13
adjudicator
selected
shall
have
successfully
completed
training
14
related
to
the
Iowa
teacher
standards,
the
criteria
adopted
by
15
the
state
board
of
education
in
accordance
with
subsection
3
,
16
and
any
additional
training
required
under
rules
adopted
by
the
17
public
employment
relations
board
in
cooperation
with
the
state
18
board
of
education
.
19
Sec.
24.
Section
284.3A,
subsection
2,
paragraph
a,
Code
20
2013,
is
amended
to
read
as
follows:
21
a.
For
the
school
budget
year
beginning
July
1,
2010,
22
and
each
succeeding
school
year,
school
districts
and
area
23
education
agencies
shall
combine
payments
made
to
teachers
24
under
sections
257.10
and
257.37A
with
regular
wages
to
25
create
a
combined
salary.
The
teacher
contract
issued
under
26
section
279.13
must
include
the
combined
salary.
If
a
school
27
district
or
area
education
agency
uses
a
salary
schedule,
a
28
combined
salary
schedule
shall
be
used
for
regular
wages
and
29
for
distribution
of
payments
under
sections
257.10
and
257.37A
,
30
incorporating
the
salary
minimums
required
in
section
284.7
31
or
284.15
.
The
combined
salary
schedule
must
use
only
the
32
combined
salary
and
cannot
differentiate
regular
salaries
and
33
distribution
of
payments
under
sections
257.10
and
257.37A
.
34
Sec.
25.
Section
284.5,
subsection
4,
Code
2013,
is
amended
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to
read
as
follows:
1
4.
Each
school
district
and
area
education
agency
shall
2
develop
an
initial
beginning
teacher
mentoring
and
induction
3
a
plan
for
the
program
.
A
school
district
shall
include
its
4
plan
in
the
school
district’s
comprehensive
school
improvement
5
plan
submitted
pursuant
to
section
256.7,
subsection
21
.
The
6
beginning
teacher
mentoring
and
induction
plan
shall,
at
a
7
minimum,
provide
for
a
two-year
sequence
of
induction
program
8
content
and
activities
to
support
the
Iowa
teaching
standards
9
and
beginning
teacher
professional
and
personal
needs;
mentor
10
training
that
includes,
at
a
minimum,
skills
of
classroom
11
demonstration
and
coaching,
and
district
expectations
for
12
beginning
teacher
competence
on
Iowa
teaching
standards;
13
placement
of
mentors
and
beginning
teachers;
the
process
for
14
dissolving
mentor
and
beginning
teacher
partnerships;
district
15
organizational
support
for
release
time
for
mentors
and
16
beginning
teachers
to
plan,
provide
demonstration
of
classroom
17
practices,
observe
teaching,
and
provide
feedback;
structure
18
for
mentor
selection
and
assignment
of
mentors
to
beginning
19
teachers;
a
district
facilitator;
and
program
evaluation.
In
20
addition,
for
beginning
prekindergarten
through
grade
three
21
teachers,
the
plan
shall
provide
that
such
a
teacher
shall
be
22
mentored
in
the
teacher’s
classroom
by
a
skilled
mentor,
and
23
the
plan
for
mentoring
such
teachers
shall
incorporate
any
24
recommendations
offered
by
the
Iowa
reading
research
center
25
established
pursuant
to
section
256.9,
subsection
53,
paragraph
26
“c”
.
27
Sec.
26.
Section
284.6,
subsection
8,
Code
2013,
is
amended
28
to
read
as
follows:
29
8.
For
each
year
in
which
a
school
district
receives
funds
30
calculated
and
paid
to
school
districts
for
professional
31
development
pursuant
to
section
257.10,
subsection
10
,
or
32
section
257.37A,
subsection
2
,
the
school
district
shall
33
create
quality
professional
development
opportunities.
Not
34
less
than
thirty-six
hours
in
the
school
calendar,
held
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outside
of
the
minimum
school
day,
shall
be
set
aside
during
1
nonpreparation
time
or
designated
professional
development
2
time
to
allow
practitioners
to
collaborate
with
each
other
3
to
deliver
educational
programs
and
assess
student
learning,
4
or
to
engage
in
peer
group
review
pursuant
to
section
284.8,
5
subsection
1
.
The
goal
for
the
use
of
the
funds
is
to
provide
6
one
additional
contract
day
or
the
equivalent
thereof
for
7
professional
development
and
use
of
the
funds
is
limited
may
be
8
used
to
providing
provide
professional
development
to
teachers,
9
including
additional
salaries
for
time
beyond
the
normal
10
negotiated
agreement;
pay
for
substitute
teachers,
professional
11
development
materials,
speakers,
and
professional
development
12
content;
and
costs
associated
with
implementing
the
individual
13
professional
development
plans.
The
use
of
the
funds
shall
14
be
balanced
between
school
district,
attendance
center,
15
and
individual
professional
development
plans,
making
every
16
reasonable
effort
to
provide
equal
access
to
all
teachers.
17
Sec.
27.
Section
284.7,
Code
2013,
is
amended
to
read
as
18
follows:
19
284.7
Iowa
teacher
career
path
model
.
20
1.
To
promote
continuous
improvement
in
Iowa’s
quality
21
teaching
workforce
and
to
give
Iowa
teachers
the
opportunity
22
for
career
recognition
that
reflects
the
various
roles
teachers
23
play
as
educational
leaders,
an
Iowa
teacher
career
path
model
24
is
established
for
teachers
employed
by
school
districts.
A
25
If
a
school
district
is
approved
pursuant
to
section
284.15
to
26
implement
a
model
that
meets
the
criteria
established
in
this
27
section
and
section
284.15,
subsection
1,
paragraph
“a”
,
the
28
school
district
shall
use
funding
calculated
and
paid
pursuant
29
to
section
257.10,
subsection
subsections
9
,
to
raise
teacher
30
salaries
to
meet
the
requirements
of
this
section
and
12
for
31
such
purpose
.
The
Iowa
teacher
career
path
model
and
the
32
model’s
salary
minimums
are
as
follows:
33
1.
The
following
career
path
levels
are
established
and
34
shall
be
implemented
in
accordance
with
this
chapter:
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a.
Beginning
teacher.
1
(1)
A
beginning
teacher
is
a
teacher
who
meets
the
following
2
requirements:
3
(a)
Has
successfully
completed
an
approved
practitioner
4
preparation
program
as
defined
in
section
272.1
or
holds
an
5
intern
teacher
license
issued
by
the
board
of
educational
6
examiners
under
chapter
272
.
7
(b)
Holds
an
initial
or
intern
teacher
license
issued
by
the
8
board
of
educational
examiners.
9
(c)
Participates
in
the
beginning
teacher
mentoring
and
10
induction
program
as
provided
in
this
chapter
.
11
(2)
Beginning
July
1,
2008
2014
,
the
minimum
salary
for
a
12
beginning
teacher
shall
be
twenty-eight
thirty-five
thousand
13
dollars.
14
b.
Career
teacher.
15
(1)
A
career
teacher
is
a
teacher
who
holds
a
statement
of
16
professional
recognition
issued
by
the
board
of
educational
17
examiners
under
chapter
272
or
who
meets
the
following
18
requirements:
19
(a)
Has
successfully
completed
the
beginning
teacher
20
mentoring
and
induction
program
and
has
successfully
completed
21
a
comprehensive
evaluation
as
provided
in
this
chapter
.
22
(b)
Is
reviewed
by
the
school
district
as
demonstrating
the
23
competencies
of
a
career
teacher.
24
(c)
Holds
a
valid
license
issued
by
the
board
of
educational
25
examiners.
26
(d)
Participates
in
teacher
professional
development
as
set
27
forth
in
this
chapter
and
demonstrates
continuous
improvement
28
in
teaching.
29
(2)
Beginning
July
1,
2008
2014
,
the
minimum
salary
for
a
30
first-year
career
teacher
shall
be
thirty
thirty-seven
thousand
31
dollars.
32
2.
It
is
the
intent
of
the
general
assembly
to
establish
33
and
require
the
implementation
of
and
provide
for
the
34
implementation
of
the
following
additional
career
path
levels:
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a.
c.
Career
II
teacher.
1
(1)
A
career
II
teacher
is
a
teacher
who
meets
the
2
requirements
of
subsection
1
,
paragraph
“b”
,
has
met
the
3
requirements
established
by
the
school
district
that
employs
4
the
teacher,
and
is
evaluated
by
the
school
district
as
5
demonstrating
the
competencies
of
a
career
II
teacher.
The
6
teacher
shall
have
successfully
completed
a
performance
review
7
in
order
to
be
classified
as
a
career
II
teacher.
8
(2)
It
is
the
intent
of
the
general
assembly
that
the
9
participating
district
shall
establish
a
minimum
salary
for
10
a
career
II
teacher
that
is
at
least
five
thousand
dollars
11
greater
than
the
minimum
career
teacher
salary.
It
is
further
12
intended
that
the
district
shall
adopt
a
plan
that
facilitates
13
the
transition
of
a
career
teacher
to
a
career
II
level.
14
Beginning
July
1,
2014,
the
minimum
salary
for
a
first-year
15
career
II
teacher
shall
be
forty-two
thousand
dollars.
16
(3)
The
contract
term
for
a
career
II
teacher
shall
exceed
17
the
contract
term
issued
to
a
career
teacher
under
section
18
279.13
by
an
additional
five
days.
Approximately
twenty-five
19
percent
of
the
career
II
teacher’s
total
contract
time
shall
be
20
spent
on
noninstructional
duties,
which
may
include
but
not
be
21
limited
to
time
spent
mentoring
beginning
and
career
teachers
22
and
supervising
student
teachers
who
are
participating
in
a
23
field
experience
pursuant
to
section
272.25.
Allocation
of
the
24
career
II
teacher’s
time
shall
be
mutually
agreed
to
by
the
25
teacher
and
the
school
district.
26
(4)
As
an
alternative
to
the
twenty-five
percent
27
noninstructional
time
requirement
of
subparagraph
(3),
a
career
28
II
teacher
may
spend
at
least
five
hours
per
week
as
a
peer
29
coach.
Compensation
for
peer
coaching
duties
shall
be
computed
30
using
the
career
II
teacher’s
hourly
rate
of
compensation
31
for
the
additional
duties,
which
shall
be
performed
during
32
normal,
noninstructional
contract
time.
For
purposes
of
this
33
subparagraph,
“peer
coaching”
means
additional
guidance
in
34
one
or
more
aspects
of
the
teaching
profession
provided
to
a
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teacher.
Assignment
as
a
peer
coach
shall
be
based
on
either
1
a
request
from
a
principal
or
from
an
individual
teacher
upon
2
approval
of
a
principal.
Peer
coaching
shall
include
detailed
3
preliminary
discussions
as
to
areas
in
which
the
teacher
being
4
coached
desires
to
improve;
formulation
of
an
action
plan
to
5
bring
about
such
improvement;
in-class
supervision
by
the
peer
6
coach;
postclass
discussion
of
strengths,
weaknesses,
and
7
strategies
for
improvement;
dialogue
between
the
peer
coach
8
and
students
and
school
officials
regarding
the
teacher
being
9
coached;
and
documentation
of
progress
of
the
peer
coaching.
A
10
peer
coach
shall
coordinate
peer
coaching
activities
relating
11
to
training
and
professional
development
with
an
area
education
12
agency
where
appropriate.
13
b.
d.
Advanced
teacher.
14
(1)
An
advanced
teacher
is
a
teacher
who
meets
the
following
15
requirements:
16
(a)
Receives
the
recommendation
of
the
review
panel
that
the
17
teacher
possesses
superior
teaching
skills
and
that
the
teacher
18
should
be
classified
as
an
advanced
teacher.
19
(b)
Holds
a
valid
license
from
the
board
of
educational
20
examiners.
21
(c)
Participates
in
teacher
professional
development
22
as
outlined
in
this
chapter
and
demonstrates
continuous
23
improvement
in
teaching.
24
(d)
Possesses
the
skills
and
qualifications
to
assume
25
leadership
roles.
26
(2)
It
is
the
intent
of
the
general
assembly
that
the
27
participating
district
shall
establish
a
minimum
salary
for
28
an
advanced
teacher
that
is
at
least
thirteen
thousand
five
29
hundred
dollars
greater
than
the
minimum
career
teacher
30
salary.
Beginning
July
1,
2014,
the
minimum
salary
for
a
31
first-year
advanced
teacher
shall
be
fifty
thousand
five
32
hundred
dollars.
In
conjunction
with
the
development
of
the
33
review
panel
pursuant
to
section
284.9
,
the
department
shall
34
make
recommendations
to
the
general
assembly
by
January
1,
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2002
2015
,
regarding
the
appropriate
district-to-district
1
recognition
for
advanced
teachers
and
methods
that
facilitate
2
the
transition
of
a
teacher
to
the
advanced
level.
3
(3)
The
contract
term
for
an
advanced
teacher
shall
exceed
4
the
contract
term
issued
to
a
career
teacher
under
section
5
279.13
by
an
additional
ten
days.
The
goal
of
the
contract
6
shall
be
that
at
least
fifty
percent
of
the
advanced
teacher’s
7
total
contract
time
be
spent
on
noninstructional
duties,
8
which
may
include
but
not
be
limited
to
time
spent
mentoring
9
beginning
and
career
teachers
and
supervising
student
teachers
10
who
are
participating
in
a
field
experience
pursuant
to
section
11
272.25;
developing,
planning,
and
organizing
professional
12
development;
organizing
peer
review
groups;
and
selecting
13
course
materials.
Allocation
of
the
advanced
teacher’s
time
14
shall
be
mutually
agreed
to
by
the
teacher
and
the
school
15
district.
16
(4)
An
advanced
teacher
may
engage
in
peer
coaching
under
17
the
conditions
specified
in
paragraph
“c”
,
and
if
so,
shall
18
receive
the
stipend
set
out
in
paragraph
“c”
.
19
2.
Each
school
district
approved
under
section
284.15
to
20
implement
the
model
in
accordance
with
this
section
shall
meet
21
the
following
staffing
goals:
22
a.
Employ
at
least
one
career
II
teacher
in
each
elementary
23
school.
24
b.
Employ
at
least
one
advanced
teacher
for
every
three
25
career
II
teachers
employed.
26
c.
Employ
at
least
one
career
II
teacher
for
each
of
the
27
following
subject
areas
taught
in
grades
seven
through
twelve:
28
English,
mathematics,
science,
and
social
studies.
