(1) As used in this section, "professional learning" means a comprehensive, sustained, and evidence-based approach to improving teachers' and principals' effectiveness in raising student achievement.

(2) A school district or charter school shall implement high quality professional learning that meets the following standards: (a) professional learning occurs within learning communities committed to continuous improvement, individual and collective responsibility, and goal alignment; (b) professional learning requires skillful leaders who develop capacity, advocate, and create support systems, for professional learning; (c) professional learning requires prioritizing, monitoring, and coordinating resources for educator learning; (d) professional learning uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning; (e) professional learning integrates theories, research, and models of human learning to achieve its intended outcomes; (f) professional learning applies research on change and sustains support for implementation of professional learning for long-term change; (g) professional learning aligns its outcomes with: (i) performance standards for teachers and school administrators as described in rules of the state board; and (ii) performance standards for students as described in the core standards for Utah public schools adopted by the state board pursuant to Section 53E-4-202; and (h) professional learning: (i) incorporates the use of technology in the design, implementation, and evaluation of high quality professional learning practices; and (ii) includes targeted professional learning on the use of technology devices to enhance the teaching and learning environment and the integration of technology in content delivery.

(a) professional learning occurs within learning communities committed to continuous improvement, individual and collective responsibility, and goal alignment;

(b) professional learning requires skillful leaders who develop capacity, advocate, and create support systems, for professional learning;

(c) professional learning requires prioritizing, monitoring, and coordinating resources for educator learning;

(d) professional learning uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning;

(e) professional learning integrates theories, research, and models of human learning to achieve its intended outcomes;

(f) professional learning applies research on change and sustains support for implementation of professional learning for long-term change;

(g) professional learning aligns its outcomes with: (i) performance standards for teachers and school administrators as described in rules of the state board; and (ii) performance standards for students as described in the core standards for Utah public schools adopted by the state board pursuant to Section 53E-4-202; and

(i) performance standards for teachers and school administrators as described in rules of the state board; and

(ii) performance standards for students as described in the core standards for Utah public schools adopted by the state board pursuant to Section 53E-4-202; and

(h) professional learning: (i) incorporates the use of technology in the design, implementation, and evaluation of high quality professional learning practices; and (ii) includes targeted professional learning on the use of technology devices to enhance the teaching and learning environment and the integration of technology in content delivery.

(i) incorporates the use of technology in the design, implementation, and evaluation of high quality professional learning practices; and

(ii) includes targeted professional learning on the use of technology devices to enhance the teaching and learning environment and the integration of technology in content delivery.

(3) School districts and charter schools shall use money appropriated by the Legislature for professional learning or federal grant money awarded for professional learning to implement professional learning that meets the standards specified in Subsection (2).

(4) (a) In the fall of 2014, the state board, through the state superintendent, and in collaboration with an independent consultant acquired through a competitive bid process, shall conduct a statewide survey of school districts and charter schools to: (i) determine the current state of professional learning for educators as aligned with the standards specified in Subsection (2); (ii) determine the effectiveness of current professional learning practices; and (iii) identify resources to implement professional learning as described in Subsection (2). (b) The state board shall select a consultant from bidders who have demonstrated successful experience in conducting a statewide analysis of professional learning. (c) (i) Annually in the fall, beginning in 2015 through 2020, the state board, through the state superintendent, in conjunction with school districts and charter schools, shall gather and use data to determine the impact of professional learning efforts and resources. (ii) Data used to determine the impact of professional learning efforts and resources under Subsection (4)(c)(i) shall include: (A) student achievement data; (B) educator evaluation data; and (C) survey data.

(a) In the fall of 2014, the state board, through the state superintendent, and in collaboration with an independent consultant acquired through a competitive bid process, shall conduct a statewide survey of school districts and charter schools to: (i) determine the current state of professional learning for educators as aligned with the standards specified in Subsection (2); (ii) determine the effectiveness of current professional learning practices; and (iii) identify resources to implement professional learning as described in Subsection (2).

(i) determine the current state of professional learning for educators as aligned with the standards specified in Subsection (2);

(ii) determine the effectiveness of current professional learning practices; and

(iii) identify resources to implement professional learning as described in Subsection (2).

(b) The state board shall select a consultant from bidders who have demonstrated successful experience in conducting a statewide analysis of professional learning.

(c) (i) Annually in the fall, beginning in 2015 through 2020, the state board, through the state superintendent, in conjunction with school districts and charter schools, shall gather and use data to determine the impact of professional learning efforts and resources. (ii) Data used to determine the impact of professional learning efforts and resources under Subsection (4)(c)(i) shall include: (A) student achievement data; (B) educator evaluation data; and (C) survey data.

(i) Annually in the fall, beginning in 2015 through 2020, the state board, through the state superintendent, in conjunction with school districts and charter schools, shall gather and use data to determine the impact of professional learning efforts and resources.

(ii) Data used to determine the impact of professional learning efforts and resources under Subsection (4)(c)(i) shall include: (A) student achievement data; (B) educator evaluation data; and (C) survey data.

(A) student achievement data;

(B) educator evaluation data; and

(C) survey data.