{"formats":[{"name":"JSON","format":"json","url":"\/downloads\/2025\/code-json\/22.1-253.13_5.json"},{"name":"Plain Text","format":"text","url":"\/downloads\/2025\/code-text\/22.1-253.13_5.txt"},{"name":"XML","format":"xml","url":"\/downloads\/2025\/code-xml\/22.1-253.13_5.xml"},{"name":"HTML","format":"html","url":"\/downloads\/2025\/code-html\/22.1-253.13_5.html"}],"law_id":59210,"edition_id":1,"section_id":59210,"structure_id":15031,"section_number":"22.1-253.13:5","catch_line":"(Effective July 1, 2026) Standard 5. Quality of classroom instruction and educational leadership","history":"1988, cc. 645, 682; 1990, cc. 820, 839; 1992, c. 132; 1997, c. 827; 1998, cc. 826, 852; 1999, cc. 830, 1030, 1037; 2000, c. 867; 2004, cc. 939, 955; 2005, cc. 331, 450; 2007, c. 234; 2013, cc. 588, 650; 2021, Sp. Sess. I, cc. 23, 24; 2022, cc. 549, 550; 2023, cc. 645, 646; 2024, cc. 468, 502; 2025, cc. 516, 680, 683.","full_text":"A\n\nEach member of the Board shall participate in high-quality professional development programs on personnel, curriculum and current issues in education as part of his service on the Board.B\n\nConsistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school’s curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities. Evaluations shall include an evaluation of cultural competency.C\n\nThe Board shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents, and other school staff; (ii) principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel; (iii) school board members on personnel, curriculum and current issues in education; (iv) teachers of the blind and visually impaired, in cooperation with the Virginia Department for the Blind and Vision Impaired, in Braille; (v) any individual with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in science-based reading research and evidence-based literacy instruction; (vi) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-based reading research; (vii) each middle school principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence-based literacy instruction and science-based reading research; (viii) each teacher with a provisional general education or special education license or an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; and each teacher’s aide or other paraprofessional that builds proficiency in instructional practices to support specially designed instruction in inclusive settings; and (ix) each teacher with a provisional special education license or an endorsement in special education general curriculum preschool through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness and visual impairments preschool through grade 12 that builds proficiency in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4 and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4; and (x) all instructional personnel and school board employees whose duties include regular contact with students on communicating with and supporting students with autism spectrum disorder.\n\t\t\tThe Board shall also provide technical assistance on high-quality professional development to local school boards designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its comprehensive plan for educational technology.\n\t\t\tThe Department shall provide technical assistance, including literacy coaching, to local school divisions to provide professional development in science-based reading research and evidence-based literacy instruction for students in kindergarten through grade eight. The Department shall also create a list of professional development programs aligned with science-based reading research and evidence-based literacy instruction that includes programs that provide training in dyslexia for reading specialists as required by subsection G of § 22.1-253.13:2. The list shall be approved by the Board. The Department shall provide resources to local school divisions to ensure that each division is able to provide professional development to teachers and reading specialists listed in subdivision E 2 in one of the programs enumerated in the list approved by the Board pursuant to this subdivision and that such professional development is provided at no cost to the teachers and reading specialists.\n\t\t\tThe Department shall provide technical assistance to local school divisions to implement professional learning resources from the list of vendors approved by the Department pursuant to subdivision K 3 of § 22.1-253.13:1.\n\t\t\tThe Department shall provide technical assistance, including special education coaching, to local school divisions to provide professional development in special education and related services and in instructional practices to support specially designed instruction in inclusive settings. The Department shall provide resources to local school divisions to ensure that each division is able to provide professional development to the teachers, principals, teacher’s aides, and other paraprofessionals listed in subdivisions E 4 and 5 at no cost to such individuals.D\n\nEach local school board shall require (i) its members to participate annually in high-quality professional development activities at the state, local, or national levels on governance, including, but not limited to, personnel policies and practices; the evaluation of personnel, curriculum, and instruction; use of data in planning and decision making; and current issues in education as part of their service on the local board and (ii) the division superintendent to participate annually in high-quality professional development activities at the local, state, or national levels, including the Standards of Quality, Board regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents.E\n\nEach local school board shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote student achievement at the school and classroom levels; (ii) as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board; (iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula; and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.