29
3.
A
teacher
shall
be
promoted
one
level
at
a
time
and
a
30
teacher
promoted
to
the
next
career
level
shall
remain
at
that
31
level
for
at
least
one
year
before
requesting
promotion
to
the
32
next
career
level.
33
4.
A
teacher
employed
in
a
district
shall
not
receive
less
34
compensation
in
that
district
than
the
teacher
received
in
the
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school
year
preceding
participation,
as
set
forth
in
section
1
284.4
due
to
implementation
of
the
first
year
of
compliance
2
with
this
chapter
section
occurring
on
or
after
July
1,
2014
.
3
A
teacher
who
achieves
national
board
for
professional
teaching
4
standards
certification
and
meets
the
requirements
of
section
5
256.44
shall
continue
to
receive
the
award
as
specified
in
6
section
256.44
in
addition
to
the
compensation
set
forth
in
7
this
section
.
8
5.
A
school
district
that
is
unable
to
meet
the
provisions
9
of
subsection
1
with
funds
calculated
and
paid
to
the
school
10
district
pursuant
to
section
257.10,
subsection
9
,
may
request
11
a
waiver
from
the
department
to
use
funds
calculated
and
paid
12
under
section
257.10,
subsection
11
,
to
meet
the
provisions
of
13
subsection
1
if
the
difference
between
the
funds
calculated
and
14
paid
pursuant
to
section
257.10,
subsection
9
,
and
the
amount
15
required
to
comply
with
subsection
1
is
not
less
than
ten
16
thousand
dollars.
The
department
shall
consider
the
average
17
class
size
of
the
school
district,
the
school
district’s
18
actual
unspent
balance
from
the
preceding
year,
and
the
school
19
district’s
current
financial
position.
20
Sec.
28.
NEW
SECTION
.
284.11
State
supplemental
assistance
21
for
teachers
in
high-need
schools.
22
1.
Findings
and
intent.
The
general
assembly
finds
that
23
Iowa
school
districts
need
to
be
more
competitive
in
recruiting
24
and
retaining
talented
teachers
to
teach
in
high-need
schools.
25
Therefore,
it
is
the
intent
of
the
general
assembly
to
26
encourage
school
districts
to
provide
supplemental
assistance
27
to
teachers
to
teach
in
high-need
schools.
This
section
28
provides
for
state
assistance
to
allow
school
districts
to
29
provide
supplemental
assistance
to
motivate
teachers
to
teach
30
in
high-need
schools.
31
2.
Department’s
responsibilities.
Contingent
on
a
specific
32
appropriation
for
these
purposes,
the
department
shall
do
the
33
following:
34
a.
Collect
relevant
data
and
establish
a
list
of
high-need
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schools
eligible
for
state
supplemental
assistance.
The
1
department
shall
establish
a
process
and
criteria
to
determine
2
which
schools
are
placed
on
the
list
and
the
department
shall
3
revise
the
list
annually.
Criteria
for
the
determination
of
4
which
high-need
schools
shall
be
placed
on
the
list
shall
be
5
based
upon
factors
that
include
but
are
not
limited
to
the
6
socioeconomic
status
of
the
students
enrolled
in
the
school,
7
the
percentage
of
the
school’s
student
body
who
are
limited
8
English
proficient
students,
student
academic
growth,
certified
9
instructional
staff
attrition,
and
geographic
balance.
The
10
department
may
approve
or
disapprove
requests
for
revision
11
of
the
list,
which
a
school
district
submits
pursuant
to
12
subsection
3.
13
b.
Develop
a
standardized
process
for
distributing
any
14
moneys
appropriated
for
supplemental
assistance
for
high-need
15
schools.
In
determining
the
process
for
distribution
of
such
16
moneys,
the
department
shall
take
into
consideration
the
amount
17
of
moneys
appropriated
for
supplemental
assistance
for
teachers
18
in
high-need
schools
for
the
given
year
and
the
minimal
amount
19
of
moneys
needed
per
teacher
to
provide
an
incentive
for
a
20
teacher
to
accept
a
teaching
position
in
a
high-need
school.
A
21
school
district
receiving
moneys
pursuant
to
this
section
shall
22
certify
annually
to
the
department
how
the
moneys
distributed
23
to
the
school
district
pursuant
to
this
section
were
used
by
24
the
school
district.
25
c.
Review
the
use
and
effectiveness
of
the
funds
distributed
26
to
school
districts
for
supplemental
assistance
for
teachers
27
in
high-need
schools
under
this
section.
The
department
shall
28
submit
its
findings
and
recommendations
in
a
report
to
the
29
general
assembly
by
January
15
annually.
30
3.
School
district
request
for
approval.
A
school
district
31
may
request
on
an
annual
basis
approval
from
the
department
32
for
additions
to
the
list
of
high-need
schools
the
department
33
maintains
pursuant
to
subsection
2
based
upon
the
unique
local
34
conditions
and
needs
of
the
school
district.
The
criteria
used
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to
determine
the
placement
of
high-need
schools
on
the
list
in
1
accordance
with
subsection
2,
does
not
restrict
the
department
2
from
adding
a
high-need
school
to
the
list
as
requested
by
a
3
school
district
on
the
basis
of
unique
local
conditions
and
4
needs
pursuant
to
this
subsection.
5
4.
Eligibility.
Teachers
of
all
subjects
taught
in
a
school
6
included
in
the
department’s
list
of
high-need
schools
shall
7
be
eligible
to
receive
supplemental
assistance
offered
in
8
accordance
with
this
section.
Notwithstanding
any
provision
of
9
law
to
the
contrary,
the
department’s
determination
of
state
10
supplemental
assistance
for
teachers
in
high-need
schools
is
11
not
subject
to
appeal.
12
Sec.
29.
NEW
SECTION
.
284.15
Iowa
teacher
career
path
13
model,
framework,
and
comparable
models
and
systems
of
career
14
paths,
leadership
roles,
and
compensation.
15
1.
Iowa
teacher
career
path
model,
framework,
and
comparable
16
models
and
systems.
An
Iowa
teacher
career
path
model
as
17
provided
in
section
284.7
and
subsection
1,
or
a
framework
or
18
comparable
model
or
system
may
be
developed
and
implemented
19
by
a
school
district
upon
receiving
approval
pursuant
to
this
20
section.
21
a.
Minimum
requirements.
Any
Iowa
teacher
career
path
22
model,
framework,
or
comparable
model
or
system
specified
in
23
section
284.7
or
this
section
and
approved
pursuant
to
this
24
section
shall
include,
at
a
minimum,
the
following
components:
25
(1)
A
minimum
salary
and
a
residency
as
provided
in
26
subsection
2,
paragraph
“b”
,
subparagraph
(1).
27
(2)
Additional
levels
of
compensation
for
differentiated
28
teacher
roles,
which
shall
not
be
less
than
the
per
diem
rate
29
established
for
regular
teaching
duties
at
the
specified
level
30
prior
to
implementation
of
the
comparable
system.
31
(3)
Multiple,
differentiated
teacher
leadership
roles
32
beyond
the
initial
teacher
and
career
teacher
levels,
with
a
33
goal
of
making
such
levels
available
to
at
least
twenty-five
34
percent
of
the
teacher
workforce.
Compensation
at
the
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differentiated
levels
shall
be
commensurate
with
the
additional
1
responsibilities
of
teachers
who
accept
leadership
roles.
2
(4)
A
rigorous
selection
process
that
involves
teachers
in
3
determining
placement
in,
and
retention
of,
teacher
leadership
4
positions.
The
process
shall
include
the
following
components:
5
(a)
Site-based
selection
committees
for
districts
with
6
certified
enrollments
of
six
hundred
or
more
students,
7
or
district-based
selection
committees
for
districts
with
8
certified
enrollments
of
less
than
six
hundred
students.
9
(b)
A
requirement
that
a
teacher
chosen
for
a
leadership
10
role
have
not
less
than
three
years
of
experience
in
the
school
11
district.
12
(c)
Exclusion
of
a
teacher
in
a
leadership
role
from
13
supervisory
duties.
14
(d)
A
requirement
that
teacher
leaders
be
responsible
15
for
modeling
best
instructional
practice,
mentoring
initial
16
teachers,
acting
as
liaisons
with
families,
and
helping
17
colleagues
prepare
for
peer
group
reviews
and
evaluations
18
conducted
pursuant
to
section
284.8.
Teacher
leaders
shall
not
19
be
responsible
for
purely
administrative
duties.
20
(e)
Authorization
for
teacher
leaders
to
participate
in
a
21
peer
group
review
under
section
284.8.
22
(5)
A
professional
development
system
facilitated
by
23
teachers
and
aligned
with
the
Iowa
professional
development
24
model
adopted
by
the
state
board.
25
(6)
Hiring
permanent
professional
staff,
including
but
not
26
limited
to
retired
teachers,
at
competitive
rates,
in
order
for
27
an
attendance
center
or
school
district
to
give
teacher
leaders
28
time
to
focus
on
leadership
duties.
29
b.
Instructional
coach
and
curriculum
and
professional
30
development
leader
model.
The
instructional
coach
and
31
curriculum
and
professional
development
leader
model
shall
32
include,
at
a
minimum,
the
following
components:
33
(1)
The
beginning
teacher
and
career
teacher
levels
34
specified
in
section
284.7,
subsection
1,
paragraphs
“a”
and
35
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“b”
,
and
the
residency
requirement
for
an
initial
teacher
as
1
provided
in
subsection
2,
paragraph
“b”
,
subparagraph
(1),
2
subparagraph
division
(b).
3
(2)
An
instructional
coach,
who
at
a
minimum
meets
the
4
requirements
specified
for
a
career
teacher
in
section
284.7,
5
subsection
1,
paragraph
“b”
,
and
who
engages
full-time
in
6
instructional
coaching.
For
purposes
of
this
subparagraph,
7
“instructional
coaching”
means
additional
guidance
in
one
or
8
more
aspects
of
the
teaching
profession
provided
to
teachers.
9
Assignment
as
an
instructional
coach
shall
be
based
on
either
10
a
request
from
a
principal
or
from
an
individual
teacher
11
upon
approval
of
a
principal.
Instructional
coaching
shall
12
include
detailed
preliminary
discussions
as
to
areas
in
which
13
the
teacher
being
coached
desires
to
improve;
formulation
14
of
an
action
plan
to
bring
about
such
improvement;
in-class
15
supervision
by
the
instructional
coach;
postclass
discussion
16
of
strengths,
weaknesses,
and
strategies
for
improvement;
17
dialogue
between
the
instructional
coach
and
students
and
18
school
officials
regarding
the
teacher
being
coached;
and
19
documentation
of
progress
of
the
instructional
coaching.
An
20
instructional
coach
shall
coordinate
instructional
coaching
21
activities
relating
to
training
and
professional
development
22
with
an
area
education
agency
where
appropriate.
An
23
instructional
coach
shall
receive
a
stipend
of
not
less
than
24
five
thousand
nor
more
than
seven
thousand
dollars
annually
in
25
addition
to
the
teacher’s
salary
as
a
career
teacher.
A
school
26
district
in
compliance
with
this
paragraph
“b”
shall
employ
one
27
instructional
coach
at
each
attendance
center
or
at
least
one
28
instructional
coach
for
every
five
hundred
students
enrolled
in
29
an
attendance
center,
whichever
number
is
greater.
30
(3)
A
curriculum
and
professional
development
leader,
31
who
at
a
minimum
meets
the
requirements
specified
for
a
32
model
teacher
in
subsection
2,
paragraph
“b”
,
shall
receive
33
additional
training
at
the
expense
of
the
school
district,
34
during
the
summer.
While
receiving
training
pursuant
to
this
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subparagraph
(3),
the
teacher
shall
be
paid
an
additional
1
salary
amount
for
time
beyond
the
school
district’s
normal
2
teaching
contract.
The
contract
term
for
a
curriculum
and
3
professional
development
leader
shall
exceed
the
contract
term
4
issued
to
a
model
teacher
under
section
279.13
by
an
additional
5
fifteen
days,
and
the
curriculum
and
professional
development
6
leader
shall
receive
a
stipend
of
not
less
than
ten
thousand
7
nor
more
than
twelve
thousand
dollars
annually
in
addition
to
8
the
teacher’s
salary
as
a
model
teacher.
A
curriculum
and
9
professional
development
leader
shall
do
the
following:
10
(a)
Provide
and
demonstrate
teaching
on
an
ongoing
basis.
11
(b)
Routinely
work
strategically
with
teachers
in
planning,
12
monitoring,
reviewing,
and
implementing
best
instructional
13
practices.
14
(c)
Daily
observe
and
coach
teachers
in
effective
15
instructional
practices.
16
(d)
Plan,
facilitate,
and
routinely
schedule
literacy
team
17
meetings,
professional
study
groups,
and
staff
development
18
sessions
in
best
instructional
practices.
19
(e)
Routinely
use
sustained
coaching
cycles
to
support
20
teacher
growth
and
reflective
practices.
21
(f)
Work
with
and
train
classroom
teachers
to
provide
22
interventions
aligned
by
subject
area.
23
(g)
If
assigned
by
the
district,
work
in
a
new
model
24
classroom,
or
provide
daily
support
to
existing
model
classroom
25
teachers’
implementation
efforts.
26
(h)
Assist
the
building
principal
in
developing
and
27
implementing
a
professional
development
plan.
28
(i)
Meet
weekly
with
the
building
principal
and
the
29
building’s
guidance
counselors.
30
(j)
Support
instruction
and
learning
through
the
use
of
31
technology.
32
(k)
Actively
participate
in
collaborative
problem
solving
33
and
reflective
practices
which
include
but
are
not
limited
34
to
professional
study
groups,
peer
observations,
grade
level
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planning,
and
weekly
team
meetings.
1
2.
Framework.
2
a.
To
promote
continuous
improvement
in
Iowa’s
quality
3
teaching
workforce
and
to
give
Iowa
teachers
the
opportunity
4
for
career
recognition
that
reflects
the
various
roles
teachers
5
play
as
educational
leaders,
a
framework
for
Iowa
teacher
6
career
paths,
leadership
roles,
and
compensation
is
established
7
for
teachers
employed
by
school
districts.
A
teacher
employed
8
by
an
area
education
agency
may
be
included
in
a
framework
9
established
by
a
school
district
if
the
area
education
agency
10
and
the
school
district
enter
into
a
contract
for
such
purpose.
