Commissions and Councils
The Advisory Council on Parental Involvement and Family Engagement is comprised of 10 members, including school board trustees, teachers, an administrator, a Senator, an Assemblywoman, parents, and Nevada PTA members. Its duties include the creation and evaluation of family engagement policies and programs in Nevada.
In Nevada today, we find ourselves in a new world. Economic and workforce pressures, brought on largely by globalization and the resulting shift of routine work overseas, require a rigorous self‐examination of what we do in schools to prepare students to thrive in an increasingly digital and interconnected global society.
Our schools find themselves competing with new and exciting media‐rich environments for entertainment and social communications. Our students engage in meaningful communication outside of school using Web 2.0 and other highly mobile technologies and structures. They collaborate as digital, global citizens to address real‐world, relevant issues.
The challenge, then, is to transform our industrial education model with modern tools, strategies, and learning resources to prepare our young learners for their futures. The following executive summary outlines the plan of the State of Nevada to do just that.
As a regulatory body, the mission of the Commission on Professional Standards in Education is to set standards for licensing educational personnel in the State of Nevada, thus, facilitating a quality education for all students.
The Commission on Professional Standards in Education is the only regulatory commission that sets licensure standards for educational personnel. Its membership reflects the key components of the educational establishment. Regulations are developed based on accepted standards for the professional staff in schools. It also establishes regulations governing examinations for the initial licensure of teachers and other educational personnel. Of particular interest to the Commission is that its decisions ensure that Nevada's educators are both highly qualified and highly effective in the teaching of Nevada's students.
The Nevada legislature passed major education reform legislation during its 1997 and 1999 sessions. A major emphasis of this legislation was to create standards to help improve the academic achievement of Nevada's students. To accomplish this goal the Nevada Council to Establish Academic Standards for Public Schools was established. This Council was charged with establishing high, measurable standards in English language arts, mathematics, and science. They were similarly charged with establishing standards in social studies, computer and technology education, health and physical education, and the arts no later than January 15, 2000. The members of this Council have devoted countless hours in order to provide the best possible framework for Nevada's children.
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The Individuals with Disabilities Education Act (IDEA) requires that each State establish and maintain an advisory panel for the purpose of advising the State special education staff regarding the education of eligible children with disabilities. This includes advising the State on the education of students with disabilities who have been convicted as adults and are incarcerated in adult prisons, even if a State assigns general supervision responsibility for those children to a public agency other than a State Education Agency (SEA). Nevada's State Special Education Advisory Panel is called the Special Education Advisory Committee (SEAC).
Each State must form a Committee of Practitioners to advise the State in carrying out its responsibilities under Even Start and other programs under Title I of the ESEA. The Committee of Practitioners reviews, prior to publication, any proposed or final State rules or regulations issued concerning the program. (Section 1903(b))
This Systems Development White Paper sets forth the Nevada Educator Performance Framework, including the teacher and administrator evaluation models established by the Nevada TLC. It is expected that this document will be useful in informing diverse stakeholders about the work of the TLC, and that it will be especially relevant for Nevada school districts as they plan revisions to existing teacher and administrator evaluation systems. The document explains why this change is happening, describes the background behind the creation of the TLC, and addresses the opportunities and the work of the TLC. The paper also documents the beliefs the TLC identified which drove the final recommendations, the goals and purposes of the evaluation system, and the categories of performance against which teachers and administrators will be evaluated. Also noted are considerations with regard to balancing local autonomy and priorities with statewide uniformity, as well as initial thinking with regard to purposefully phasing in a new statewide evaluation system including the necessity to conduct a carefully-designed validation study. The glossary contains a set of definitions to support understanding of the terms associated with the development of the performance evaluation system and the content of this document. Finally, the minutes of each meeting of the TCL are archived in this document.