\n\t\t\tIn addition, each local school board shall provide:1\n\nTeachers and principals with high-quality professional development programs each year in (i) instructional content; (ii) the preparation of tests and other assessment measures; (iii) methods for assessing the progress of individual students, including Standards of Learning assessment materials or other criterion-referenced tests that match locally developed objectives; (iv) instruction and remediation techniques in English, mathematics, science, and history and social science; (v) interpreting test data for instructional purposes; (vi) technology applications to implement the Standards of Learning; and (vii) effective classroom management;2\n\nHigh-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the Department pursuant to subsection C or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for each elementary school principal and each teacher with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in evidence-based literacy instruction and science-based reading research in order to aid in the licensure renewal process for such individuals;3\n\nHigh-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the Department pursuant to subsection C, or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for (i) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-based reading research and (ii) each middle school principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence-based literacy instruction and science-based reading research;4\n\n(Effective July 1, 2027) High-quality professional development in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4 and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4 for each teacher with a provisional special education license or an endorsement in special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, and special education blindness and visual impairments preschool through grade 12; and5\n\n(Effective July 1, 2027) High-quality professional development in instructional practices to support specially designed instruction in inclusive settings for each teacher with a provisional general education license or an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; each teacher’s aide or other paraprofessional; and any teacher with a provisional special education license for whom the school board determines there is a need for such professional development; and6\n\nHigh-quality professional development each year in communicating with and supporting students with autism spectrum disorder for any instructional personnel and school board employees whose duties include regular contact with students, in accordance with the guidance provided by the Board pursuant to clause (x) of subsection C, that includes (i) an overview of the characteristics and behavioral recognition of autism spectrum disorder, (ii) strategies for communicating and interacting with and supporting students with autism spectrum disorder, and (iii) best practices for responding to and de-escalating certain behavioral challenges and situations. Such professional development shall be optional, provided, however, that any instructional personnel or school board employee who completes such professional development shall be eligible for professional development points toward renewal of his license for the number of in-person hours of coursework completed.F\n\nSchools and school divisions shall include as an integral component of their comprehensive plans required by § 22.1-253.13:6, high-quality professional development programs that support the recruitment, employment, and retention of qualified teachers and principals. Each school board shall require all instructional personnel to participate each year in these professional development programs.G\n\nEach local school board shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. Such review shall consider the extent to which the professional development program supports teachers in implementing the textbooks and other high-quality instructional materials adopted for division and school use.","order_by":null,"text":{"0":{"id":217038,"text":"Each member of the Board shall participate in high-quality professional development programs on personnel, curriculum and current issues in education as part of his service on the Board.","type":"section","prefixes":["A"],"prefix":"A","entire_prefix":"A","prefix_anchor":"A","level":1,"next_prefix":"B"},"1":{"id":217039,"text":"Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school’s curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities. Evaluations shall include an evaluation of cultural competency.","type":"section","prefixes":["B"],"prefix":"B","entire_prefix":"B","prefix_anchor":"B","level":1,"prior_prefix":"A","next_prefix":"C"},"2":{"id":217040,"text":"The Board shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents, and other school staff; (ii) principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel; (iii) school board members on personnel, curriculum and current issues in education; (iv) teachers of the blind and visually impaired, in cooperation with the Virginia Department for the Blind and Vision Impaired, in Braille; (v) any individual with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in science-based reading research and evidence-based literacy instruction; (vi) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-based reading research; (vii) each middle school principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence-based literacy instruction and science-based reading research; (viii) each teacher with a provisional general education or special education license or an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; and each teacher’s aide or other paraprofessional that builds proficiency in instructional practices to support specially designed instruction in inclusive settings; and (ix) each teacher with a provisional special education license or an endorsement in special education general curriculum preschool through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness and visual impairments preschool through grade 12 that builds proficiency in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4 and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4; and (x) all instructional personnel and school board employees whose duties include regular contact with students on communicating with and supporting students with autism spectrum disorder.\n\t\t\tThe Board shall also provide technical assistance on high-quality professional development to local school boards designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its comprehensive plan for educational technology.\n\t\t\tThe Department shall provide technical assistance, including literacy coaching, to local school divisions to provide professional development in science-based reading research and evidence-based literacy instruction for students in kindergarten through grade eight. The Department shall also create a list of professional development programs aligned with science-based reading research and evidence-based literacy instruction that includes programs that provide training in dyslexia for reading specialists as required by subsection G of § 22.1-253.13:2. The list shall be approved by the Board. The Department shall provide resources to local school divisions to ensure that each division is able to provide professional development to teachers and reading specialists listed in subdivision E 2 in one of the programs enumerated in the list approved by the Board pursuant to this subdivision and that such professional development is provided at no cost to the teachers and reading specialists.