11
The
framework
is
designed
to
accomplish
the
following
goals:
12
(1)
To
attract
able
and
promising
new
teachers
by
offering
13
competitive
starting
salaries
and
offering
short-term
14
and
long-term
professional
development
and
leadership
15
opportunities.
16
(2)
To
retain
effective
teachers
by
providing
enhanced
17
career
opportunities.
18
(3)
To
promote
collaboration
by
developing
and
supporting
19
opportunities
for
teachers
in
schools
and
school
districts
20
statewide
to
learn
from
each
other.
21
(4)
To
reward
professional
growth
and
effective
teaching
22
by
providing
pathways
for
career
opportunities
that
come
with
23
increased
leadership
responsibilities
and
involve
increased
24
compensation.
25
(5)
To
improve
student
achievement
by
strengthening
26
instruction.
27
b.
The
Iowa
teacher
career
paths,
leadership
roles,
and
28
compensation
requirements
under
the
framework
shall
be
as
29
follows:
30
(1)
Initial
teacher.
31
(a)
The
salary
for
an
initial
teacher
who
has
successfully
32
completed
an
approved
practitioner
preparation
program
as
33
defined
in
section
272.1
or
holds
an
initial
or
intern
teacher
34
license
issued
under
chapter
272,
and
who
participates
in
the
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initial
teacher
mentoring
and
induction
program
as
provided
in
1
this
chapter,
shall
be
at
least
thirty-five
thousand
dollars,
2
which
shall
also
constitute
the
minimum
salary
for
an
Iowa
3
teacher.
4
(b)
An
initial
teacher
shall
complete
a
teacher
residency
5
during
the
first
year
of
employment
that
has
all
of
the
6
following
characteristics:
7
(i)
Intensive
supervision
or
mentoring
by
a
mentor
teacher
8
or
lead
teacher.
9
(ii)
Sufficient
collaboration
time
for
the
initial
teacher
10
in
the
residency
year
to
be
able
to
observe
and
learn
from
11
more
experienced
teachers,
mentor
teachers,
and
lead
teachers
12
employed
by
school
districts
located
in
this
state.
13
(iii)
A
teaching
load
of
not
more
than
seventy-five
percent
14
student
instruction
to
allow
the
initial
teacher
time
for
15
observation
and
learning.
16
(iv)
A
teaching
contract
issued
under
section
279.13
17
that
establishes
an
employment
period
which
is
five
days
18
longer
than
that
required
for
career
teachers
employed
by
the
19
school
district
of
employment.
The
five
additional
contract
20
days
shall
be
used
to
strengthen
instructional
leadership
in
21
accordance
with
this
subsection.
22
(v)
Frequent
observation,
evaluation,
and
professional
23
development
opportunities.
24
(2)
Career
teacher.
A
career
teacher
is
a
teacher
who
meets
25
the
requirements
of
section
284.7,
subsection
1,
paragraph
“b”
.
26
Beginning
July
1,
2014,
the
minimum
salary
for
a
first-year
27
career
teacher
shall
be
thirty-seven
thousand
dollars.
28
(3)
Model
teacher.
A
model
teacher
is
a
teacher
who
meets
29
the
requirements
of
subparagraph
(2),
has
met
the
requirements
30
established
by
the
school
district
that
employs
the
teacher,
31
is
evaluated
by
the
school
district
as
demonstrating
the
32
competencies
of
a
model
teacher,
has
participated
in
a
rigorous
33
review
process,
and
has
been
recommended
for
a
one-year
34
assignment
as
a
model
teacher
by
a
site-based
or
district-based
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review
council
appointed
pursuant
to
paragraph
“d”
.
A
school
1
district
shall
set
as
a
goal
the
designation
of
at
least
ten
2
percent
of
its
teachers
as
model
teachers,
though
the
district
3
may
enter
into
an
agreement
with
one
or
more
other
districts
4
or
an
area
education
agency
to
meet
this
goal
through
a
5
collaborative
arrangement.
The
terms
of
the
teaching
contracts
6
issued
under
section
279.13
to
model
teachers
shall
exceed
by
7
five
days
the
terms
of
teaching
contracts
issued
under
section
8
279.13
to
career
teachers,
and
the
five
additional
contract
9
days
shall
be
used
to
strengthen
instructional
leadership
in
10
accordance
with
this
subsection.
A
model
teacher
shall
receive
11
annually
a
salary
supplement
of
at
least
two
thousand
dollars.
12
(4)
Mentor
teacher.
A
mentor
teacher
is
a
teacher
who
13
is
evaluated
by
the
school
district
as
demonstrating
the
14
competencies
and
superior
teaching
skills
of
a
mentor
teacher,
15
and
has
been
recommended
for
a
one-year
assignment
as
a
mentor
16
teacher
by
a
site-based
or
district-based
review
council
17
appointed
pursuant
to
paragraph
“d”
.
In
addition,
a
mentor
18
teacher
shall
hold
a
valid
license
issued
under
chapter
272,
19
participate
in
teacher
professional
development
as
outlined
in
20
this
chapter,
demonstrate
continuous
improvement
in
teaching,
21
and
possess
the
skills
and
qualifications
to
assume
leadership
22
roles.
A
mentor
teacher
shall
have
a
teaching
load
of
not
23
more
than
seventy-five
percent
student
instruction
to
allow
24
the
teacher
to
mentor
other
teachers.
A
school
district
shall
25
set
as
a
goal
the
designation
of
at
least
ten
percent
of
its
26
teachers
as
mentor
teachers,
though
the
district
may
enter
27
into
an
agreement
with
one
or
more
other
districts
or
an
area
28
education
agency
to
meet
this
goal
through
a
collaborative
29
arrangement.
The
terms
of
the
teaching
contracts
issued
under
30
section
279.13
to
mentor
teachers
shall
exceed
by
ten
days
the
31
terms
of
teaching
contracts
issued
under
section
279.13
to
32
career
teachers,
and
the
ten
additional
contract
days
shall
be
33
used
to
strengthen
instructional
leadership
in
accordance
with
34
this
subsection.
A
mentor
teacher
shall
receive
annually
a
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salary
supplement
of
at
least
five
thousand
dollars.
1
(5)
Lead
teacher.
A
lead
teacher
is
a
teacher
who
2
holds
a
valid
license
issued
under
chapter
272
and
has
been
3
recommended
for
a
one-year
assignment
as
a
lead
teacher
by
a
4
site-based
or
district-based
review
council
appointed
pursuant
5
to
paragraph
“d”
.
The
recommendation
from
the
council
must
6
assert
that
the
teacher
possesses
superior
teaching
skills
7
and
the
ability
to
lead
adult
learners.
A
lead
teacher
shall
8
assume
leadership
roles
that
may
include
but
are
not
limited
9
to
the
planning
and
delivery
of
professional
development
10
activities
designed
to
improve
instructional
strategies;
the
11
facilitation
of
an
instructional
leadership
team
within
the
12
lead
teacher’s
building,
school
district,
or
other
school
13
districts;
the
mentoring
of
other
teachers;
and
participation
14
in
the
evaluation
of
student
teachers.
A
lead
teacher
15
shall
have
a
teaching
load
of
not
more
than
fifty
percent
16
student
instruction
to
allow
the
lead
teacher
to
spend
time
17
on
co-teaching;
co-planning;
peer
reviews;
observing
career
18
teachers,
model
teachers,
and
mentor
teachers;
and
other
19
duties
mutually
agreed
upon
by
the
superintendent
and
the
lead
20
teacher.
A
school
district
shall
set
as
a
goal
the
designation
21
of
at
least
five
percent
of
its
teachers
as
lead
teachers,
22
though
the
district
may
enter
into
an
agreement
with
one
or
23
more
other
districts
or
an
area
education
agency
to
meet
this
24
goal
through
a
collaborative
arrangement.
The
terms
of
the
25
teaching
contracts
issued
under
section
279.13
to
lead
teachers
26
shall
exceed
by
fifteen
days
the
terms
of
teaching
contracts
27
issued
under
section
279.13
to
career
teachers,
and
the
28
fifteen
additional
contract
days
shall
be
used
to
strengthen
29
instructional
leadership
in
accordance
with
this
subsection.
30
A
lead
teacher
shall
receive
annually
a
salary
supplement
of
31
at
least
ten
thousand
dollars.
32
3.
Salary
supplements
and
appeal.
The
salary
supplement
33
received
by
teachers
in
leadership
roles
pursuant
to
section
34
257.10,
subsection
12,
shall
fully
cover
the
salary
costs
of
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the
additional
contract
days
required
of
teachers
in
leadership
1
roles.
Notwithstanding
any
provision
of
law
to
the
contrary,
2
the
determinations
of
salary
supplements
paid
pursuant
to
this
3
section
are
not
subject
to
appeal.
4
4.
Review
councils.
The
school
board
shall
appoint
5
a
site-based
review
council
if
the
school
district
has
a
6
certified
enrollment
of
six
hundred
or
more
students,
or
a
7
district-based
selection
council
if
the
school
district
has
a
8
certified
enrollment
of
less
than
six
hundred
students.
9
a.
Each
council
shall
be
comprised
of
equal
numbers
of
10
teachers
and
administrators.
Teacher
members
shall
include
11
teachers
who
have
been
nominated
by
the
certified
employee
12
organization
that
represents
the
school
district’s
teachers,
13
if
such
organization
exists,
or,
if
such
organization
does
not
14
exist,
by
a
teacher
quality
committee.
15
b.
The
council
shall
accept
and
review
applications
16
submitted
to
the
school’s
or
the
school
district’s
17
administration
for
assignment
or
reassignment
as
a
model,
18
mentor,
or
lead
teacher,
and
shall
make
recommendations
19
regarding
the
applications
to
the
superintendent
of
the
school
20
district.
In
developing
recommendations,
the
council
shall
21
utilize
measures
of
teacher
effectiveness
and
professional
22
growth,
consider
the
needs
of
the
school
district,
and
review
23
the
performance
and
professional
development
of
the
applicants.
24
Any
teacher
recommended
for
assignment
or
reassignment
as
a
25
model,
mentor,
or
lead
teacher
shall
have
demonstrated
to
26
the
council’s
satisfaction
competency
on
the
Iowa
teaching
27
standards
as
set
forth
in
section
284.3.
28
5.
Leadership
role
assignment.
An
assignment
to
a
teacher
29
leadership
role
pursuant
to
this
chapter
shall
be
subject
to
30
review
by
the
school’s
or
the
school
district’s
administration
31
at
least
annually.
The
review
shall
include
peer
feedback
on
32
the
effectiveness
of
the
teacher’s
performance
of
duty
specific
33
to
the
teacher’s
career
path.
A
teacher
who
completes
the
time
34
period
of
assignment
in
a
teacher
leadership
role
may
apply
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to
the
school’s
or
the
school
district’s
administration
for
1
assignment
in
a
new
role
if
appropriate
or
for
reassignment.
2
6.
Status
quo.
A
teacher
employed
in
a
school
district
3
shall
not
receive
less
compensation
in
that
district
than
the
4
teacher
received
in
the
school
year
preceding
participation,
5
as
set
forth
in
section
284.4,
due
to
implementation
of
6
this
section.
A
teacher
who
achieves
national
board
for
7
professional
teaching
standards
certification
and
meets
the
8
requirements
of
section
256.44
shall
continue
to
receive
9
the
award
as
specified
in
section
256.44
in
addition
to
the
10
compensation
set
forth
in
this
section.
11
7.
Early
implementation.
Prior
to
July
1,
2016,
a
school
12
district
may
apply
to
the
commission
on
educator
leadership
13
and
compensation
for
early
implementation
of
the
Iowa
teacher
14
career
path
model,
the
framework,
or
a
comparable
model
or
15
system
of
career
paths
and
compensation
for
teachers
that
16
contains
differentiated
multiple
leadership
roles.
17
8.
Implementation.
On
or
after
July
1,
2016,
contingent
18
on
a
specific
appropriation
for
these
purposes,
each
school
19
district
shall
implement
the
Iowa
teacher
career
path
model,
20
framework,
or
comparable
model
or
system
for
which
the
21
school
district
received
approval
pursuant
to
this
section.
22
Compliance
with
this
subsection
shall
be
determined
by
the
23
accreditation
team
authorized
pursuant
to
section
256.11.
A
24
school
district
shall
not
be
required
to
fully
implement
the
25
Iowa
teacher
career
path
model,
a
framework,
or
comparable
26
model
or
system
pursuant
to
this
section
if
implementation
27
costs
exceed
the
state
school
foundation
aid,
including
28
the
moneys
received
under
section
257.10,
subsections
9
and
29
12,
the
school
receives.
However,
if
a
school
district’s
30
implementation
costs
exceed
the
state
school
foundation
aid
31
received
pursuant
to
this
subsection,
the
school
district
shall
32
implement
as
much
of
the
approved
framework,
model,
or
system,
33
as
reasonably
possible,
and
shall,
at
a
minimum,
meet
the
34
minimum
salary
requirements
for
an
Iowa
teacher
as
provided
in
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subsection
2,
paragraph
“b”
,
subparagraph
(1).
1
9.
Approval.
The
department
shall
establish
criteria
and
2
a
process
for
application
of
the
framework
established
under
3
subsection
2,
and
for
comparable
models
and
systems,
which
a
4
school
district
may
implement
pursuant
to
subsection
7,
or
5
shall
implement
in
accordance
with
subsection
8.
6
10.
Teachers
emeritus.
A
school
district
is
encouraged
7
to
utilize
appropriately
licensed
teachers
emeritus
in
the
8
implementation
of
this
section.
9
11.
Attendance
center
applicability.
The
framework
or
10
comparable
system
approved
and
implemented
by
a
school
district
11
in
accordance
with
this
section
shall
be
applicable
to
teachers
12
in
every
attendance
center
operated
by
the
school
district.
13
12.
Planning
grants.
Contingent
on
a
specific
appropriation
14
for
these
purposes,
a
school
district
may
apply
to
the
15
department
for
a
planning
grant
to
design
an
implementation
16
strategy
for
the
Iowa
teacher
career
path
model
under
section
17
284.7
and
this
section,
and
the
framework
or
a
comparable
model
18
or
system
that
contains
differentiated
multiple
leadership
19
roles.
The
planning
grant
shall
be
used
to
facilitate
a
20
local
decision-making
process
that
includes
representation
21
of
administrators,
teachers,
and
parents
and
guardians
of
22
students.
