Assigned to ED &                                                                                                                      FOR COMMITTEE

ARIZONA STATE SENATE

Fifty-Third Legislature, Second Regular Session

FACT SHEET FOR S.B. 1255

teachers; alternative performance evaluations

Purpose

Establishes an alternative performance evaluation cycle for highly effective teachers.

Background

Statute directs the State Board of Education (SBE) to adopt a model framework for a

teacher and principal evaluation instrument that includes quantitative data on student academic progress that accounts for between 33 and 50 percent of the evaluation outcomes (A.R.S. § 15‑203). Based on the model framework adopted by the SBE, school districts establish a system for the evaluation of the performance of certificated teachers that results in at least one evaluation each school year. The evaluations include at least two actual classroom observations, at least 60 days apart, and recommendations for the teacher's improvement (A.R.S. § 15-537). Teachers and principals are placed into one of four performance classifications based on the evaluations: 1) highly effective; 2) effective; 3) developing; and 4) ineffective. School districts and charter schools adopt definitions for each of these classifications (A.R.S. § 15-203).

There is no anticipated fiscal impact to the state General Fund associated with this

legislation.

Provisions

1. Allows school districts to use an alternative performance evaluation cycle for teachers who have been:

a) formally evaluated for at least three consecutive years; and

b) designated in the highest performance classification under the formal evaluation system.

2. Requires, if a school district uses an alternative performance evaluation cycle, the governing board to adopt policies for an expedited performance review during the years in which a teacher is not undergoing a formal performance evaluation.

3. Allows the expedited performance review policies to classify teacher performance in categories that include teamwork and support for lower-performing teachers.

4. Removes a teacher from the alternative performance evaluation cycle if the expedited performance review determines the teacher is not in the highest performance classification and requires that the teacher be reviewed by the formal evaluation system.

5. Makes technical and conforming changes.

6. Becomes effective on the general effective date.

Prepared by Senate Research

January 30, 2018

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