\n\t\t\tThe Department shall provide technical assistance to local school divisions to implement professional learning resources from the list of vendors approved by the Department pursuant to subdivision K 3 of § 22.1-253.13:1.\n\t\t\tThe Department shall provide technical assistance, including special education coaching, to local school divisions to provide professional development in special education and related services and in instructional practices to support specially designed instruction in inclusive settings. The Department shall provide resources to local school divisions to ensure that each division is able to provide professional development to the teachers, principals, teacher’s aides, and other paraprofessionals listed in subdivisions E 4 and 5 at no cost to such individuals.","type":"section","prefixes":["C"],"prefix":"C","entire_prefix":"C","prefix_anchor":"C","level":1,"prior_prefix":"B","next_prefix":"D"},"3":{"id":217041,"text":"Each local school board shall require (i) its members to participate annually in high-quality professional development activities at the state, local, or national levels on governance, including, but not limited to, personnel policies and practices; the evaluation of personnel, curriculum, and instruction; use of data in planning and decision making; and current issues in education as part of their service on the local board and (ii) the division superintendent to participate annually in high-quality professional development activities at the local, state, or national levels, including the Standards of Quality, Board regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents.","type":"section","prefixes":["D"],"prefix":"D","entire_prefix":"D","prefix_anchor":"D","level":1,"prior_prefix":"C","next_prefix":"E"},"4":{"id":217042,"text":"Each local school board shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote student achievement at the school and classroom levels; (ii) as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board; (iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula; and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.\n\t\t\tIn addition, each local school board shall provide:","type":"section","prefixes":["E"],"prefix":"E","entire_prefix":"E","prefix_anchor":"E","level":1,"prior_prefix":"D","next_prefix":"E1"},"5":{"id":217043,"text":"Teachers and principals with high-quality professional development programs each year in (i) instructional content; (ii) the preparation of tests and other assessment measures; (iii) methods for assessing the progress of individual students, including Standards of Learning assessment materials or other criterion-referenced tests that match locally developed objectives; (iv) instruction and remediation techniques in English, mathematics, science, and history and social science; (v) interpreting test data for instructional purposes; (vi) technology applications to implement the Standards of Learning; and (vii) effective classroom management;","type":"section","prefixes":["E","1"],"prefix":"1","entire_prefix":"E1","prefix_anchor":"E1","level":2,"prior_prefix":"E","next_prefix":"E2"},"6":{"id":217044,"text":"High-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the Department pursuant to subsection C or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for each elementary school principal and each teacher with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in evidence-based literacy instruction and science-based reading research in order to aid in the licensure renewal process for such individuals;","type":"section","prefixes":["E","2"],"prefix":"2","entire_prefix":"E2","prefix_anchor":"E2","level":2,"prior_prefix":"E1","next_prefix":"E3"},"7":{"id":217045,"text":"High-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the Department pursuant to subsection C, or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for (i) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-based reading research and (ii) each middle school principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence-based literacy instruction and science-based reading research;","type":"section","prefixes":["E","3"],"prefix":"3","entire_prefix":"E3","prefix_anchor":"E3","level":2,"prior_prefix":"E2","next_prefix":"E4"},"8":{"id":217046,"text":"(Effective July 1, 2027) High-quality professional development in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4 and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4 for each teacher with a provisional special education license or an endorsement in special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, and special education blindness and visual impairments preschool through grade 12; and","type":"section","prefixes":["E","4"],"prefix":"4","entire_prefix":"E4","prefix_anchor":"E4","level":2,"prior_prefix":"E3","next_prefix":"E5"},"9":{"id":217047,"text":"(Effective July 1, 2027) High-quality professional development in instructional practices to support specially designed instruction in inclusive settings for each teacher with a provisional general education license or an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; each teacher’s aide or other paraprofessional; and any teacher with a provisional special education license for whom the school board determines there is a need for such professional development; and","type":"section","prefixes":["E","5"],"prefix":"5","entire_prefix":"E5","prefix_anchor":"E5","level":2,"prior_prefix":"E4","next_prefix":"E6"},"10":{"id":217048,"text":"High-quality professional development each year in communicating with and supporting students with autism spectrum disorder for any instructional personnel and school board employees whose duties include regular contact with students, in accordance with the guidance provided by the Board pursuant to clause (x) of subsection C, that includes (i) an overview of the characteristics and behavioral recognition of autism spectrum disorder, (ii) strategies for communicating and interacting with and supporting students with autism spectrum disorder, and (iii) best practices for responding to and de-escalating certain behavioral challenges and situations. Such professional development shall be optional, provided, however, that any instructional personnel or school board employee who completes such professional development shall be eligible for professional development points toward renewal of his license for the number of in-person hours of coursework