The
department
shall
establish
and
make
available
an
23
application
for
the
awarding
of
planning
grants
for
purposes
24
of
this
subsection.
25
13.
Commission
on
educator
leadership
and
compensation.
The
26
department
shall
establish,
and
provide
staffing
and
27
administrative
support
for
a
commission
on
educator
leadership
28
and
compensation.
The
commission
shall
monitor
with
fidelity
29
the
implementation
of
the
Iowa
teacher
career
path
model,
30
the
framework,
and
comparable
models
and
systems
by
school
31
districts
approved
pursuant
to
this
subsection.
The
commission
32
shall
evaluate
the
applications
submitted
for
approval
33
pursuant
to
this
section
and
shall
approve
or
disapprove
such
34
applications.
An
application
shall
only
be
approved
if
the
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school
district
receives
state
school
foundation
aid,
including
1
the
moneys
received
under
section
257.10,
subsections
9
and
2
12,
in
an
amount
that
will
cover
the
costs
of
the
framework,
3
model,
or
system
approved
pursuant
to
this
section.
If
the
4
commission
disapproves
an
application,
the
commission
shall
5
specify
the
reasons
for
disapproval.
A
school
district
that
6
receives
approval
to
implement
a
framework,
model,
or
system
7
under
this
chapter
is
eligible
to
receive
funds
under
section
8
257.10,
subsection
12.
In
addition,
the
commission
shall
9
review
the
use
and
effectiveness
of
the
funds
distributed
to
10
school
districts
for
supplemental
assistance
to
teachers
in
11
high-need
schools
under
section
284.11.
12
a.
The
commission
shall
be
comprised
of
the
following:
13
(1)
Five
teachers
selected
by
the
Iowa
state
education
14
association.
15
(2)
Three
administrators
selected
by
the
school
16
administrators
of
Iowa.
17
(3)
Two
school
board
members
selected
by
the
Iowa
18
association
of
school
boards.
19
(4)
Each
president
or
president’s
designee
of
the
Iowa
state
20
education
association,
the
school
administrators
of
Iowa,
and
21
the
Iowa
association
of
school
boards.
22
(5)
The
director
or
the
director’s
designee.
23
b.
Members
shall
be
appointed
to
staggered
three-year
24
terms
which
shall
begin
and
end
as
provided
in
section
69.19.
25
Appointments
shall
comply
with
sections
69.16,
69.16A,
and
26
69.16C.
Vacancies
on
the
commission
shall
be
filled
in
the
27
same
manner
as
the
original
appointment.
A
person
appointed
28
to
fill
a
vacancy
shall
serve
only
for
the
unexpired
portion
29
of
the
term.
Members
are
entitled
to
reimbursement
of
actual
30
expenses
incurred
in
performance
of
their
official
duties.
31
c.
By
December
15
annually,
the
commission
shall
submit
its
32
findings
and
any
recommendations,
including
but
not
limited
33
to
any
recommendations
for
changes
to
this
section
or
section
34
284.7,
and
for
changes
to
section
284.11
relating
to
state
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supplemental
assistance
to
teachers
in
high-need
schools,
in
a
1
report
to
the
director,
the
state
board,
the
governor,
and
the
2
general
assembly.
3
14.
a.
Teacher
leadership
supplement
foundation
aid
4
calculated
under
section
257.10,
subsection
12,
shall
be
paid
5
as
part
of
the
state
aid
payments
made
to
school
districts
in
6
accordance
with
section
257.16.
7
b.
Notwithstanding
section
284.3A,
teacher
leadership
8
supplement
foundation
aid
shall
not
be
combined
with
regular
9
wages
to
create
a
combined
salary.
10
c.
The
teacher
leadership
supplement
district
cost
as
11
calculated
under
section
257.10,
subsection
12,
is
not
subject
12
to
a
uniform
reduction
in
accordance
with
section
8.31.
13
d.
Except
as
otherwise
provided
by
law
for
a
fiscal
year,
14
of
the
amount
appropriated
statewide
for
that
fiscal
year
15
for
payment
of
the
teacher
leadership
supplement
pursuant
16
to
section
257.10,
subsection
12,
the
department
may
use
an
17
amount
not
to
exceed
five
hundred
thousand
dollars
to
provide
18
administration
and
oversight
of
the
Iowa
teacher
career
path
19
model,
framework,
and
comparable
models
and
systems
approved
20
and
implemented
pursuant
to
this
chapter
and
to
fund
up
to
two
21
full-time
equivalent
positions
which
shall
be
in
addition
to
22
the
number
of
positions
authorized
for
the
fiscal
year.
23
Sec.
30.
EFFECTIVE
DATE.
The
following
provision
or
24
provisions
of
this
division
of
this
Act
take
effect
July
1,
25
2014:
26
1.
The
section
of
this
Act
amending
section
284.7.
27
DIVISION
VI
28
MISCELLANEOUS
PROVISIONS
29
Sec.
31.
Section
256.9,
subsection
53,
paragraph
c,
30
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
31
follows:
32
Establish
in
collaboration
with
the
state
board
of
regents
,
33
subject
to
an
appropriation
of
funds
by
the
general
assembly
34
contingent
on
a
specific
appropriation
for
such
purpose
,
an
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Iowa
reading
research
center.
1
Sec.
32.
Section
256.9,
subsection
53,
paragraph
c,
2
subparagraph
(3),
Code
2013,
is
amended
to
read
as
follows:
3
(3)
The
center
shall
submit
a
report
of
its
activities
4
to
the
general
assembly
by
January
15
annually.
By
January
5
15,
2015,
the
annual
report
shall
include
but
not
be
limited
6
to
recommendations
regarding
the
following
measures
to
7
support
schools
in
implementing
chapter
284
with
regard
to
the
8
prekindergarten
through
grade
three
years:
9
(a)
Tools
and
strategies
for
assessing
early
elementary
10
school
teachers
to
determine
whether
they
have
the
skills
and
11
abilities
to
serve
as
mentor
or
lead
teachers
to
other
early
12
elementary
school
teachers.
13
(b)
Specific
training
and
professional
development
to
14
support
the
mentoring
responsibilities
of
mentor
teachers
and
15
lead
teachers.
16
(c)
Assessment
tools
to
identify
struggling
readers
and
17
evidence-based
measures
designed
to
respond
to
the
needs
of
18
such
students.
19
(d)
Resources,
guides,
and
informational
materials
which
20
parents
and
teachers
may
share
to
promote
early
literacy.
21
Sec.
33.
NEW
SECTION
.
256.24
Competency-based
education
22
grant
program.
23
1.
Contingent
on
a
specific
appropriation
for
these
24
purposes,
the
department
shall
establish
a
competency-based
25
education
grant
program
to
award
grants
to
not
more
than
26
ten
school
districts
annually
for
purposes
of
developing,
27
implementing,
and
evaluating
competency-based
education
pilot
28
and
demonstration
projects.
29
2.
The
department
shall
develop
grant
application,
30
selection,
and
evaluation
criteria.
31
3.
Each
pilot
or
demonstration
project
shall
be
conducted
32
for
a
minimum
of
one
year,
but
may
be
conducted
for
multiple
33
school
years
as
proposed
by
the
applicant
and
approved
by
the
34
department.
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4.
Grant
moneys
shall
be
distributed
to
selected
school
1
districts
by
the
department
no
later
than
December
1,
2013.
2
Grant
amounts
shall
be
distributed
as
determined
by
the
3
department.
4
5.
The
department
shall
submit
progress
reports
analyzing
5
the
status
and
preliminary
findings
of
the
projects
to
the
6
state
board,
the
governor,
and
the
general
assembly
by
January
7
15
annually.
The
department
shall
summarize
the
projects’
8
findings,
including
student
achievement
results,
and
submit
the
9
summary
and
any
recommendations
in
a
final
report
to
the
state
10
board,
the
governor,
and
the
general
assembly
by
January
15,
11
2019.
12
Sec.
34.
NEW
SECTION
.
256.27
Economically
challenged
13
schools
grant
program.
14
1.
Contingent
on
a
specific
appropriation
for
these
15
purposes,
the
department
shall
establish
an
economically
16
challenged
schools
grant
program
to
award
funds
to
school
17
district
attendance
centers
to
create
pilot
projects
designed
18
to
meet
the
needs
of
prekindergarten
through
grade
twelve
19
students
who
are
not
proficient
in
reading
or
mathematics
20
and
to
involve
the
students’
parents
in
supporting
project
21
activities.
Pilot
project
activities
may
include
but
are
not
22
limited
to
establishing
a
longer
school
day,
longer
school
23
calendar,
summer
school,
or
intensive
reading
and
mathematics
24
programs
for
such
students.
25
2.
The
department
shall
develop
grant
application,
26
selection,
and
evaluation
criteria.
The
priorities
for
the
27
grant
funds
shall
include
applications
from
school
districts
28
with
high
percentages
of
students
who
are
below
grade
level
29
in
proficiency,
or
who
are
eligible
for
free
or
reduced
price
30
meals
under
the
federal
National
School
Lunch
Act
and
the
31
federal
Child
Nutrition
Act
of
1966,
42
U.S.C.
§
1751-1785,
and
32
shall
include
providing
project
services
on
a
voluntary
basis
33
to
students
deemed
at
risk
of
not
succeeding
in
reading
or
34
mathematics.
The
department
shall
make
every
reasonable
effort
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to
equitably
distribute
grant
funds
geographically
among
rural
1
and
urban
areas.
2
3.
Each
pilot
project
shall
be
conducted
for
a
minimum
of
3
one
year,
but
may
be
conducted
for
multiple
school
years
as
4
proposed
by
the
applicant
and
approved
by
the
department.
5
4.
The
department
shall
submit
progress
reports
analyzing
6
the
status
and
preliminary
findings
of
the
projects
to
the
7
state
board,
the
governor,
and
the
general
assembly
by
January
8
15
annually.
The
department
shall
summarize
the
projects’
9
findings,
including
student
achievement
results,
and
submit
the
10
summary
and
any
recommendations
in
a
final
report
to
the
state
11
board,
the
governor,
and
the
general
assembly
by
January
15,
12
2019.
13
5.
This
section
is
repealed
effective
June
30,
2018.
14
Sec.
35.
NEW
SECTION
.
256.34
World
language
education
pilot
15
project.
16
1.
Contingent
on
a
specific
appropriation
for
these
17
purposes,
the
department
shall
establish
a
world
language
18
education
pilot
project
to
enhance
foreign
language
education
19
in
Iowa
schools.
The
department
shall
administer
the
pilot
20
project
in
partnership
with
the
university
of
northern
Iowa
and
21
up
to
three
school
districts.
The
department
shall
establish
22
criteria
for
the
selection
of
school
districts
to
participate
23
in
the
pilot
project.
24
2.
The
department
shall
establish
a
world
language
25
education
administrative
team
to
be
composed
of
school
26
administrators
from
school
districts
participating
in
the
27
pilot
project.
Team
members
shall
conduct
fact
finding
visits
28
to
schools
in
the
United
States
and
at
least
one
foreign
29
school
that
exemplify
best
practices
for
world
class
foreign
30
language
education
delivery
models.
A
fact
finding
visit
31
to
a
foreign
school
pursuant
to
this
section
shall
not
be
32
funded
with
state
moneys.
Team
members
shall
work
with
the
33
department
and
university
of
northern
Iowa
to
develop
standards
34
and
benchmarks
based
on
the
latest
edition
of
the
national
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standards
for
foreign
language
learning,
to
develop
a
written
1
and
verbal
assessment
system
that
measures
foreign
language
2
competencies,
and
to
support
participating
school
districts
in
3
the
development
of
curricula
based
on
the
latest
edition
of
the
4
national
standards
for
foreign
language
learning.
5
3.
Each
school
district
participating
in
the
pilot
project,
6
in
coordination
with
the
department,
shall
compare
on
an
annual
7
basis
its
results
under
the
pilot
project
with
state
data
8
to
determine
the
outcomes
of
the
pilot
project
for
student
9
learning.
10
4.
The
world
language
education
administrative
team,
in
11
coordination
with
the
department
and
the
university
of
northern
12
Iowa,
shall
submit
its
findings
and
recommendations
regarding
13
the
pilot
project
and
foreign
language
education
in
this
state
14
in
a
report
to
the
general
assembly
by
December
19,
2014.
15
Sec.
36.
Section
256C.4,
subsection
1,
paragraph
e,
Code
16
2013,
is
amended
to
read
as
follows:
17
e.
Preschool
foundation
aid
funding
shall
not
be
used
for
18
the
costs
of
constructing
a
facility
in
connection
with
an
19
approved
local
program.
Preschool
foundation
aid
funding
may
20
be
used
by
approved
local
programs
and
community
providers
21
for
professional
development
for
preschool
teachers,
for
22
instructional
equipment,
for
material
and
equipment
designed
23
to
develop
pupils’
large
and
small
motor
skills,
and
for
other
24
direct
costs.
Preschool
foundation
aid
funding
received
by
an
25
approved
local
program
that
remain
unexpended
or
unobligated
26
at
the
end
of
a
fiscal
year
shall
be
used
to
build
the
approved
27
local
program’s
preschool
program
capacity
in
the
next
28
succeeding
fiscal
year.
29
Sec.
37.
Section
257.11,
Code
2013,
is
amended
by
adding
the
30
following
new
subsection:
31
NEW
SUBSECTION
.
7A.
Economically
challenged
schools
grant
32
program.
Pupils
who
are
eligible
for
free
and
reduced
price
33
meals
under
the
federal
National
School
Lunch
Act
and
the
34
federal
Child
Nutrition
Act
of
1966,
42
U.S.C.
§
1751-1785,
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and
who
are
enrolled
in
a
school
district
that
is
approved
to
1
create
a
pilot
project
pursuant
to
section
256.27
shall
receive
2
a
supplemental
weighting
of
one-tenth
of
one
pupil.
This
3
subsection
is
repealed
effective
June
30,
2018.
4
Sec.
38.
Section
272.2,
subsection
13,
Code
2013,
is
amended
5
to
read
as
follows:
6
13.
Adopt
rules
to
provide
for
nontraditional
preparation
7
options
for
licensing
persons
who
hold
a
bachelor’s
degree
8
from
an
accredited
college
or
university,
who
but
do
not
meet
9
other
requirements
for
licensure.
However,
prior
to
issuing
10
licenses
pursuant
to
this
subsection,
the
board
shall
recommend
11
licensing
criteria
to
the
general
assembly.
