(a) The State Board of Education shall promulgate rules for the Teacher Excellence and Support System consistent with this subchapter.
(b) The rules shall without limitation:
(1) Recognize that student learning is the foundation of teacher effectiveness, that many factors impact student learning not all of which are under the control of the teacher or the school, and that evidence of student learning includes multiple measures;
(2) Provide that the goals of the Teacher Excellence and Support System are quality assurance and teacher growth;
(3) Reflect evidence-based or proven practices that improve student learning;
(4) Utilize clear, concise, evidentiary data for teacher professional growth and development to improve student achievement;
(5) Recognize that evidence of student growth is a significant part of the Teacher Excellence and Support System;
(6) Ensure that student growth is analyzed at every phase of the evaluation system to illustrate teacher effectiveness;
(7) Include clearly defined teacher evaluation domains, performance ratings, and evaluation rubric components for the evaluation framework;
(8) Include procedures for implementing each component of the Teacher Excellence and Support System;
(9) Include the professional development requirements for all superintendents, administrators, evaluators, and teachers to obtain the training necessary to be able to understand and successfully implement a Teacher Excellence and Support System under this subchapter; and
(10)
(A) Include the requirements for schools and school districts to report data under this subchapter to inform public school accountability and support the state's goal of equitable access to effective teachers for all students.
(B) The raw data reported to and collected by the Department of Education for the purposes of this section, including all or part of the raw data that the department provides to an expert outside the department for analysis, is exempt from disclosure under the Freedom of Information Act of 1967, § 25-19-101 et seq.
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