completed.","type":"section","prefixes":["E","6"],"prefix":"6","entire_prefix":"E6","prefix_anchor":"E6","level":2,"prior_prefix":"E5","next_prefix":"F"},"11":{"id":217049,"text":"Schools and school divisions shall include as an integral component of their comprehensive plans required by § 22.1-253.13:6, high-quality professional development programs that support the recruitment, employment, and retention of qualified teachers and principals. Each school board shall require all instructional personnel to participate each year in these professional development programs.","type":"section","prefixes":["F"],"prefix":"F","entire_prefix":"F","prefix_anchor":"F","level":1,"prior_prefix":"E6","next_prefix":"G"},"12":{"id":217050,"text":"Each local school board shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. Such review shall consider the extent to which the professional development program supports teachers in implementing the textbooks and other high-quality instructional materials adopted for division and school use.","type":"section","prefixes":["G"],"prefix":"G","entire_prefix":"G","prefix_anchor":"G","level":1,"prior_prefix":"F"}},"ancestry":[{"id":15031,"edition_id":1,"name":"Standards of Quality","identifier":"13.2","label":"chapter","depth":2,"order_by":1,"parent_id":12823,"metadata":{},"date_created":"2026-06-26 03:51:37","date_modified":"2026-06-26 03:51:37","permalink":{"id":182091,"object_type":"structure","relational_id":15031,"identifier":"13.2","token":"22.1\/13.2","url":"\/22.1\/13.2\/","edition_id":1,"permalink":0,"preferred":1}},{"id":12823,"edition_id":1,"name":"Education","identifier":"22.1","label":"title","depth":1,"order_by":1,"parent_id":null,"metadata":{},"date_created":"2026-06-26 03:43:55","date_modified":"2026-06-26 03:43:55","permalink":{"id":180949,"object_type":"structure","relational_id":12823,"identifier":"22.1","token":"22.1","url":"\/22.1\/","edition_id":1,"permalink":0,"preferred":1}}],"structure_contents":[{"id":80280,"structure_id":15031,"section_number":"22.1-253.13:1","catch_line":"(Effective July 1, 2026) Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives","url":"\/22.1-253.13_1\/","token":"22.1\/13.2\/22.1-253.13_1","metadata":false},{"id":64320,"structure_id":15031,"section_number":"22.1-253.13:10","catch_line":"Repealed","url":"\/22.1-253.13_10\/","token":"22.1\/13.2\/22.1-253.13_10","metadata":false},{"id":69198,"structure_id":15031,"section_number":"22.1-253.13:2","catch_line":"(Effective July 1, 2026) Standard 2. Instructional, administrative, and support personnel","url":"\/22.1-253.13_2\/","token":"22.1\/13.2\/22.1-253.13_2","metadata":false},{"id":65986,"structure_id":15031,"section_number":"22.1-253.13:3","catch_line":"(Effective July 1, 2026) Standard 3. Accreditation, other standards, assessments, and releases from state regulations","url":"\/22.1-253.13_3\/","token":"22.1\/13.2\/22.1-253.13_3","metadata":false},{"id":59319,"structure_id":15031,"section_number":"22.1-253.13:4","catch_line":"Standard 4. 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School board policies","url":"\/22.1-253.13_7\/","token":"22.1\/13.2\/22.1-253.13_7","metadata":false},{"id":80188,"structure_id":15031,"section_number":"22.1-253.13:8","catch_line":"Compliance","url":"\/22.1-253.13_8\/","token":"22.1\/13.2\/22.1-253.13_8","metadata":false},{"id":57309,"structure_id":15031,"section_number":"22.1-253.13:9","catch_line":"Exemplar School Recognition Program","url":"\/22.1-253.13_9\/","token":"22.1\/13.2\/22.1-253.13_9","metadata":false}],"previous_section":{"id":59319,"structure_id":15031,"section_number":"22.1-253.13:4","catch_line":"Standard 4. Student achievement and graduation requirements","url":"\/22.1-253.13_4\/","token":"22.1\/13.2\/22.1-253.13_4","metadata":false},"next_section":{"id":73396,"structure_id":15031,"section_number":"22.1-253.13:6","catch_line":"(Effective July 1, 2026) Standard 6. Planning and public involvement","url":"\/22.1-253.13_6\/","token":"22.1\/13.2\/22.1-253.13_6","metadata":false},"metadata":false,"official_url":"https:\/\/law.lis.virginia.gov\/vacode\/22.1-253.13:5\/","history_text":"

This law was first created in 1988. The record of its establishment is cataloged in chapters 645 and 682 of that year\u2019s edition of \u201cActs of Assembly,\u201d the annual state publication listing all changes made to the Code of Virginia in that year. Unfortunately, the 1988 \u201cActs\u201d aren\u2019t available online. It has been modified 14 times. Those modifications are cataloged by \u201cThe Acts of Assembly,\u201d a state publication, by year and chapter. Those modifications that can be read on the General Assembly\u2019s website will be linked accordingly. Those modifications are as follows: in 1990, chapters 820 and 839; in 1992, chapter 132; in 1997, chapter 827<\/a>; in 1998, chapters 826<\/a> and 852<\/a>; in 1999, chapters 830<\/a>, 1030<\/a>, and 1037<\/a>; in 2000, chapter 867<\/a>; in 2004, chapters 939<\/a> and 955<\/a>; in 2005, chapters 331<\/a> and 450<\/a>; in 2007, chapter 234<\/a>; in 2013, chapters 588<\/a> and 650<\/a>; in 2022, chapters 549<\/a> and 550<\/a>; in 2023, chapters 645<\/a> and 646<\/a>; in 2024, chapters 468<\/a> and 502<\/a>; in 2025, chapters 516<\/a>, 680<\/a>, and 683<\/a>.<\/p>","references":[{"id":73396,"section_number":"22.1-253.13:6","catch_line":"(Effective July 1, 2026) Standard 6. Planning and public involvement","order_by":null,"url":"\/22.1-253.13_6\/"},{"id":64907,"section_number":"22.1-293","catch_line":"School boards authorized to employ principals and assistant principals; license required; powers and duties","order_by":null,"url":"\/22.1-293\/"},{"id":67734,"section_number":"22.1-294","catch_line":"Probationary terms of service for principals, assistant principals, and supervisors; evaluation; reassigning principal, assistant principal, or supervisor to teaching position","order_by":null,"url":"\/22.1-294\/"},{"id":86763,"section_number":"22.1-60.1","catch_line":"Evaluation of superintendent","order_by":null,"url":"\/22.1-60.1\/"}],"refers_to":[{"id":81597,"section_number":"22.1-214.4","catch_line":"Certain duties of Department","order_by":null,"url":"\/22.1-214.4\/"},{"id":80280,"section_number":"22.1-253.13:1","catch_line":"(Effective July 1, 2026) Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives","order_by":null,"url":"\/22.1-253.13_1\/"},{"id":69198,"section_number":"22.1-253.13:2","catch_line":"(Effective July 1, 2026) Standard 2. Instructional, administrative, and support personnel","order_by":null,"url":"\/22.1-253.13_2\/"},{"id":73396,"section_number":"22.1-253.13:6","catch_line":"(Effective July 1, 2026) Standard 6. Planning and public involvement","order_by":null,"url":"\/22.1-253.13_6\/"}],"permalink":{"id":182113,"object_type":"law","relational_id":59210,"identifier":"22.1-253.13:5","token":"22.1\/13.2\/22.1-253.13_5","url":"\/22.1-253.13_5\/","edition_id":1,"permalink":0,"preferred":1},"url":"\/22.1-253.13_5\/","token":"22.1\/13.2\/22.1-253.13_5","dublin_core":{"Title":"(Effective July 1, 2026) Standard 5. Quality of classroom instruction and educational leadership","Type":"Text","Format":"text\/html","Identifier":"\u00a7 22.1-253.13:5","Relation":"Code of Virginia"},"html":"\n\t\t\t\t\t\t

