Educator support/nurses

AN ACT Relating to providing mentors to novice nurses in the 1
beginning educator support team program; and amending RCW 2
28A.415.265. 3
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:4
Sec. 1. RCW 28A.415.265 and 2019 c 295 s 302 are each amended to 5
read as follows: 6
(1) For the purposes of this section, a mentor educator is a 7
teacher, educational staff associate, or principal who:8
(a) Has successfully completed training in assisting, coaching, 9
and advising beginning principals, beginning educational staff 10
associates, beginning teachers, or student teachers as defined by the 11
office of the superintendent of public instruction;12
(b) Has been selected using mentor standards developed by the 13
office of the superintendent of public instruction; and14
(c) Is participating in ongoing mentor skills professional 15
development. 16
(2)(a) The beginning educator support team program is established 17
to provide professional development and mentoring for beginning 18
principals, beginning educational staff associates, beginning 19
teachers, and candidates in alternative route teacher certification 20
programs under chapter 28A.660 RCW. 21
H-0570.1
HOUSE BILL 1352
State of Washington 69th Legislature 2025 Regular Session
By Representatives Bernbaum, Eslick, Cortes, and Nance
Read first time 01/16/25. Referred to Committee on Education.
p. 1 HB 1352
(b) The superintendent of public instruction shall notify school 1
districts about the beginning educator support team program and 2
encourage districts to apply for program funds. 3
(3) Subject to the availability of amounts appropriated for this 4
specific purpose, the office of the superintendent of public 5
instruction shall allocate funds for the beginning educator support 6
team program on a competitive basis to individual school districts, 7
consortia of districts, or state-tribal compact schools. In 8
allocating funds, the office of the superintendent of public 9
instruction shall give priority to: 10
(a) Schools and districts identified for comprehensive or 11
targeted support and improvement as required under the federal 12
elementary and secondary education act; 13
(b) School districts with a large influx of beginning principals, 14
beginning educational staff associates, or beginning classroom 15
teachers; and 16
(c) School districts that demonstrate an understanding of the 17
research-based standards for beginning educator induction developed 18
by the office of the superintendent of public instruction.19
(4) School districts that receive funding for the beginning 20
educator support team program must prioritize and provide a trained 21
and qualified mentor to any novice school nurse employed by the 22
school district. For the purposes of this subsection, a "novice 23
school nurse" is a registered nurse or an advanced registered nurse 24
practitioner who is in his or her first, second, or third year in a 25
school-based role.26
(5) A portion of the appropriated funds may be used for program 27
coordination and provision of statewide or regional professional 28
development through the office of the superintendent of public 29
instruction. 30
(((5))) (6) A beginning educator support team program must 31
include the following components: 32
(a) A paid instructional orientation or individualized assistance 33
before the start of the school year for program participants;34
(b) A trained and qualified mentor assigned to each program 35
participant for up to three years, with intensive support in the 36
first year and decreasing support in subsequent years;37
(c) A goal to provide program participants from underrepresented 38
populations with a mentor who has strong ties to underrepresented 39
populations; 40
p. 2 HB 1352
(d) Ongoing professional development designed to meet the unique 1
needs of each program participant for supplemental training and skill 2
development; 3
(e) Initial and ongoing professional development for mentors;4
(f) Release time for mentors and program participants to work 5
together, as well as time for program participants to observe 6
accomplished peers; 7
(g) To the extent possible, a school or classroom assignment that 8
is appropriate for a beginning principal, beginning educational staff 9
associate, or beginning teacher; 10
(h) Nonevaluative observations with written feedback for program 11
participants; 12
(i) Support in understanding and participating in the state and 13
district evaluation process and using the instructional framework, 14
leadership framework, or both, to promote growth; 15
(j) Adherence to research-based standards for beginning educator 16
induction developed by the office of the superintendent of public 17
instruction; and 18
(k) A program evaluation that identifies program strengths and 19
gaps using the standards for beginning educator induction, the 20
retention of beginning educators, and positive impact on student 21
growth for program participants. 22
(((6))) (7) The beginning educator support team program 23
components under subsection (((5))) (6) of this section may be 24
provided for continuous improvement coaching to support educators on 25
probation under RCW 28A.405.100. 26
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p. 3 HB 1352