Licenses
shall
not
12
be
issued
under
this
subsection
except
pursuant
to
statutory
13
licensing
criteria
enacted
pursuant
to
such
recommendations.
14
Sec.
39.
Section
279.9,
Code
2013,
is
amended
to
read
as
15
follows:
16
279.9
Use
of
tobacco,
alcoholic
beverages,
or
controlled
17
substances.
18
1.
The
rules
shall
prohibit
the
use
of
tobacco
,
including
19
nicotine
products,
and
the
use
or
possession
of
alcoholic
20
liquor,
wine,
or
beer
or
any
controlled
substance
as
defined
in
21
section
124.101,
subsection
5
,
by
any
student
of
the
schools
22
and
the
,
or
by
anyone
on
school
grounds,
is
prohibited.
A
23
school
board
may
suspend
or
expel
a
student
for
a
violation
of
24
a
rule
under
this
section
.
For
violation
of
this
section,
a
25
school
board
may
remove
a
person
from
school
grounds
and
may
26
bar
the
person’s
future
presence
on
school
grounds.
27
2.
As
used
in
this
section,
“nicotine
product”
means
any
28
product
containing
nicotine
or
any
other
preparation
of
tobacco
29
not
described
in
section
453A.1,
and
any
product
or
formulation
30
of
matter
containing
biologically
active
amounts
of
nicotine
31
that
is
manufactured,
sold,
offered
for
sale,
or
otherwise
32
distributed
with
the
expectation
that
the
product
or
matter
33
will
be
introduced
into
the
human
body.
“Nicotine
product”
does
34
not
include
any
cessation
product
specifically
approved
by
the
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United
States
food
and
drug
administration
for
use
in
reducing,
1
treating,
or
eliminating
nicotine
or
tobacco
dependence.
2
Sec.
40.
Section
279.60,
subsections
1
and
2,
Code
2013,
are
3
amended
to
read
as
follows:
4
1.
Each
school
district
shall
administer
a
kindergarten
5
readiness
the
teaching
strategies
gold
early
childhood
6
assessment
prescribed
by
the
department
of
education
to
7
every
resident
prekindergarten
or
four-year-old
child
whose
8
parent
or
guardian
enrolls
the
child
in
the
district
,
and
to
9
every
kindergarten
student
enrolled
in
the
district
not
later
10
than
the
date
specified
in
section
257.6,
subsection
1
.
The
11
assessment
shall
be
aligned
with
state
early
learning
standards
12
and
preschool
programs
shall
be
encouraged
to
administer
the
13
assessment
at
least
at
the
beginning
and
end
of
the
preschool
14
program,
with
the
assessment
information
entered
into
the
15
statewide
longitudinal
data
system.
The
department
shall
work
16
to
develop
agreements
with
head
start
programs
to
incorporate
17
similar
information
about
four-year-old
children
served
by
head
18
start
into
the
statewide
longitudinal
data
system.
19
2.
a.
Each
school
district
shall
administer
the
dynamic
20
indicators
of
basic
early
literacy
skills
kindergarten
21
benchmark
assessment
or
other
kindergarten
benchmark
assessment
22
adopted
by
the
department
of
education
in
consultation
with
23
the
early
childhood
Iowa
state
board
to
every
kindergarten
24
student
enrolled
in
the
district
not
later
than
the
date
25
specified
in
section
257.6,
subsection
1
.
The
school
district
26
shall
also
collect
information
from
each
parent,
guardian,
27
or
legal
custodian
of
a
kindergarten
student
enrolled
in
the
28
district,
including
but
not
limited
to
whether
the
student
29
attended
preschool,
factors
identified
by
the
early
childhood
30
Iowa
office
pursuant
to
section
256I.5
,
and
other
demographic
31
factors.
Each
school
district
shall
report
the
results
of
32
the
community
strategies
employed
during
the
prior
school
33
year
pursuant
to
section
279.68,
subsection
4,
paragraph
“a”
,
34
the
assessment
administered
pursuant
to
subsection
1,
and
the
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preschool
information
collected
to
the
department
of
education
1
in
the
manner
prescribed
by
the
department
not
later
than
2
January
1
of
that
school
year.
The
early
childhood
Iowa
office
3
in
the
department
of
management
shall
have
access
to
the
raw
4
data.
The
department
shall
review
the
information
submitted
5
pursuant
to
this
section
and
shall
submit
its
findings
and
6
recommendations
annually
in
a
report
to
the
governor,
the
7
general
assembly,
the
early
childhood
Iowa
state
board,
and
the
8
early
childhood
Iowa
area
boards.
9
b.
This
subsection
is
repealed
July
1,
2013.
10
Sec.
41.
REPEAL.
Section
256D.9,
Code
2013,
is
repealed.
11
Sec.
42.
COMPETENCY-BASED
EDUCATION
TASK
FORCE
12
RECOMMENDATIONS.
Contingent
on
a
specific
appropriation
for
13
these
purposes,
the
department
of
education
shall
implement
14
the
recommendations
of
the
competency-based
education
task
15
force
established
pursuant
to
2012
Iowa
Acts,
chapter
1119,
16
section
2,
relating
to
the
development
of
model
competencies,
17
to
investigating
and
providing
examples
of
templates
that
18
will
effectively
and
efficiently
record
and
report
student
19
achievement
in
a
competency-based
environment,
to
developing
20
the
assessment
validation
rubric
and
model
assessments
21
aligned
to
the
competencies,
and
to
creating
opportunities
for
22
professional
development
for
preservice
and
in-service
for
23
practitioners.
24
Sec.
43.
SCHOOL
DISTRICT
REPORTING
REQUIREMENT
TASK
FORCE
25
——
STATE
BOARD
OF
EDUCATION.
26
1.
a.
A
reporting
requirement
review
task
force
is
27
established
consisting
of
five
members
who
shall
be
appointed
28
by
the
director
of
the
department
of
education
as
follows:
29
(1)
One
member
from
nominees
submitted
by
an
organization
30
representing
the
boards
of
Iowa
school
districts.
31
(2)
One
member
from
nominees
submitted
by
an
organization
32
representing
Iowa
school
administrators.
33
(3)
One
member
from
nominees
submitted
by
the
largest
34
statewide
certified
employee
organization
representing
Iowa
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teachers.
1
(4)
One
member
representing
the
department
of
education.
2
(5)
One
member
representing
the
general
public.
3
b.
The
member
representing
the
department
of
education
4
shall
convene
the
initial
meeting,
at
which
the
members
shall
5
elect
a
chairperson.
6
2.
The
department
of
education
shall
compile
a
list
of
7
reports
that
school
districts
are
required
to
submit
to
the
8
department
biennially
or
more
frequently.
The
department
shall
9
submit
the
list
to
the
reporting
requirement
review
task
force
10
by
September
3,
2013.
11
3.
The
task
force
shall
review
the
list
submitted
by
the
12
department
pursuant
to
subsection
2.
For
each
reporting
13
requirement
listed,
the
task
force
shall
produce
written
14
justification
for
continuing,
modifying,
or
eliminating
15
the
requirement.
The
task
force
shall
compile
its
written
16
justifications
in
a
report
the
task
force
shall
submit
to
17
the
state
board
of
education
and
to
the
general
assembly
by
18
December
2,
2013.
19
4.
The
state
board
of
education
shall
review
the
report
20
submitted
pursuant
to
subsection
3,
and
shall
determine
which
21
of
the
task
force
recommendations
for
modifying
or
eliminating
22
requirements
may
be
accomplished
by
administrative
rule
and
23
which
must
be
accomplished
by
statute.
The
state
board
shall
24
submit
its
findings
and
recommendations,
including
plans
25
for
board
action
relating
to
administrative
rules
and
board
26
recommendations
for
specific
statutory
changes,
in
a
report
to
27
the
general
assembly
by
February
3,
2014.
28
Sec.
44.
SCHOOL
YEAR-LONG
STUDENT
TEACHING
FIELD
EXPERIENCE
29
REQUIREMENT
——
STUDY.
30
1.
a.
Each
practitioner
preparation
program
offered
at
an
31
institution
of
higher
learning
governed
by
the
state
board
of
32
regents
shall
convene
a
study
committee
of
education
faculty
33
members
to
study
the
feasibility
of
establishing
professional
34
development
schools
for
preservice
teacher
candidates
in
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collaboration
with
school
districts,
and
the
feasibility
1
of
requiring
students
enrolled
in
practitioner
preparation
2
programs
to
complete
a
field
experience
lasting
one
full
school
3
year.
4
b.
Each
study
committee
shall
evaluate
for
its
institution
5
the
following
issues
relating
specifically
to
a
proposed
6
professional
development
school
and
relating
specifically
to
a
7
proposed
full
school
year
of
student
teaching
field
experience:
8
(1)
The
impact
on
the
likelihood
a
student
will
graduate
9
within
four
years,
including
but
not
limited
to
consideration
10
of
the
cost
to
a
student,
student
debt
load,
and
class
11
scheduling.
12
(2)
The
impact
on
university
faculty
and
the
need
to
employ
13
more
faculty,
including
the
need
to
deliver
coursework
and
14
supervision
to
student
teachers
in
the
field.
15
(3)
The
availability
of
an
adequate
number
of
placements
in
16
prekindergarten
through
grade
twelve
schools
and
the
impact
on
17
a
school
district,
including
but
not
limited
to
the
district’s
18
cost
to
compensate
cooperating
teachers.
19
(4)
The
likely
impact
on
the
abilities
and
performance
of
a
20
student
teacher
and
whether
the
benefits
outweigh
the
costs.
21
(5)
The
likely
impact
on
student
achievement
of
students
in
22
the
student
teacher’s
classroom.
23
c.
The
study
committees
convened
pursuant
to
paragraph
“a”
24
shall
submit
their
findings
and
recommendations
in
a
report
to
25
the
state
board
of
regents,
the
department
of
education,
the
26
board
of
educational
examiners,
the
governor,
and
the
general
27
assembly
by
December
2,
2013.
28
2.
The
Iowa
association
of
independent
colleges
is
29
encouraged
to
form
a
study
committee
comprised
of
education
30
faculty
members
with
duties
similar
to
those
provided
for
in
31
subsection
1
for
its
member
institutions
which
offer
approved
32
practitioner
preparation
programs,
and
to
submit
any
resulting
33
findings
and
recommendations
to
the
general
assembly
by
34
December
2,
2013.
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Sec.
45.
EFFECTIVE
DATE.
The
following
provision
or
1
provisions
of
this
division
of
this
Act
take
effect
June
30,
2
2013:
3
1.
The
section
of
this
division
of
this
Act
amending
section
4
279.60,
subsection
2,
paragraph
“b”.
5
Sec.
46.
EFFECTIVE
UPON
ENACTMENT.
The
following
provision
6
or
provisions
of
this
division
of
this
Act,
being
deemed
of
7
immediate
importance,
take
effect
upon
enactment:
8
1.
The
section
of
this
division
of
this
Act
repealing
9
section
256D.9.
10
2.
The
section
of
this
division
of
this
Act
amending
section
11
272.2.
12
DIVISION
VII
13
STATE
SCHOOL
FOUNDATION
PROGRAM
14
Sec.
47.
Section
257.8,
subsections
1
and
2,
Code
2013,
are
15
amended
to
read
as
follows:
16
1.
State
percent
of
growth.
The
state
percent
of
growth
17
for
the
budget
year
beginning
July
1,
2010,
is
two
percent.
18
The
state
percent
of
growth
for
the
budget
year
beginning
July
19
1,
2012,
is
two
percent.
The
state
percent
of
growth
for
the
20
budget
year
beginning
July
1,
2013,
is
four
percent.
The
21
state
percent
of
growth
for
the
budget
year
beginning
July
1,
22
2014,
is
four
percent.
The
state
percent
of
growth
for
each
23
subsequent
budget
year
shall
be
established
by
statute
which
24
shall
be
enacted
within
thirty
days
of
the
submission
in
the
25
year
preceding
the
base
year
of
the
governor’s
budget
under
26
section
8.21
.
The
establishment
of
the
state
percent
of
growth
27
for
a
budget
year
shall
be
the
only
subject
matter
of
the
bill
28
which
enacts
the
state
percent
of
growth
for
a
budget
year.
29
2.
Categorical
state
percent
of
growth.
The
categorical
30
state
percent
of
growth
for
the
budget
year
beginning
July
1,
31
2010,
is
two
percent.
The
categorical
state
percent
of
growth
32
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
33
The
categorical
state
percent
of
growth
for
the
budget
year
34
beginning
July
1,
2013,
is
four
percent.
The
categorical
state
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percent
of
growth
for
the
budget
year
beginning
July
1,
2014,
1
is
four
percent.
The
categorical
state
percent
of
growth
for
2
each
budget
year
shall
be
established
by
statute
which
shall
3
be
enacted
within
thirty
days
of
the
submission
in
the
year
4
preceding
the
base
year
of
the
governor’s
budget
under
section
5
8.21
.
The
establishment
of
the
categorical
state
percent
of
6
growth
for
a
budget
year
shall
be
the
only
subject
matter
of
7
the
bill
which
enacts
the
categorical
state
percent
of
growth
8
for
a
budget
year.
The
categorical
state
percent
of
growth
9
may
include
state
percents
of
growth
for
the
teacher
salary
10
supplement,
the
professional
development
supplement,
and
the
11
early
intervention
supplement.
12
Sec.
48.
CODE
SECTION
257.8
——
IMPLEMENTATION.
The
13
requirements
of
section
257.8,
subsections
1
and
2,
regarding
14
the
enactment
of
bills
establishing
the
regular
program
state
15
percent
of
growth
and
the
categorical
state
percent
of
growth
16
within
thirty
days
of
the
submission
in
the
year
preceding
the
17
base
year
of
the
governor’s
budget
and
regarding
the
subject
18
matter
limitation
of
such
bills
do
not
apply
to
this
division
19
of
this
Act.
20
Sec.
49.
EFFECTIVE
UPON
ENACTMENT.
This
division
of
this
21
Act,
being
deemed
of
immediate
importance,
takes
effect
upon
22
enactment.
23
Sec.
50.
APPLICABILITY.
This
division
of
this
Act
is
24
applicable
for
computing
state
aid
under
the
state
school
25
foundation
program
for
the
school
budget
years
beginning
July
26
1,
2013,
and
July
1,
2014,
as
appropriate.
27
EXPLANATION
28
DIVISION
I
——
INSTRUCTIONAL
HOURS.