A.<\/span> Each member of the Board<\/span> shall participate in high-quality professional development programs on personnel, curriculum and current issues<\/span> in education as part of his service on the Board<\/span>. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

B.<\/span> Consistent with the finding<\/span> that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent<\/span> evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents<\/span>. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence<\/span> that instruction is aligned with the school’s curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities. Evaluations shall include an evaluation of cultural competency. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

C.<\/span> The Board shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents<\/span>, and other school staff; (ii) principals, supervisors, and division superintendents<\/span> in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel; (iii) school board<\/span> members on personnel, curriculum and current issues<\/span> in education; (iv) teachers of the blind and visually impaired, in cooperation with the Virginia Department<\/span> for the Blind and Vision Impaired, in Braille; (v) any individual with an endorsement in early\/primary education preschool through grade three, elementary<\/span> education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing<\/span> preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span>; (vi) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span>; (vii) each middle school<\/span> principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span>; (viii) each teacher with a provisional general education or special education license or an endorsement in early\/primary education preschool through grade three, elementary<\/span> education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; and each teacher’s aide or other paraprofessional that builds proficiency in instructional practices to support specially designed instruction in inclusive settings; and (ix) each teacher with a provisional special education license or an endorsement in special education general curriculum preschool through grade 12, special education deaf and hard of hearing<\/span> preschool through grade 12, or special education blindness and visual impairments preschool through grade 12 that builds proficiency in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4<\/a> and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4<\/a>; and (x) all instructional personnel and school board<\/span> employees whose duties include regular contact with students on communicating with and supporting students with autism spectrum disorder.\n\t\t\tThe Board shall also provide technical assistance on high-quality professional development to local school boards<\/span> designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its comprehensive plan for educational technology.\n\t\t\tThe Department<\/span> shall provide technical assistance, including literacy coaching, to local school divisions to provide professional development in science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span> for students in kindergarten through grade eight. The Department<\/span> shall also create a list of professional development programs aligned with science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span> that includes programs that provide training in dyslexia for reading specialists as required by subsection G of § 22.1-253.13:2<\/a>. The list shall be approved by the Board. The Department<\/span> shall provide resources to local school divisions to ensure that each division is able to provide professional development to teachers and reading specialists listed in subdivision E 2 in one of the programs enumerated in the list approved by the Board pursuant to this subdivision and that such professional development is provided at no cost to the teachers and reading specialists.\n\t\t\tThe Department<\/span> shall provide technical assistance to local school divisions to implement professional learning resources from the list of vendors approved by the Department<\/span> pursuant to subdivision K 3 of § 22.1-253.13:1<\/a>.\n\t\t\tThe Department<\/span> shall provide technical assistance, including special education coaching, to local school divisions to provide professional development in special education and related services and in instructional practices to support specially designed instruction in inclusive settings. The Department<\/span> shall provide resources to local school divisions to ensure that each division is able to provide professional development to the teachers, principals, teacher’s aides, and other paraprofessionals listed in subdivisions E 4 and 5 at no cost to such individuals. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

D.<\/span> Each local school board<\/span> shall require (i) its members to participate annually in high-quality professional development activities at the state, local, or national levels on governance, including, but not limited to, personnel policies and practices; the evaluation of personnel, curriculum, and instruction; use of data in planning and decision making; and current issues<\/span> in education as part of their service on the local board and (ii) the division superintendent<\/span> to participate annually in high-quality professional development activities at the local, state, or national levels, including the Standards of Quality, Board regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

