Teachers Reform Act, 1729

Legislative History

Status	Date	Tabled By	Vote Outcome
Introduced in the Federal Assembly	1719 AN	Deputy Adriano Ferreyra (FCP)
Debated in the Federal Assembly	1719 AN
Passed in the Federal Assembly	1719 AN
Debated in the Chamber of Peers	1719 AN
Passed in the Chamber of Peers	1719 AN
Royal Assent	1719 AN

Bill Text

As submitted to the Hopper of the Federal Assembly, 1719 AN.

A

BILL

TO

Provide for the establishment of professional learning communities; Create school tutoring programs; Create a development budget for adult education; and Reform teacher certification; Among Other Purposes.

TEACHER REFORM ACT, 1719

Ordered, by the Federal Assembly of Nouvelle Alexandrie,
to be Printed, 1719 AN.

_______________________________

BE IT ENACTED by the King’s Most Excellent Majesty, by and with the advice and consent of the Federal Assembly, in this present session assembled, and by the authority of the same, as follows:-

PART I
GENERAL PROVISIONS.

Article 1: Short Title.

1. This act shall be known as the Teacher Reform Act, 1719.
   

Article 2: Definitions.

1. "Professional learning community" means a group of educators that deploy practice-based professional learning, for the purpose of professional development, pedagogical skills, and classroom management.
2. "School tutoring" means one-on-one or small group instruction provided to students for the purpose of additional academic support.
3. "Adult Education" means education and training provided to 18+ individuals for the purpose of acquiring new knowledge, skills, or qualifications.
4. "Teacher certification" means a formal recognition of a teacher's pedagogical skills through a certification process.
   

PART II
TEACHER AND STUDENT SUPPORT PROGRAMS.

Article 3: Professional Learning Communities.

1. The Department of Education shall establish a program to support the establishment of professional learning communities in schools.
2. The program shall provide grants to schools to facilitate the formation and operation of professional learning communities.
3. The grant program shall be administered by the Department and shall provide funding to eligible schools to cover the costs of materials, training, and other resources necessary for the operation of the professional learning communities. They may include funding to host conferences, workshops, seminars, and training courses;
4. In the program shall be specified that professional learning communities should prioritize, but not limit to:
   1. Providing continuous improvement for teaching through sharing of experiences, insights, and expertise;
   2. Cooperation to identify strengths and weaknesses in teaching practices, including in lesson planning and collaborative problem-solving;
   3. Set common goals and share strategies for student learning outcomes;
   4. Hold peer observation and review, including for classroom management;
   5. Creating mentorship programs between experienced teachers and new teachers.
5. The Secretary of Education shall establish criteria for eligibility and shall prioritize schools that serve students from disadvantaged backgrounds.

Article 4: Tutoring Programs.

1. The Department of Education shall establish and support tutoring programs in schools.
2. The Department shall provide grants to schools to facilitate the formation and operation of tutoring programs.
3. The grant program shall be administered by the Department and shall provide funding to eligible schools to cover the costs of resources and materials necessary for tutoring activities.
4. The tutoring program shall be available to all schools, and shall be provided free of charge to eligible students. Priorities for any program include, but are not limited to:
   1. Individualised attention and instruction for homework help and test preparation;
   2. Collaboration with classroom teachers and strategies for individual challenges;
   3. Creating a comprehensive plan including one-on-one instruction, group instruction, and targeted practice exercises.
5. The Secretary shall determine the eligibility criteria for the tutoring program, and shall publish such information on the Department for Education website.

Article 5: Development Budget for Adult Education.

1. The Department of Education shall establish a budget for adults who wish to complete adult education, and may be spent on:
   1. Vocational training, language courses, or academic programs;
   2. the costs of tuition, textbooks, and other educational materials;
   3. the costs of other expenses associated with adult education, such as transportation, childcare, and living expenses.
2. The budget shall provide financial assistance to adults who wish to acquire new knowledge, skills, or qualifications through formal education or training.
3. The Secretary shall determine the eligibility criteria and the amount of financial assistance to be provided under the development budget.
4. The Secretary shall evaluate the effectiveness of the development budget annually and report to the Cortes.
   

PART III.
TEACHER CERTIFICATION.

Article 6: Certification Process.

1. Every teacher who is employed or seeking employment in a school in Nouvelle Alexandrie must hold a valid teaching certification.
2. The teaching certification shall be issued by the Educational Accreditation and Verification Authority (hereinafter: 'the certification body'), which shall be approved by the Secretary of Education.
3. The certification process shall be designed to ensure that teachers possess the necessary pedagogical skills to plan, deliver, and evaluate effective teaching and learning experiences. The certification body will work to ensure that the assessment criteria are valid, reliable, and fair, and that they accurately reflect the pedagogical skills required for effective teaching and learning experiences.
4. The certification process shall include an assessment of the teacher's pedagogical skills, which shall be conducted by an independent assessor appointed by the certification body.
5. The assessment shall be based on a range of criteria, including but not limited to, the teacher's ability to:
   1. Planning and Preparation: The assessor will evaluate the teacher's ability to plan and prepare effective teaching and learning experiences that are engaging, relevant, and challenging for all learners. This may include evaluating the teacher's lesson plans, curriculum materials, and teaching resources.
   2. Delivery of Instruction: The assessor will observe the teacher's classroom instruction and evaluate their ability to engage learners, communicate clearly, and provide effective feedback. This may include evaluating the teacher's use of instructional strategies, classroom management techniques, and communication skills.
   3. Assessment and Evaluation: The assessor will evaluate the teacher's ability to assess and evaluate student learning, adjust instruction accordingly, and provide meaningful feedback to students. This may include evaluating the teacher's use of formative and summative assessment strategies, data analysis, and feedback mechanisms.
   4. Professionalism: The assessor will evaluate the teacher's professionalism, including their commitment to ongoing professional development, collaboration with colleagues and families, and adherence to ethical and legal standards. This may include evaluating the teacher's participation in professional development activities.
   5. The assessment criteria may be further refined to align with specific subject areas, grade levels, or teaching contexts.
6. The certification body shall issue the teaching certification to teachers who have successfully completed the certification process.
7. The teaching certification shall be valid for a period of ten years, after which teachers shall be required to renew their certification by undergoing a re-assessment of their pedagogical skills.
8. The Secretary of Education shall have the power to revoke the recognition of the certification body if it fails to maintain the standards required for the certification process.