This
bill
strikes
29
language
requiring
accredited
schools
to
provide
at
least
180
30
instructional
days
in
a
school
year
and
specifying
what
does
31
and
what
does
not
constitute
instructional
time.
The
bill
32
replaces
the
language
requiring
a
180-day
school
calendar
with
33
a
requirement
that
accredited
schools
provide
at
least
1,080
34
instructional
hours
during
the
school
calendar
in
a
school
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year.
1
The
school
districts
and
accredited
nonpublic
schools
set
2
the
number
of
hours
of
required
attendance
for
the
school
year,
3
but
school
districts
must
hold
a
public
hearing
on
a
proposed
4
school
calendar
prior
to
adopting
the
school
calendar.
5
The
bill
modifies
a
provision
requiring
the
state
board
of
6
education
to
define
the
minimum
school
day.
Under
the
bill,
7
instructional
time
for
grades
1
through
12
is
still
exclusive
8
of
the
lunch
period
but
may
include
passing
time
between
9
classes.
The
bill
strikes
language
that
permits
a
school
10
or
school
district
to
record
a
day
of
school
with
less
than
11
the
minimum
instructional
hours
as
a
minimum
school
day
for
12
emergency
health
or
safety
factors
and
for
staff
development
13
opportunities.
14
The
bill
makes
conforming
changes,
including
giving
a
15
parent,
whose
child
is
under
competent
private
instruction,
16
until
September
1
to
furnish
a
report
providing
information
17
about
the
child
and
the
competent
private
instruction
to
the
18
school
district
of
residence.
19
This
division
of
this
bill
takes
effect
July
1,
2014.
20
DIVISION
II
——
IOWA
LEARNING
ONLINE
INITIATIVE
——
FEES.
21
The
bill
directs
the
department
of
education
to
establish
22
fees
payable
by
school
districts
and
accredited
nonpublic
23
schools
participating
in
the
Iowa
learning
online
initiative
24
established
by
Code
section
256.42,
beginning
July
1,
2016.
25
The
bill
provides
that
fees
collected
pursuant
to
the
bill
26
shall
be
deposited
in
the
general
fund
of
the
state
and
cannot
27
exceed
the
costs
of
administering
the
initiative.
The
bill
28
specifies
matters
that
can
and
cannot
be
considered
costs
of
29
administering
the
initiative.
30
DIVISION
III
——
TRAINING
AND
EMPLOYMENT
OF
TEACHERS.
The
31
bill
requires
the
department
of
education
to
establish
an
32
online
state
job
posting
system.
The
system
must
be
accessible
33
via
the
department’s
internet
site,
although
the
department
34
may
contract
for
or
partner
with
another
entity
for
use
of
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an
existing
internet
site,
and
must
include
a
mechanism
for
1
the
electronic
submission
of
job
openings
for
posting
on
the
2
system.
The
system
and
each
job
posting
on
the
system
must
3
include
a
statement
that
an
employer
submitting
a
job
opening
4
for
posting
on
the
system
will
not
engage
in
discrimination
in
5
hiring.
6
The
bill
requires
school
districts,
charter
schools,
and
7
area
education
agencies
to
submit
all
of
their
job
openings
to
8
the
department
of
education
for
posting
on
the
system.
The
9
bill
requires
the
department
to
post
all
of
its
job
openings
10
on
the
system.
The
bill
provides
that
accredited
nonpublic
11
schools
may,
but
are
not
required
to,
submit
job
openings
to
12
the
department
for
posting
on
the
system.
13
The
establishment
of
the
online
state
job
posting
system
is
14
not
to
be
construed
to
prohibit
any
employer
from
advertising
15
job
openings
and
recruiting
employees
independently
of
the
16
system,
to
prohibit
any
employer
from
using
another
method
of
17
advertising
job
openings
or
another
applicant
tracking
system
18
in
addition
to
the
system,
or
to
provide
the
department
of
19
education
with
any
regulatory
authority
in
the
hiring
process
20
or
hiring
decisions
of
any
employer
other
than
the
department
21
itself.
22
Contingent
on
a
specific
appropriation
for
such
purposes,
23
the
bill
establishes
a
teach
Iowa
scholar
program
within
the
24
college
student
aid
commission
to
provide
teach
Iowa
scholar
25
grants
to
selected
high-caliber
teachers.
The
commission
is
26
required
to
administer
the
program
in
consultation
with
the
27
department.
28
The
bill
directs
the
commission
to
establish
eligibility
29
criteria
for
teach
Iowa
scholar
grants
that
at
a
minimum
30
requires
that
an
Iowa
resident
applicant
must
have
been
31
in
the
top
25
percent
academically
of
students
exiting
a
32
state-approved
teacher
preparation
program,
have
earned
other
33
comparable
academic
credentials,
or
have
achieved
comparable
34
assessment
scores;
and
be
preparing
to
teach
in
fields
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including
but
not
limited
to
science,
technology,
engineering,
1
mathematics,
English
as
a
second
language
or
special
education
2
instruction,
or
a
hard-to-staff
subject
as
identified
annually
3
by
the
department.
4
A
selected
applicant
who
has
successfully
completed
an
5
approved
practitioner
preparation
program
is
eligible
for
a
6
teach
Iowa
scholar
grant
for
each
year
of
full-time
employment
7
completed
in
Iowa
as
a
teacher
for
a
school
district,
charter
8
school,
area
education
agency,
or
accredited
nonpublic
school.
9
The
bill
provides
that
a
teach
Iowa
scholar
grant
cannot
exceed
10
$4,000
per
year
per
recipient,
and
cannot
exceed
$20,000
total
11
per
recipient
over
a
five-year
period.
12
The
bill
establishes
a
teach
Iowa
scholar
fund
in
the
state
13
treasury
to
be
administered
by
the
commission.
14
DIVISION
IV
——
TEACHER
AND
ADMINISTRATOR
MATTERS.
The
bill
15
provides
for
a
coaching
and
support
system
for
teachers,
and
16
provides
for
changes
relating
to
peer
group
review
requirements
17
for
teachers
and
changes
relating
to
administrator
standards.
18
DIRECTOR’S
DUTIES.
Current
law
directs
the
director
of
the
19
department
of
education
to
develop
Iowa
standards
for
school
20
administrators,
which
the
bill
amends
to
charge
the
director
21
with
also
reviewing
and
revising
the
standards
as
necessary.
22
The
director
is
also
charged
with
developing
and
23
implementing
a
coaching
and
support
system
for
teachers
aligned
24
with
the
Iowa
teacher
career
paths
and
compensation
systems
25
established
by
the
bill;
and
with
developing
and
implementing
a
26
coaching
and
support
system
for
administrators
aligned
with
the
27
beginning
administrator
mentoring
and
induction
program
that
is
28
established
in
Code
section
284A.5.
29
PEER
GROUP
REVIEWS.
The
bill
adds
to
the
purposes
for
which
30
a
school
district
must
provide
an
annual
review
of
a
teacher’s
31
performance,
and
provides
that
a
teacher
who
is
the
subject
of
32
a
peer
group
review
has
exclusive
right
to
all
documentation
33
created
in
the
peer
review
process.
Under
the
bill,
the
34
first
and
second
year
of
review
must
be
conducted
by
a
peer
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group
of
at
least
three
but
not
more
than
six
teachers
who
1
shall
be
selected
by
the
building
principal
in
consultation
2
with
teachers
and
the
building’s
certified
bargaining
3
representative,
if
any.
Each
participant
must
receive
adequate
4
training
and
a
per
diem
if
the
review
process
goes
beyond
5
normal
school
hours,
and
must
receive
release
time
for
the
6
training
and
for
the
time
spent
in
conducting
the
review.
7
The
peer
group
must
reflect
common
grade
level,
subject
8
matter
expertise,
curriculum,
and
proximity
or
other
previously
9
established
grouping
of
individuals
employed
to
provide
10
instruction
to
students.
Peer
group
reviews
must
be
supportive
11
and
confidential.
If
a
conflict
develops
between
participants,
12
an
effort
shall
be
made
to
mediate
the
conflict.
The
content
13
of
a
peer
review
shall
not
be
incorporated
into
a
summative
14
evaluation.
15
DIVISION
V
——
IOWA
TEACHER
CAREER
AND
COMPENSATION
16
MATTERS.
This
bill
establishes
a
framework
for
Iowa
teacher
17
career
paths,
leadership
roles,
and
compensation
for
school
18
districts;
modifies
and
establishes
new
minimum
salaries
for
19
the
Iowa
teacher
career
path
model;
specifies
components
for
20
comparable
systems
of
career
paths
and
compensation;
amends
21
the
state
school
foundation
program
to
provide
a
teacher
22
leadership
supplement
to
school
districts;
provides
for
an
23
annual
allocation
to
the
department
of
education
so
that
it
may
24
provide
technical
assistance
to
school
districts
and
AEAs
for
25
design
and
implementation
of
the
models
and
systems;
provides
26
for
the
establishment
of
a
commission
on
educator
leadership
27
and
compensation;
and
makes
other
related
changes
to
Code
28
chapter
284,
which
establishes
the
student
achievement
and
29
teacher
quality
program.
30
TEACHER
LEADERSHIP
SUPPLEMENT.
Code
section
257.1,
31
providing
for
the
state
school
foundation
program,
is
amended
32
to
add
the
teacher
leadership
supplement
to
the
combined
33
foundation
base
to
provide
that
the
district
cost
for
total
34
teacher
leadership
supplement
is
funded
entirely
through
state
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aid,
and
to
add
the
teacher
leadership
supplement
to
the
1
funding
sources
whose
amounts
should
not
be
rounded
to
the
2
nearest
whole
dollar
when
computations
are
made.
3
Code
section
257.9
is
amended
to
establish
a
state
and
4
district
cost
per
pupil
of
$400
beginning
with
the
school
5
budget
year
beginning
July
1,
2014,
for
the
teacher
leadership
6
supplement.
Code
section
257.10
is
amended
to
provide
that
the
7
district
cost
of
the
total
teacher
leadership
supplement
shall
8
be
added
to
a
school
district’s
combined
district
cost.
9
For
the
budget
year
beginning
July
1,
2015,
and
succeeding
10
budget
years,
the
teacher
leadership
supplement
district
cost
11
per
pupil
for
each
school
district
for
a
budget
year
is
the
12
teacher
leadership
supplement
program
district
cost
per
pupil
13
for
the
base
year
plus
the
teacher
leadership
supplement
state
14
allowable
growth
amount
for
the
budget
year.
Beginning
July
15
1,
2015,
if
the
department
of
management
determines
that
the
16
unadjusted
teacher
leadership
supplement
district
cost
of
a
17
school
district
for
a
budget
year
is
less
than
100
percent
of
18
the
unadjusted
teacher
leadership
supplement
district
cost
for
19
the
base
year
for
the
school
district,
the
school
district
20
shall
receive
a
budget
adjustment
for
that
budget
year
equal
21
to
the
difference.
The
bill
also
provides
that
the
use
of
22
the
funds
calculated
for
the
supplement
shall
comply
with
the
23
requirements
of
the
student
achievement
and
teacher
quality
24
program
and
shall
be
distributed
to
teachers
pursuant
to
the
25
Code
section
under
which
the
Iowa
teacher
career
path
model,
26
the
framework,
and
comparable
models
and
systems
are
approved.
27
The
teacher
leadership
supplement
district
cost
is
not
28
subject
to
a
uniform
reduction
that
may
be
implemented
when
29
the
governor
determines
that
estimated
budget
resources
for
a
30
fiscal
year
are
insufficient
to
pay
all
appropriations
in
full.
31
The
bill
exempts
teacher
leadership
supplement
foundation
32
aid
from
a
requirement
that
state
aid
for
teacher
compensation
33
be
combined
with
regular
wages
to
create
a
combined
salary.
34
MENTORING
AND
INDUCTION.
The
school
district
plan
for
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beginning
teacher
mentoring
and
induction
shall
provide
that
1
beginning
prekindergarten
through
grade
three
teachers
shall
be
2
mentored
in
the
teacher’s
classroom
by
a
skilled
mentor.
The
3
plan
shall
also
incorporate
any
recommendations
offered
by
the
4
Iowa
reading
research
center.
5
IOWA
TEACHER
CAREER
PATH
MODIFICATIONS.
The
bill
modifies
6
the
Iowa
teacher
career
path
to
be
a
model
that
may
be
approved
7
by
the
commission
on
educator
leadership
and
compensation.
The
8
bill
establishes,
beginning
July
1,
2014,
new
minimum
salaries
9
under
the
model
of
$35,000
for
beginning
teachers,
$37,000
for
10
a
first-year
career
teacher,
$42,000
for
a
first-year
career
11
II
teacher,
and
$50,500
for
a
first-year
advanced
teacher
12
employed
by
a
school
district
approved
to
implement
the
model
13
and
to
receive
teacher
leadership
supplement
funds.
However,
14
a
teacher
shall
not
receive
less
compensation
in
a
district
15
than
the
teacher
received
in
the
school
year
preceding
the
16
district’s
compliance,
on
or
after
July
1,
2014,
with
the
Iowa
17
teacher
career
path
model.
18
The
contract
for
a
career
II
teacher
shall
exceed
the
19
contract
term
issued
to
a
career
teacher
by
an
additional
five
20
days,
while
the
contract
for
an
advanced
teacher
shall
exceed
a
21
career
teacher
contract
by
10
days.
22
Approximately
25
percent
of
the
career
II
teacher’s
total
23
contract
time
shall
be
spent
on
noninstructional
duties,
while
24
the
goal
for
an
advanced
teacher
is
that
at
least
50
percent
25
of
the
advanced
teacher’s
total
contract
time
be
spent
on
26
noninstructional
duties.
The
bill
specifies
the
additional
27
duties
that
career
II
and
advanced
teachers
may
or
must
engage
28
in,
if
mutually
agreed
to
by
the
school
district
and
the
29
teacher.
30
As
an
alternative
to
the
25
percent
noninstructional
time
31
requirement
a
career
II
may
engage
in
peer
coaching
for
at
32
least
five
hours
per
week,
and
receive
an
hourly
rate
of
33
compensation
for
such
time
in
addition
to
the
teacher’s
salary
34
as
a
career
II
teacher.
An
advanced
teacher
may
also
engage
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in
peer
coaching.
Peer
coaching
is
defined
to
mean
additional
1
guidance
in
one
or
more
aspects
of
the
teaching
profession
2
provided
to
a
teacher.