E.<\/span> Each local school board<\/span> shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote student achievement at the school and classroom levels; (ii) as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board; (iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula; and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.\n\t\t\tIn addition, each local school board<\/span> shall provide: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Teachers and principals with high-quality professional development programs each year in (i) instructional content; (ii) the preparation of tests and other assessment measures; (iii) methods for assessing the progress of individual students, including Standards of Learning assessment materials<\/span> or other criterion-referenced tests that match locally developed objectives; (iv) instruction and remediation techniques in English, mathematics, science, and history and social science; (v) interpreting test data for instructional purposes; (vi) technology applications to implement the Standards of Learning; and (vii) effective classroom management; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> High-quality professional development and training in science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span>, from the list developed and the resources provided by the Department<\/span> pursuant to subsection C or an alternative program that consists of evidence<\/span>-based literacy instruction<\/span> and aligns with science-based reading research<\/span> approved by the Department<\/span>, for each elementary<\/span> school principal and each teacher with an endorsement in early\/primary education preschool through grade three, elementary<\/span> education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing<\/span> preschool through grade 12, special education blindness\/visual impairments preschool through grade 12, or English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span> in order<\/span> to aid in the licensure renewal process for such individuals; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> High-quality professional development and training in science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span>, from the list developed and the resources provided by the Department<\/span> pursuant to subsection C, or an alternative program that consists of evidence<\/span>-based literacy instruction<\/span> and aligns with science-based reading research<\/span> approved by the Department<\/span>, for (i) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span> and (ii) each middle school<\/span> principal and teacher with an endorsement in middle education grades six through eight who teaches mathematics, science, or history and social science that builds an awareness of evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span>; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> (Effective July 1, 2027) High-quality professional development in implementing the Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4<\/a> and the referral, evaluation, reevaluation, and eligibility forms and worksheets referenced in subdivision 6 of § 22.1-214.4<\/a> for each teacher with a provisional special education license or an endorsement in special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing<\/span> preschool through grade 12, and special education blindness and visual impairments preschool through grade 12; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

5.<\/span> (Effective July 1, 2027) High-quality professional development in instructional practices to support specially designed instruction in inclusive settings for each teacher with a provisional general education license or an endorsement in early\/primary education preschool through grade three, elementary<\/span> education preschool through grade six, and secondary education grades six through 12; each principal with an endorsement in administration and supervision preschool through grade 12; each teacher’s aide or other paraprofessional; and any teacher with a provisional special education license for whom the school board<\/span> determines there is a need for such professional development; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

6.<\/span> High-quality professional development each year in communicating with and supporting students with autism spectrum disorder for any instructional personnel and school board<\/span> employees whose duties include regular contact with students, in accordance with the guidance provided by the Board pursuant to clause (x) of subsection C, that includes (i) an overview of the characteristics and behavioral recognition of autism spectrum disorder, (ii) strategies for communicating and interacting with and supporting students with autism spectrum disorder, and (iii) best practices for responding to and de-escalating certain behavioral challenges and situations. Such professional development shall be optional, provided, however, that any instructional personnel or school board<\/span> employee who completes such professional development shall be eligible for professional development points toward renewal of his license for the number of in-person hours of coursework completed. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

F.<\/span> Schools and school divisions shall include as an integral component of their comprehensive plans required by § 22.1-253.13:6<\/a>, high-quality professional development programs that support the recruitment, employment, and retention of qualified teachers and principals. Each school board<\/span> shall require all instructional personnel to participate each year in these professional development programs. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

G.<\/span> Each local school board<\/span> shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. Such review shall consider the extent to which the professional development program supports teachers in implementing the textbooks and other high-quality instructional materials<\/span> adopted for division and school use. <\/i><\/a><\/p><\/section>","plain_text":" CODE OF VIRGINIA\n\n(EFFECTIVE JULY 1, 2026) STANDARD 5. QUALITY OF CLASSROOM INSTRUCTION AND\nEDUCATIONAL LEADERSHIP (\u00a7 22.1-253.13:5)\n\nA. Each member of the Board shall participate in high-quality professional\ndevelopment programs on personnel, curriculum and current issues in education as\npart of his service on the Board.\n\nB. Consistent with the finding that leadership is essential for the advancement\nof public education in the Commonwealth, teacher, principal, and superintendent\nevaluations shall be consistent with the performance standards included in the\nGuidelines for Uniform Performance Standards and Evaluation Criteria for\nTeachers, Principals, and Superintendents. Evaluations shall include student\nacademic progress as a significant component and an overall summative rating.\nTeacher evaluations shall include regular observation and evidence that\ninstruction is aligned with the school’s curriculum. Evaluations shall\ninclude identification of areas of individual strengths and weaknesses and\nrecommendations for appropriate professional activities. Evaluations shall\ninclude an evaluation of cultural competency.