Teacher Success Act

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AB 1495 aims to ensure that teachers who are struggling in the classroom get needed support to improve professional skills while also ensuring that student achievement is factored into job evaluations of both teachers and school administrators.

AB 1495 requires that pupil achievement and outcome goals be used in the evaluation and assessment of teacher and principal job performance, and would also prioritize staff development funding for teachers whose evaluations show need for improvement in terms of student outcomes.

“Teaching is central to the work of the school and the student is the center of any performance evaluation,” Weber said. “Unlike the current way of doing things, AB 1495 would structure our evaluations around student achievement and help teachers improve their classroom outcomes.”

Weber said her bill, far from being punitive, creates a new category for teachers and administrators in job evaluation for those who need to improve their professional skills. Her bill would also provide struggling teachers the support they need by focusing staff development resources on those teachers who are struggling to meet student outcome goals.

Assemblymember Weber, who said she is not a fan of assessing achievement solely through standardized testing, said the bill allows districts to evaluate student achievement using a number of factors, including district- or school-developed assessments, written classroom observations, curriculum-based course assessments, student portfolios, English-language proficiency assessments, student progress in an individualized education program and surveys from parents and students.

Weber’s bill is the product of considerable stakeholder input and has the support of educators, social justice advocates and business groups, including the Riverside County School Districts, Children Now, Education Trust West, Educators 4 Excellence, EdVoice, Students First and Teach Plus.

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P.O. Box 942849
Sacramento, CA 94249-0079
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