Assignment
as
a
peer
coach
must
be
3
approved
by
a
principal
but
may
be
requested
by
an
individual
4
teacher.
Peer
coaching
duties
are
further
described
in
the
5
bill.
6
The
bill
establishes
staffing
goals
for
school
districts,
7
including
employment
of
at
least
one
career
II
teacher
in
each
8
elementary
school;
at
least
one
advanced
teacher
for
every
9
three
career
II
teachers
employed;
and
at
least
one
career
II
10
teacher
for
each
of
four
core
subject
areas
taught
in
grades
11
7-12.
12
The
bill
strikes
language
that
permits
a
school
district
13
that
is
unable
to
meet
the
minimum
salary
provisions
of
14
the
Iowa
teacher
career
path
to
request
a
waiver
from
the
15
department
to
use
funds
from
the
early
intervention
supplement
16
if
the
difference
between
the
teacher
salary
supplement
and
the
17
amount
required
to
meet
the
minimum
salaries
is
not
less
than
18
$10,000.
19
IOWA
TEACHER
CAREER
PATH
MODEL,
FRAMEWORK,
AND
COMPARABLE
20
MODELS
AND
SYSTEMS
OF
CAREER
PATHS,
LEADERSHIP
ROLES,
AND
21
COMPENSATION.
An
Iowa
teacher
career
path
model,
a
framework
22
as
specified
in
the
bill,
or
a
comparable
system
of
career
23
paths
and
compensation
for
teachers
may
be
developed,
approved,
24
and
implemented
by
a
school
district.
However,
the
minimum
25
requirements
for
any
such
model,
framework,
or
system
must
26
include
but
not
be
limited
to
a
minimum
salary
and
residency
as
27
provided
in
the
framework;
additional
levels
of
compensation
28
for
differentiated
teacher
roles;
multiple,
differentiated
29
teacher
leadership
roles
beyond
the
initial
teacher
and
career
30
teacher
levels,
with
a
goal
of
making
such
levels
available
31
to
at
least
25
percent
of
the
teacher
workforce;
a
rigorous
32
selection
process
that
involves
teachers;
a
professional
33
development
system
facilitated
by
teachers
and
aligned
with
34
the
Iowa
professional
development
model;
and
hiring
permanent
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professional
staff
to
give
teacher
leaders
time
to
focus
on
1
leadership
duties.
2
INSTRUCTIONAL
COACH
AND
CURRICULUM
AND
PROFESSIONAL
3
DEVELOPMENT
LEADER
MODEL.
The
instructional
coach
and
4
curriculum
and
professional
development
leader
duties
and
5
qualifications
are
specified
in
the
bill.
The
first
two
levels
6
match
the
requirements
for
the
beginning
and
career
teacher
7
requirements
of
the
Iowa
teacher
career
path
model,
with
the
8
residency
requirements
specified
for
the
initial
teacher
under
9
the
framework.
10
The
third
level
is
that
of
instructional
coach.
The
11
instructional
coach
must
receive
a
stipend
of
between
$5,000
12
and
$7,000
annually
in
addition
to
the
teacher’s
salary
13
as
a
career
teacher,
while
the
curriculum
and
professional
14
development
leader
must
receive
a
stipend
of
between
$10,000
15
and
$12,000
annually
in
addition
to
the
teacher’s
salary
as
a
16
model
teacher.
The
staffing
guidelines
for
this
comparable
17
system
require
a
school
district
to
employ
one
instructional
18
coach
at
each
attendance
center
or
at
least
one
instructional
19
coach
for
every
500
students
enrolled
in
an
attendance
center,
20
whichever
number
is
greater.
21
The
contract
term
for
a
curriculum
and
professional
22
development
leader
shall
exceed
the
contract
term
issued
to
a
23
model
teacher
by
an
additional
15
days.
24
IMPLEMENTATION.
Though
school
districts
have
until
July
1,
25
2016,
to
implement
approved
models,
frameworks,
and
systems,
26
school
districts
may,
prior
to
that
date,
apply
to
the
27
commission
on
educator
leadership
and
compensation
for
early
28
implementation
of
a
model,
framework,
or
comparable
system.
29
The
department
is
directed
to
establish
criteria
and
a
process
30
for
application.
31
A
school
district
is
not
required
to
fully
implement
the
32
models,
framework,
or
comparable
system
if
implementation
costs
33
exceed
the
state
school
foundation
aid
the
school
district
34
receives.
However,
in
such
circumstance,
the
school
district
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must
implement
as
much
of
the
approved
model,
framework,
or
1
system
as
is
reasonably
possible,
and
must,
at
a
minimum,
meet
2
the
minimum
salary
for
an
Iowa
teacher.
3
PLANNING
GRANTS.
Contingent
on
an
appropriation
for
such
4
purpose,
a
school
district
may
apply
to
the
department
for
5
a
planning
grant
to
design
an
implementation
strategy
to
6
establish
a
model,
the
framework,
or
a
comparable
system.
7
The
application
submitted
to
the
department
must
reflect
a
8
local
decision-making
process
that
includes
representation
9
of
administrators,
teachers,
and
parents
and
guardians
10
of
students.
The
department
is
directed
to
establish
an
11
application
for
the
awarding
of
planning
grants.
12
FRAMEWORK
DESIGN.
The
framework
is
designed
to
attract
able
13
and
promising
new
teachers
by
offering
competitive
starting
14
salaries
and
offering
short-term
and
long-term
professional
15
development
and
leadership
opportunities,
retain
effective
16
teachers
by
providing
enhanced
career
opportunities,
promote
17
collaboration
by
developing
and
supporting
opportunities
for
18
teachers
in
schools
and
school
districts
statewide
to
learn
19
from
each
other,
reward
professional
growth
and
effective
20
teaching
by
providing
pathways
for
career
opportunities
that
21
involve
increased
leadership
responsibilities
and
increased
22
compensation,
and
improve
student
achievement
by
strengthening
23
instruction.
24
CAREER
AND
LEADERSHIP
ROLES
AND
COMPENSATION.
The
framework
25
includes
five
career
or
leadership
roles
for
teachers.
The
26
salary
established
in
the
bill
for
an
initial
teacher
who
meets
27
the
requirements
specified
in
the
bill
is
at
least
$35,000,
28
which
amount
also
constitutes
the
minimum
teacher
salary
for
29
the
state.
An
initial
teacher
must
meet
the
current
definition
30
in
the
Code
for
a
beginning
teacher,
but
the
initial
teacher
31
must
also
complete
a
teacher
residency
during
the
first
year
of
32
employment
that
includes
intensive
supervision
or
mentoring
by
33
a
mentor
teacher
or
lead
teacher;
sufficient
collaboration
time
34
to
be
able
to
observe
and
learn
from
more
experienced,
mentor,
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and
lead
teachers;
a
teaching
load
of
not
more
than
75
percent
1
student
instruction
to
allow
time
for
observation
and
learning;
2
a
teaching
contract
that
establishes
an
employment
period
which
3
is
five
days
longer
than
that
required
for
career
teachers;
4
and
for
frequent
observation,
evaluation,
and
professional
5
development
opportunities.
6
The
second
role,
career
teacher,
requires
the
same
7
conditions
as
that
specified
in
the
current
Iowa
teacher
career
8
path
model.
9
The
third
role,
model
teacher,
is
a
career
teacher
who
10
is
evaluated
by
the
school
district
as
demonstrating
the
11
competencies
of
a
model
teacher,
has
participated
in
a
rigorous
12
review
process,
and
has
been
recommended
for
a
one-year
13
assignment
as
a
model
teacher
by
a
review
council.
The
term
14
of
the
model
teacher’s
teaching
contract
shall
exceed
by
five
15
days
the
terms
of
career
teachers’
teaching
contracts.
A
model
16
teacher
shall
receive
annually
a
salary
supplement
of
at
least
17
$2,000.
18
The
fourth
role,
mentor
teacher,
is
a
teacher
who
is
19
evaluated
by
the
school
district
as
demonstrating
the
20
competencies
and
superior
teaching
skills
of
a
mentor
teacher,
21
and
has
been
recommended
for
a
one-year
assignment
as
a
mentor
22
teacher
by
a
review
council.
The
mentor
teacher
must
also
23
participate
in
teacher
professional
development,
demonstrate
24
continuous
improvement
in
teaching,
and
possess
the
skills
and
25
qualifications
to
assume
leadership
roles.
A
mentor
teacher
26
shall
have
a
teaching
load
of
not
more
than
75
percent
student
27
instruction
to
allow
the
teacher
to
mentor
other
teachers.
The
28
mentor
teacher’s
teaching
contract
shall
exceed
by
10
days
the
29
terms
of
career
teachers’
teaching
contracts.
A
mentor
teacher
30
shall
receive
annually
a
salary
supplement
of
at
least
$5,000.
31
The
fifth
role,
lead
teacher,
is
a
teacher
who
has
been
32
recommended
for
a
one-year
assignment
as
a
lead
teacher
by
33
a
review
council.
The
recommendation
from
the
council
must
34
assert
that
the
teacher
possesses
superior
teaching
skills
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and
the
ability
to
lead
adult
learners.
A
lead
teacher
must
1
assume
leadership
roles
that
may
include
but
are
not
limited
2
to
the
planning
and
delivery
of
professional
development
3
activities;
the
facilitation
of
an
instructional
leadership
4
team
within
the
lead
teacher’s
building,
school
district,
or
5
other
school
districts;
the
mentoring
of
other
teachers;
and
6
participation
in
the
evaluation
of
student
teachers.
A
lead
7
teacher
shall
have
a
teaching
load
of
not
more
than
50
percent
8
student
instruction
to
allow
the
lead
teacher
to
spend
time
9
on
co-teaching;
co-planning;
peer
reviews;
observing
career
10
teachers,
model
teachers,
and
mentor
teachers;
and
other
11
duties
mutually
agreed
upon
by
the
superintendent
and
the
lead
12
teacher.
The
term
of
the
lead
teacher’s
teaching
contract
13
must
exceed
by
15
days
the
terms
of
career
teachers’
teaching
14
contracts.
A
lead
teacher
shall
receive
annually
a
salary
15
supplement
of
at
least
$10,000.
16
A
school
district
shall
set
as
a
goal
the
designation
of
at
17
least
10
percent
of
its
teachers
as
model
teachers,
10
percent
18
as
mentor
teachers,
and
5
percent
as
lead
teachers,
though
a
19
district
may
enter
into
an
agreement
with
one
or
more
other
20
districts
or
an
AEA
to
meet
these
goals
through
a
collaborative
21
arrangement.
22
Additional
contract
days
must
be
used
to
strengthen
23
instructional
leadership.
The
salary
supplement
received
by
24
teachers
in
leadership
roles
shall
fully
cover
the
salary
costs
25
of
the
additional
contract
days.
The
determinations
of
salary
26
supplements
are
not
subject
to
appeal.
27
An
assignment
is
subject
to
review
by
the
school’s
or
the
28
school
district’s
administration
at
least
annually.
The
29
review
must
include
peer
feedback.
A
teacher
who
completes
30
the
time
period
of
assignment
as
a
model,
mentor,
or
lead
31
teacher
may
apply
to
the
school’s
or
the
school
district’s
32
administration
for
assignment
in
a
new
role
if
appropriate
or
33
for
reassignment.
34
A
teacher
employed
by
an
AEA
may
be
included
in
a
framework
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established
by
a
school
district
if
the
AEA
and
the
school
1
district
enter
into
a
contract
for
such
purpose.
2
SITE-BASED
OR
DISTRICT-BASED
REVIEW
COUNCIL.
Each
school
3
board
in
a
district
of
600
or
more
students
must
appoint
a
4
site-based
review
council;
in
a
district
of
fewer
than
600
5
students,
the
board
must
appoint
a
district-based
review
6
council.
A
review
council
is
comprised
of
equal
numbers
of
7
teachers
and
administrators.
Teacher
members
shall
include
8
teachers
who
have
been
nominated
by
the
collective
bargaining
9
organization,
if
one
exists,
that
represents
the
teachers.
The
10
council
must
accept
and
review
applications
submitted
to
the
11
school’s
or
the
school
district’s
administration
for
assignment
12
as
a
model,
mentor,
or
lead
teacher,
and
make
recommendations
13
regarding
the
applications
to
the
school
district
14
superintendent.
In
developing
recommendations,
the
council
15
must
utilize
measures
of
teacher
effectiveness
and
professional
16
growth,
consider
the
needs
of
the
school
district,
and
review
17
the
performance
and
professional
development
of
the
applicants.
18
Any
teacher
recommended
for
assignment
as
a
model,
mentor,
19
or
lead
teacher
shall
have
demonstrated
to
the
council’s
20
satisfaction
competency
on
the
Iowa
teaching
standards.
21
MISCELLANEOUS.
The
department’s
accreditation
team
is
22
charged
with
determining
compliance.
A
school
district
is
23
encouraged
to
utilize
teachers
emeritus.
24
COMMISSION
ON
EDUCATOR
LEADERSHIP
AND
COMPENSATION.
The
25
department
is
directed
to
appoint
and
provide
staffing
and
26
administrative
support
for
a
commission
on
educator
leadership
27
and
compensation.
The
commission
shall
monitor
with
fidelity
28
the
implementation
of
the
Iowa
teacher
career
path
model,
29
the
framework,
and
comparable
models
and
systems
by
school
30
districts.
The
commission
shall
also
evaluate
the
applications
31
submitted
for
approval
and
shall
approve
or
disapprove
the
32
applications.
An
application
shall
only
be
approved
if
the
33
state
school
foundation
aid
received
by
the
school
district
34
will
cover
the
costs
of
implementation.
If
the
commission
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disapproves
an
application,
the
commission
shall
specify
the
1
reasons
for
disapproval.
A
school
district
receiving
approval
2
is
eligible
to
receive
teacher
leadership
supplement
funds.
In
3
addition,
the
commission
must
review
the
use
and
effectiveness
4
of
state
assistance
distributed
to
school
districts
for
5
teachers
in
high-need
schools
and,
by
December
15
annually,
6
shall
submit
all
of
its
findings
and
any
recommendations
in
7
a
report
to
the
director
of
the
department
of
education,
8
the
state
board
of
education,
the
governor,
and
the
general
9
assembly.
10
PROFESSIONAL
DEVELOPMENT.