\n\nC. The Board shall provide guidance on high-quality professional development for\n(i) teachers, principals, supervisors, division superintendents, and other\nschool staff; (ii) principals, supervisors, and division superintendents in the\nevaluation and documentation of teacher and principal performance based on\nstudent academic progress and the skills and knowledge of such instructional or\nadministrative personnel; (iii) school board members on personnel, curriculum\nand current issues in education; (iv) teachers of the blind and visually\nimpaired, in cooperation with the Virginia Department for the Blind and Vision\nImpaired, in Braille; (v) any individual with an endorsement in early\/primary\neducation preschool through grade three, elementary education preschool through\ngrade six, special education general curriculum kindergarten through grade 12,\nspecial education deaf and hard of hearing preschool through grade 12, special\neducation blindness\/visual impairments preschool through grade 12, or English as\na second language preschool through grade 12, or as a reading specialist that\nbuilds proficiency in science-based reading research and evidence-based literacy\ninstruction; (vi) each teacher with an endorsement in middle education grades\nsix through eight who teaches English that builds proficiency in evidence-based\nliteracy instruction and science-based reading research; (vii) each middle\nschool principal and teacher with an endorsement in middle education grades six\nthrough eight who teaches mathematics, science, or history and social science\nthat builds an awareness of evidence-based literacy instruction and\nscience-based reading research; (viii) each teacher with a provisional general\neducation or special education license or an endorsement in early\/primary\neducation preschool through grade three, elementary education preschool through\ngrade six, middle education grades six through eight, and secondary education\ngrades six through 12; each principal with an endorsement in administration and\nsupervision preschool through grade 12; and each teacher’s aide or other\nparaprofessional that builds proficiency in instructional practices to support\nspecially designed instruction in inclusive settings; and (ix) each teacher with\na provisional special education license or an endorsement in special education\ngeneral curriculum preschool through grade 12, special education deaf and hard\nof hearing preschool through grade 12, or special education blindness and visual\nimpairments preschool through grade 12 that builds proficiency in implementing\nthe Virginia IEP established pursuant to subdivision 11 of § 22.1-214.4 and\nthe referral, evaluation, reevaluation, and eligibility forms and worksheets\nreferenced in subdivision 6 of § 22.1-214.4; and (x) all instructional\npersonnel and school board employees whose duties include regular contact with\nstudents on communicating with and supporting students with autism spectrum\ndisorder.\n\t\t\tThe Board shall also provide technical assistance on high-quality\nprofessional development to local school boards designed to ensure that all\ninstructional personnel are proficient in the use of educational technology\nconsistent with its comprehensive plan for educational technology.\n\t\t\tThe Department shall provide technical assistance, including literacy\ncoaching, to local school divisions to provide professional development in\nscience-based reading research and evidence-based literacy instruction for\nstudents in kindergarten through grade eight. The Department shall also create a\nlist of professional development programs aligned with science-based reading\nresearch and evidence-based literacy instruction that includes programs that\nprovide training in dyslexia for reading specialists as required by subsection G\nof § 22.1-253.13:2. The list shall be approved by the Board. The Department\nshall provide resources to local school divisions to ensure that each division\nis able to provide professional development to teachers and reading specialists\nlisted in subdivision E 2 in one of the programs enumerated in the list approved\nby the Board pursuant to this subdivision and that such professional development\nis provided at no cost to the teachers and reading specialists.\n\t\t\tThe Department shall provide technical assistance to local school divisions\nto implement professional learning resources from the list of vendors approved\nby the Department pursuant to subdivision K 3 of § 22.1-253.13:1.\n\t\t\tThe Department shall provide technical assistance, including special\neducation coaching, to local school divisions to provide professional\ndevelopment in special education and related services and in instructional\npractices to support specially designed instruction in inclusive settings. The\nDepartment shall provide resources to local school divisions to ensure that each\ndivision is able to provide professional development to the teachers,\nprincipals, teacher’s aides, and other paraprofessionals listed in\nsubdivisions E 4 and 5 at no cost to such individuals.\n\nD. Each local school board shall require (i) its members to participate annually\nin high-quality professional development activities at the state, local, or\nnational levels on governance, including, but not limited to, personnel policies\nand practices; the evaluation of personnel, curriculum, and instruction; use of\ndata in planning and decision making; and current issues in education as part of\ntheir service on the local board and (ii) the division superintendent to\nparticipate annually in high-quality professional development activities at the\nlocal, state, or national levels, including the Standards of Quality, Board\nregulations, and the Guidelines for Uniform Performance Standards and Evaluation\nCriteria for Teachers, Principals, and Superintendents.\n\nE. Each local school board shall provide a program of high-quality professional\ndevelopment (i) in the use and documentation of performance standards and\nevaluation criteria based on student academic progress and skills for teachers,\nprincipals, and superintendents to clarify roles and performance expectations\nand to facilitate the successful implementation of instructional programs that\npromote student achievement at the school and classroom levels; (ii) as part of\nthe license renewal process, to assist teachers and principals in acquiring the\nskills needed to work with gifted students, students with disabilities, and\nstudents who have been identified as having limited English proficiency and to\nincrease student achievement and expand the knowledge and skills students\nrequire to meet the standards for academic performance set by the Board; (iii)\nin educational technology for all instructional personnel which is designed to\nfacilitate integration of computer skills and related technology into the\ncurricula; and (iv) for principals and supervisors designed to increase\nproficiency in instructional leadership and management, including training in\nthe evaluation and documentation of teacher and principal performance based on\nstudent academic progress and the skills and knowledge of such instructional or\nadministrative personnel.