EXPLANATION – Matter in bolded italics is new; matter between brackets [omitted material] is material to be omitted. Green numbers along left margin indicate location on the printed bill (e.g., 5-15 indicates page 5, line 15).

1-1 Whereas, The education of the children of this state and our nation is a

1-2 primary concern of the residents of this state and of this nation; and

1-3 Whereas, A successful system of public education is an essential

1-4 element of fulfilling this state’s important goal of ensuring an equality of

1-5 opportunity, full participation and economic self-sufficiency for the

1-6 residents of this state; and

1-7 Whereas, The profession of teaching is one of the most important

1-8 professions that a person may undertake because teachers who are

1-9 employed by the school districts in this state play a critical role in ensuring

1-10 that our children receive a challenging and enriching education; and

1-11 Whereas, The success of an effective system of public education

1-12 depends upon teachers who are qualified, knowledgeable and competent in

1-13 their subject areas; and

1-14 Whereas, The National Commission on Teaching & America’s Future

1-15 is an organization dedicated to providing an agenda for meeting

1-16 "America’s educational challenges, and connecting the quest for higher

1-17 student achievement with the need for teachers who are knowledgeable,

1-18 skillful, and committed to meeting the needs of all students"; and

1-19 Whereas, The National Commission on Teaching & America’s Future

1-20 published a report in 1996 entitled "What Matters Most: Teaching for

1-21 America’s Future," and a report in 1997 entitled "Doing What Matters

1-22 Most: Investing in Quality Teaching" which concluded respectively that,

1-23 with respect to the many reforms taking place in our nation’s system of

2-1 public education, "the reform of elementary and secondary education

2-2 depends first and foremost on restructuring its foundation — the teaching

2-3 profession" and "[n]o other intervention can make the difference that a

2-4 knowledgeable, skillful teacher can make in the learning process"; and

2-5 Whereas, A representative of the National Commission on Teaching &

2-6 America’s Future presented a report to the Legislative Committee on

2-7 Education which concluded that the qualifications of teachers, as measured

2-8 by the results of the competency tests that are required for licensure, the

2-9 assessments of the performance of teachers and the experience of teachers,

2-10 account for 43 percent of the scores that students receive on achievement

2-11 and proficiency examinations; and

2-12 Whereas, During the past 2 years, this state has developed and enacted

2-13 sweeping reforms in the system of public education to improve the

2-14 academic achievement of students, including, without limitation, rigorous

2-15 academic standards of content and performance; and

2-16 Whereas, The rigorous new academic standards of content and

2-17 performance and other reforms made to the system of public education in

2-18 this state demand a high level of quality and performance by both students

2-19 and teachers; and

2-20 Whereas, The linchpin to the successful implementation of the

2-21 rigorous academic standards in the public schools of this state is teachers

2-22 who are qualified and trained to teach students the rigorous academic

2-23 standards; and

2-24 Whereas, The Commission on Professional Standards in Education is

2-25 responsible for establishing the qualifications for licensing teachers in this

2-26 state and for adopting regulations governing the examinations for the

2-27 issuance of initial licenses to teachers; and

2-28 Whereas, The regulations adopted by the Commission on Professional

2-29 Standards in Education provide that an applicant for an initial license to

2-30 teach must pass a competency test that has been approved by the

2-31 Commission at a level of competence specified by the Commission; and

2-32 Whereas, According to a report issued in 1995 by the Department of

2-33 Education entitled "The Nevada Competency Testing Program For

2-34 Educational Personnel," the specified level of competence required of

2-35 successful applicants on the competency tests is based upon, without

2-36 limitation, performance levels of applicants, considerations of the supply

2-37 and demand of teachers in this state and the levels of competence set by

2-38 other states that use the same series of competency tests as this state; and

2-39 Whereas, Instead of basing the specified level on such external factors,

2-40 the specified level of competence required of successful applicants for an

2-41 initial license to teach should be set at a level that provides a meaningful

2-42 standard for entry into the demanding profession of teaching to ensure that

2-43 only competent and qualified persons are issued a license in this state; and

3-1 Whereas, Many states, including, without limitation, Georgia, Ohio,

3-2 Pennsylvania and Virginia, which require the same series of competency

3-3 tests for teachers as this state, have recently raised the level of competence

3-4 required of teachers on those tests; now, therefore, be it

3-5 Resolved by the Senate of the State of Nevada, the Assembly

3-6 Concurring, That the members of the 70th session of the Nevada

3-7 Legislature urge the Commission on Professional Standards in Education,

3-8 in consideration of the rigorous demands placed on teachers in this state,

3-9 raise the level of competence that a successful applicant for an initial

3-10 license to teach is required to demonstrate on the competency tests

3-11 required by the Commission; and be it further

3-12 Resolved, That the Secretary of the Senate prepare and transmit a

3-13 copy of this resolution to the President of the Commission on Professional

3-14 Standards in Education.