The
bill
strikes
a
requirement
11
that
school
districts
and
area
education
agencies
have
as
a
12
goal
for
the
use
of
state
professional
development
funds
the
13
provision
of
one
additional
contract
day
or
the
equivalent
for
14
professional
development
and
instead
authorizes
use
of
the
15
funds
for
professional
development
and
other
purposes
set
forth
16
in
statute.
17
From
the
amount
appropriated
for
purposes
of
the
teacher
18
leadership
supplement,
the
department
may
use
up
to
$500,000
19
annually
to
provide
administration
and
oversight
of
the
models,
20
frameworks,
and
comparable
systems
and
to
fund
two
full-time
21
equivalent
positions.
22
STATE
SUPPLEMENTAL
ASSISTANCE
FOR
TEACHERS
IN
HIGH-NEED
23
SCHOOLS.
Contingent
on
a
specific
appropriation
for
these
24
purposes,
the
department
is
directed
to
collect
relevant
data
25
and
establish
a
list
of
high-need
schools
which
shall
be
26
eligible
for
state
supplemental
assistance.
The
department
27
must
establish
a
process
and
criteria
to
determine
which
28
schools
are
placed
on
the
lists
and
must
revise
the
lists
29
annually.
Criteria
for
the
determination
of
which
high-need
30
schools
shall
be
placed
on
the
list
shall
be
based
upon
factors
31
that
include
but
are
not
limited
to
the
socioeconomic
status
32
of
the
students
enrolled
in
the
school,
the
percentage
of
33
the
school’s
student
body
who
are
limited
English
proficient
34
students,
student
academic
growth,
certified
instructional
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staff
attrition,
and
geographic
balance.
1
The
department’s
determination
of
state
supplemental
2
assistance
for
teachers
in
high-need
schools
is
not
subject
to
3
appeal.
4
REVIEW
AND
REPORT.
The
department
must
review
the
use
and
5
effectiveness
of
the
funds
distributed
to
school
districts
for
6
supplemental
assistance
for
teachers
in
high-need
schools.
The
7
department
shall
submit
its
findings
and
recommendations
in
a
8
report
to
the
general
assembly
by
January
15
annually.
9
UNIQUE
LOCAL
CONDITIONS
AND
NEEDS.
A
school
district
may
10
request
on
an
annual
basis
approval
from
the
department
for
11
the
addition
of
high-need
schools
based
upon
the
unique
local
12
conditions
and
needs
of
the
school
district.
The
criteria
the
13
department
uses
to
determine
the
placement
of
high-need
schools
14
on
its
list
does
not
restrict
the
department
from
adding
a
15
high-need
school
as
requested
by
a
school
district
on
the
basis
16
of
unique
local
conditions
and
needs.
17
TEACHER
ELIGIBILITY
FOR
INCENTIVES.
Teachers
of
all
18
subjects
taught
in
a
school
included
in
the
department’s
19
list
of
high-need
schools
shall
be
eligible
to
receive
state
20
supplemental
assistance
for
teachers
in
high-need
schools.
21
DIVISION
VI
——
MISCELLANEOUS
PROVISIONS.
22
IOWA
READING
RESEARCH
CENTER.
Contingent
on
a
specific
23
appropriation
for
such
purpose,
the
bill
directs
the
director
24
of
the
department
of
education
to
collaborate
with
the
state
25
board
of
regents
to
establish
an
Iowa
reading
research
center.
26
The
bill
directs
the
Iowa
reading
research
center
to
submit
a
27
report
of
its
activities
to
the
general
assembly
by
January
15
28
annually.
By
January
15,
2015,
the
annual
report
shall
include
29
but
not
be
limited
to
recommendations
regarding
measures
to
30
support
schools
in
implementing
Code
chapter
284
with
regard
to
31
the
prekindergarten
through
grade
three
years.
32
ECONOMICALLY
CHALLENGED
SCHOOLS
GRANT
PROGRAM
AND
FUNDING.
33
Contingent
on
a
specific
appropriation
for
such
purposes,
34
the
bill
directs
the
department
to
establish
an
economically
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challenged
schools
grant
program
to
award
funds
to
school
1
district
attendance
centers
to
create
pilot
projects
designed
2
to
meet
the
needs
of
students
who
are
not
proficient
in
3
reading
or
mathematics
and
to
involve
the
students’
parents
in
4
supporting
project
activities.
The
bill
provides
supplemental
5
weighting
of
one-tenth
of
one
pupil
for
the
program,
based
on
6
the
number
of
pupils
attending
the
school
who
are
eligible
for
7
free
and
reduced
price
meals
under
the
federal
school
meal
8
programs.
9
Pilot
project
activities
may
include
but
are
not
limited
10
to
establishing
a
longer
school
day,
longer
school
calendar,
11
summer
school,
or
intensive
reading
and
mathematics
programs
12
for
such
students.
13
The
priorities
for
the
grant
funds
shall
include
14
applications
from
school
districts
with
high
percentages
of
15
students
eligible
for
free
or
reduced
price
meals
under
federal
16
lunch
and
nutrition
programs,
and
shall
include
providing
17
project
services
on
a
voluntary
basis
to
students
deemed
18
at
risk
of
not
succeeding
in
reading
or
mathematics.
The
19
department
shall
make
every
reasonable
effort
to
equitably
20
distribute
grant
funds
geographically
among
rural
and
urban
21
areas.
22
Each
pilot
project
shall
be
conducted
for
a
minimum
of
23
one
year,
but
may
be
conducted
for
multiple
school
years
as
24
proposed
by
the
applicant
and
approved
by
the
department.
The
25
department
shall
submit
progress
reports
and
a
final
report
26
to
the
state
board,
the
governor,
and
the
general
assembly
by
27
January
15,
2019.
The
provisions
establishing
the
program
and
28
providing
for
the
supplemental
weighting
are
repealed
effective
29
June
30,
2018.
30
COMPETENCY-BASED
EDUCATION.
Contingent
on
specific
31
appropriations
for
such
purposes,
the
bill
directs
the
32
department
of
education
to
implement
some
of
the
preliminary
33
recommendations
of
the
competency-based
education
task
force,
34
which
was
established
pursuant
to
legislation
enacted
during
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the
2012
regular
session
of
the
84th
general
assembly.
1
The
recommendations
include
establishing
a
competency-based
2
education
grant
program
to
award
grants
to
not
more
than
3
10
school
districts
annually
for
purposes
of
developing,
4
implementing,
and
evaluating
competency-based
education
5
pilot
and
demonstration
projects;
model
competencies;
the
6
assessment
validation
rubric
and
model
assessments;
student
7
achievement
reporting
templates;
and
professional
development
8
for
preservice
and
in-service
for
practitioners.
9
WORLD
LANGUAGE
EDUCATION
PILOT
PROJECT.
The
bill
directs
10
the
department
to
establish
a
world
language
education
pilot
11
project
to
enhance
foreign
language
education
in
Iowa
schools,
12
contingent
on
a
specific
appropriation
for
such
purpose.
The
13
department
shall
administer
the
pilot
project
in
partnership
14
with
the
university
of
northern
Iowa
and
up
to
three
school
15
districts.
The
department
shall
establish
criteria
for
the
16
selection
of
school
districts
to
participate
in
the
pilot
17
project.
18
The
bill
directs
the
department
to
establish
a
world
19
language
education
administrative
team
to
be
composed
of
school
20
administrators
from
school
districts
participating
in
the
21
pilot
project
and
provides
duties
for
the
team,
including
fact
22
finding
visits;
development
of
new
standards
and
benchmarks,
23
an
assessment
system,
and
curricula;
and
a
report
on
the
pilot
24
project
and
foreign
language
education
in
this
state
for
25
submission
to
the
general
assembly
by
December
19,
2014.
26
The
bill
directs
participating
school
districts
to
compare
27
on
an
annual
basis
results
under
the
pilot
project
with
state
28
data
to
determine
the
outcomes
of
the
pilot
project.
29
STATEWIDE
PRESCHOOL
PROGRAM-AID
USES.
The
bill
allows
30
preschool
foundation
aid
funding
to
be
used
by
approved
local
31
programs
and
community
providers
for
professional
development
32
for
preschool
teachers,
for
instructional
equipment,
for
33
material
and
equipment
designed
to
develop
pupils’
motor
34
skills,
and
for
other
direct
costs.
Aid
funding
that
remains
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is
made
available
to
approved
local
programs
for
future
fiscal
1
years
to
build
program
capacity.
2
ALTERNATIVE
LICENSURE
LIMITATION.
This
bill
requires
the
3
board
of
educational
examiners
to
submit
a
licensing
criteria
4
recommendation
to
the
general
assembly
prior
to
issuing
5
licenses
to
persons
who
do
not
meet
the
standard
practitioner
6
preparation
requirements.
The
board
is
prohibited
from
issuing
7
such
licenses
until
such
licensing
criteria
are
enacted
into
8
statute.
9
TOBACCO
PROHIBITED
ON
SCHOOL
GROUNDS.
The
bill
provides
10
that
the
use
of
nicotine
products
by
any
student,
or
by
anyone
11
on
school
grounds,
is
prohibited.
For
a
violation
of
the
12
provision,
the
school
board
may
suspend
or
expel
a
student,
may
13
remove
a
person,
and
may
bar
the
person’s
future
presence
on
14
school
grounds.
The
bill
defines
“nicotine
product”.
15
PREKINDERGARTEN/KINDERGARTEN
ASSESSMENT
AND
REPORTING.
16
Provisions
requiring
or
encouraging
the
administration
of
17
prekindergarten
and
kindergarten
assessments
are
modified
18
to
specify
that
the
assessment
instrument
school
districts
19
must
administer
must
be
the
teaching
strategies
gold
early
20
childhood
assessment.
Each
school
district
must
report
to
the
21
department
the
results
of
the
community
strategies
employed
22
during
the
prior
fiscal
year.
The
provision
relating
to
23
the
administration
of
the
dynamic
indicators
of
basic
early
24
literacy
skills
(DIBELS)
kindergarten
benchmark
assessment
25
or
other
kindergarten
benchmark
assessment
adopted
by
the
26
department
of
education
in
consultation
with
the
early
27
childhood
Iowa
state
board,
is
eliminated
by
the
bill,
but
the
28
reporting
requirements
are
not.
The
Code
provision,
which
29
would
have
repealed
the
reporting
requirements
on
July
1,
2013,
30
is
eliminated
June
30.
31
IOWA
EARLY
INTERVENTION
BLOCK
GRANT
PROGRAM
——
SUNSET
32
REPEALED.
The
bill
repeals
a
provision
that
specifies
a
date
33
for
the
future
repeal
of
Code
chapter
256D,
the
Code
chapter
34
which
establishes
the
Iowa
early
intervention
block
grant
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program,
and
makes
the
repeal
effective
upon
enactment.
1
SCHOOL
DISTRICT
REPORTING
REQUIREMENT
TASK
FORCE
——
2
STATE
BOARD
OF
EDUCATION.
The
bill
establishes
a
reporting
3
requirement
review
task
force
and
directs
the
department
of
4
education
to
compile
a
list
of
reports
that
school
districts
5
are
required
to
submit
to
the
department
biennially
or
more
6
frequently.
The
department
must
submit
the
list
to
the
task
7
force
by
September
3,
2013.
8
The
task
force
consists
of
five
members
appointed
by
the
9
director
of
the
department
of
education.
10
The
task
force
shall
review
the
list
submitted
by
the
11
department
and,
for
each
reporting
requirement
listed,
the
12
task
force
shall
produce
written
justification
for
continuing,
13
modifying,
or
eliminating
the
requirement.
The
task
force
14
shall
compile
its
written
justifications
in
a
report
the
task
15
force
shall
submit
to
the
state
board
of
education
and
the
16
general
assembly
by
December
2,
2013.
17
The
state
board
shall
review
the
report
and
submit
its
18
findings
and
recommendations
in
a
report
to
the
general
19
assembly
by
February
3,
2014.
20
SCHOOL
YEAR-LONG
STUDENT
TEACHING
FIELD
EXPERIENCE
21
REQUIREMENT
——
STUDY.
The
bill
directs
each
practitioner
22
preparation
program
offered
at
a
regents
university
to
convene
23
a
study
committee
of
education
faculty
members
to
study
the
24
feasibility
of
establishing
professional
development
schools
25
for
preservice
teacher
candidates
in
collaboration
with
26
school
districts,
and
the
feasibility
of
requiring
students
27
enrolled
in
practitioner
preparation
programs
to
complete
a
28
field
experience
lasting
one
full
school
year.
Each
study
29
committee
shall
evaluate
for
its
institution
issues
relating
30
specifically
to
a
proposed
professional
development
school
and
31
relating
specifically
to
the
impact
of
a
proposed
full
school
32
year
student
teaching
field
experience
on
four-year
graduation
33
rates,
on
costs,
on
class
scheduling,
on
university
faculty,
on
34
an
adequate
number
of
school
placements,
on
the
abilities
and
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performance
of
student
teachers,
and
on
student
achievement.
1
The
study
committees
must
submit
their
findings
and
2
recommendations
in
a
report
to
the
state
board
of
regents,
the
3
department
of
education,
the
board
of
educational
examiners,
4
the
governor,
and
the
general
assembly
by
December
2,
2013.
5
The
Iowa
association
of
independent
colleges
is
encouraged
6
to
form
a
similar
study
committee
comprised
of
education
7
faculty
members
and
to
submit
any
resulting
findings
and
8
recommendations
to
the
general
assembly
by
December
2,
2013.
9
DIVISION
VII
——
STATE
SCHOOL
FOUNDATION
PROGRAM.
The
10
bill
establishes
a
state
percent
of
growth
and
a
categorical
11
state
percent
of
growth
of
4
percent
for
purposes
of
the
state
12
school
foundation
program
for
the
school
budget
years
beginning
13
July
1,
2013,
and
July
1,
2014.
This
division
of
the
bill
14
takes
effect
upon
enactment
and
is
applicable
for
state
aid
15
computation
under
the
state
school
foundation
program
for
the
16
school
budget
years
beginning
July
1,
2013,
and
July
1,
2014,
17
as
appropriate.
18
The
categorical
state
percent
of
growth
includes
the
teacher
19
salary
supplement,
the
professional
development
supplement,
20
and
the
early
intervention
supplement,
and
under
this
bill
the
21
teacher
leadership
supplement.
22
The
bill
provides
that
the
requirement
of
Code
section
257.8
23
regarding
the
timing
of
enactment
of
a
state
percent
of
growth
24
does
not
apply
to
the
bill.
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