Article 7: Penalties.

1. Any person who employs a teacher without a valid teaching certification shall be guilty of an offence and liable on summary conviction to a fine not exceeding €5,000. In order to enforce this penalty, the local authority or regulatory body responsible for overseeing education in the relevant region will conduct regular audits of schools to ensure that all teachers are appropriately certified. Any school found to be employing uncertified teachers will be subject to a fine or other disciplinary action.
2. Any teacher who provides false or misleading information during the certification process shall be guilty of an offence and liable on summary conviction to a fine not exceeding €1,000. To enforce this penalty, the certification body will conduct thorough background checks and reference checks on all teachers applying for certification. Any teacher found to have provided false or misleading information will be subject to a fine or other disciplinary action.
3. Any person who carries out the role of an independent assessor without the required qualifications or experience shall be guilty of an offence and liable on summary conviction to a fine not exceeding level €1,000. To enforce this penalty, the certification body will establish rigorous standards for independent assessors, including minimum qualifications and experience requirements. Any person found to have acted as an independent assessor without meeting these requirements will be subject to a fine or other disciplinary action.

PART V.
MEASURES TO IMPROVE TEACHER QUALITY.

Article 8: Performance evaluation and feedback.

1. The Secretary of Education shall ensure that annual reviews of performance evaluations of teachers and tutors are undertaken. The evaluation process shall include:
   1. Self-assessment by teachers and tutors;
   2. Peer Feedback by students;
   3. Supervisor Feedback by school administrators, instructional coaches, and outside evaluators.
2. The criteria for the annual review shall include:
   1. Student learning outcomes;
   2. Teaching quality;
   3. Professional development participation;
   4. Classroom management skills.
3. The outcome of performance evaluations shall be eligible for support through coaching, mentoring, and professional development opportunities.
4. The Secretary shall supplement the annual review with improvement plans for each school district, which shall outline specific goals and actions to improve performance in identified areas.

Article 9: Curriculum and materials development.

1. The Department of Education shall establish a program to support the development of high-quality instructional materials and curriculum frameworks.
2. The program shall include, but not be limited to, the following measures:
   1. Collaboration with educational experts and researchers, including from universities, teacher training institutions, and international organizations;
   2. The development of curriculum frameworks that outline key concepts and skills that students learn at each grade level. These frameworks shall be used to guide the development of instructional materials, assessments, and teacher training programs.
   3. The aligning of instructional materials with curriculum frameworks. The program will work to ensure that instructional materials are engaging, accessible, and culturally relevant. These materials include digital resources such as videos and interactive simulations.
   4. The monitoring and evaluation of effectiveness of instructional materials and curriculum frameworks to ensure their intended outcomes. These include conducting student assessments, teacher and student surveys, and other data collection and analysis.
3. The Department shall establish a program to support the integration of technology into education.
4. The program shall include, but not be limited to, the following measures:
   1. Establishing of online learning platforms, including with tracking and feedback features;
   2. Creating educational apps, that reinforce classroom-taught concepts, provide extra practice, and tracks progress;
   3. Providing other digital resources, such as online textbooks, videos, and other multimedia content, as well as interactive whiteboards, with the aim of supplementing classroom instruction.

Article 10: Incentives for high-performing teachers and tutors.

1. The Department shall create a comprehensive plan for career pathways for teachers. These include opportunities for promotions to leadership positions including department heads, instructional coaches, or curriculum developers.
2. Every teacher and tutor shall have the opportunity to sign a performance-based contract. Such a contract shall include incentives such as bonuses or other rewards aimed at meeting or exceeding performance expectations.
3. The Secretary shall create an awards program for outstanding teachers and tutors. Such awards shall include monetary prizes, public recognition, and other forms of professional development or support.

Article 11: Community outreach and engagement.

1. The Department shall establish a program to support parental involvement in children's education.
2. The program shall include workshops, seminars, and training programs aimed at providing parents with homework help, study skills, and college readiness.
3. The Department shall establish a program to support volunteering in education, including retired teachers, community leaders, and other volunteers, aimed at providing additional support and resources to students and schools.
4. The Department shall establish a program to promote the signing of community partnerships between schools, tutors, parents, and community organizations. Such organizations shall include libraries, museums, and cultural organizations; as well as local businesses and industries with the aim to provide job shadowing and internship opportunities.
5. Such partnerships shall include support for effective communication channels with parents, caregivers, and community members with clear information about educational programs, policies, and opportunities; including through the use of regular newsletters, parent-teacher conferences, and school community meetings.

PART V.
CLOSING PROVISIONS.

Article 12: Appropriations.

1. The amounts necessary for the implementation of this Act are hereby appropriated from available funds not otherwise appropriated.

Article 13: Closing Provisions.

1. This act shall apply to all of the Federation of Nouvelle Alexandrie.
2. This act shall not become law unless it has been given Royal Assent.
3. This act shall be published and made publicly available.
4. This act shall take effect on its approval.
5. If any provision of this act, or the application thereof to any person or circumstance, is held invalid, the remainder of the act, and the application of such provision to other persons or circumstances, shall not be affected thereby.