\n\t\t\tIn addition, each local school board shall provide:\n\n 1. Teachers and principals with high-quality professional development programs\n each year in (i) instructional content; (ii) the preparation of tests and\n other assessment measures; (iii) methods for assessing the progress of\n individual students, including Standards of Learning assessment materials or\n other criterion-referenced tests that match locally developed objectives; (iv)\n instruction and remediation techniques in English, mathematics, science, and\n history and social science; (v) interpreting test data for instructional\n purposes; (vi) technology applications to implement the Standards of Learning;\n and (vii) effective classroom management;\n\n 2. High-quality professional development and training in science-based reading\n research and evidence-based literacy instruction, from the list developed and\n the resources provided by the Department pursuant to subsection C or an\n alternative program that consists of evidence-based literacy instruction and\n aligns with science-based reading research approved by the Department, for\n each elementary school principal and each teacher with an endorsement in\n early\/primary education preschool through grade three, elementary education\n preschool through grade six, special education general curriculum kindergarten\n through grade 12, special education deaf and hard of hearing preschool through\n grade 12, special education blindness\/visual impairments preschool through\n grade 12, or English as a second language preschool through grade 12, or as a\n reading specialist that builds proficiency in evidence-based literacy\n instruction and science-based reading research in order to aid in the\n licensure renewal process for such individuals;\n\n 3. High-quality professional development and training in science-based reading\n research and evidence-based literacy instruction, from the list developed and\n the resources provided by the Department pursuant to subsection C, or an\n alternative program that consists of evidence-based literacy instruction and\n aligns with science-based reading research approved by the Department, for (i)\n each teacher with an endorsement in middle education grades six through eight\n who teaches English that builds proficiency in evidence-based literacy\n instruction and science-based reading research and (ii) each middle school\n principal and teacher with an endorsement in middle education grades six\n through eight who teaches mathematics, science, or history and social science\n that builds an awareness of evidence-based literacy instruction and\n science-based reading research;\n\n 4. (Effective July 1, 2027) High-quality professional development in\n implementing the Virginia IEP established pursuant to subdivision 11 of §\n 22.1-214.4 and the referral, evaluation, reevaluation, and eligibility forms\n and worksheets referenced in subdivision 6 of § 22.1-214.4 for each\n teacher with a provisional special education license or an endorsement in\n special education general curriculum kindergarten through grade 12, special\n education deaf and hard of hearing preschool through grade 12, and special\n education blindness and visual impairments preschool through grade 12; and\n\n 5. (Effective July 1, 2027) High-quality professional development in\n instructional practices to support specially designed instruction in inclusive\n settings for each teacher with a provisional general education license or an\n endorsement in early\/primary education preschool through grade three,\n elementary education preschool through grade six, and secondary education\n grades six through 12; each principal with an endorsement in administration\n and supervision preschool through grade 12; each teacher’s aide or other\n paraprofessional; and any teacher with a provisional special education license\n for whom the school board determines there is a need for such professional\n development; and\n\n 6. High-quality professional development each year in communicating with and\n supporting students with autism spectrum disorder for any instructional\n personnel and school board employees whose duties include regular contact with\n students, in accordance with the guidance provided by the Board pursuant to\n clause (x) of subsection C, that includes (i) an overview of the\n characteristics and behavioral recognition of autism spectrum disorder, (ii)\n strategies for communicating and interacting with and supporting students with\n autism spectrum disorder, and (iii) best practices for responding to and\n de-escalating certain behavioral challenges and situations. Such professional\n development shall be optional, provided, however, that any instructional\n personnel or school board employee who completes such professional development\n shall be eligible for professional development points toward renewal of his\n license for the number of in-person hours of coursework completed.\n\nF. Schools and school divisions shall include as an integral component of their\ncomprehensive plans required by § 22.1-253.13:6, high-quality professional\ndevelopment programs that support the recruitment, employment, and retention of\nqualified teachers and principals. Each school board shall require all\ninstructional personnel to participate each year in these professional\ndevelopment programs.\n\nG. Each local school board shall annually review its professional development\nprogram for quality, effectiveness, participation by instructional personnel,\nand relevancy to the instructional needs of teachers and the academic\nachievement needs of the students in the school division. Such review shall\nconsider the extent to which the professional development program supports\nteachers in implementing the textbooks and other high-quality instructional\nmaterials adopted for division and school use.\n\nHISTORY: 1988, cc. 645, 682; 1990, cc. 820, 839; 1992, c. 132; 1997, c. 827;\n1998, cc. 826, 852; 1999, cc. 830, 1030, 1037; 2000, c. 867; 2004, cc. 939, 955;\n2005, cc. 331, 450; 2007, c. 234; 2013, cc. 588, 650; 2021, Sp. Sess. I, cc. 23,\n24; 2022, cc. 549, 550; 2023, cc. 645, 646; 2024, cc. 468, 502; 2025, cc. 516,\n680, 683.","edition":{"id":1,"name":"2025","slug":"2025","date_created":"2026-06-21 22:39:22","date_modified":"2026-06-21 22:39:22","current":1,"order_by":1,"last_import":null}}