HB 1352
In CommitteeHouse
Educator support/nurses
Providing mentors to novice nurses in the beginning educator support team program.
This status may be delayed. See Action History below for the latest updates.
How does a bill become law?
- Introduced: The bill is filed and assigned a number.
- Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
- Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
- Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
- Governor: The Governor reviews the bill and decides whether to sign or veto it.
- Signed: The bill has been signed into law.
AI Analysis
This bill expands Washington’s beginning educator support team program to include novice school nurses, requiring school districts that receive program funding to assign trained mentors to them. It also strengthens program requirements to ensure effective mentoring and professional development for all participants, including nurses in their first three years on the job.
- Establishes or expands the beginning educator support team program to include novice school nurses—defined as registered nurses or advanced registered nurse practitioners in their first, second, or third year in a school-based role.
- Requires school districts receiving program funds to assign a trained mentor to each novice school nurse.
- Mandates that mentors be trained, selected using OSPI standards, and engaged in ongoing professional development.
- Sets priority criteria for funding: districts identified for support/improvement, those with large influxes of new educators, and those demonstrating knowledge of OSPI’s research-based induction standards.
- Adds school nurse-specific mentoring to the program’s required components, which include paid orientation, up to three years of mentor support, release time, non-evaluative observations, and ongoing professional development for mentors and mentees.
- Allows program funds to be used for program coordination and statewide/regional professional development through OSPI.
Who is affected
- Novice school nurses — Novice school nurses (registered nurses or advanced registered nurse practitioners in their first, second, or third year working in schools) will receive a trained mentor to support their transition into school-based roles.
- School districts — School districts that receive funding must assign trained mentors to novice nurses and other beginning educators; districts may apply for competitive funding to support the program.
- Mentor educators — Mentor educators (teachers, educational staff associates, or principals who meet specific training and selection criteria) will provide coaching and support to beginning educators, including nurses.
- Office of the Superintendent of Public Instruction (OSPI) — The Office of the Superintendent of Public Instruction (OSPI) will manage program funding, allocate resources, develop mentor standards, and provide statewide or regional training.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
Novice school nurses will receive trained mentors, release time, non-evaluative observations, and ongoing professional development—evidence-based components that improve job performance, reduce burnout, and increase retention—leading to more consistent and competent school-based health services for students.
Public SafetyPeopleRef: Sec. 1(4), (6)(b), (6)(c), (6)(e), (6)(f), (6)(h)Priority funding for districts in improvement or with high new-educator influx, plus state-level coordination, helps address inequities in access to quality school nursing support, especially in under-resourced districts where student health needs are often highest.
EducationPeopleRef: Sec. 1(3)(a)-(c), (5)The requirement to prioritize mentors from underrepresented populations and assign appropriate placements for participants may improve cultural competency and job satisfaction for novice nurses, especially those from marginalized backgrounds.
EducationLean peopleRef: Sec. 1(6)(c), (6)(g)Mentorship and release time may reduce turnover among novice school nurses, lowering recruitment and training costs for districts over time—though this benefit is modest and depends on sustained funding.
Business & EmploymentLean peopleRef: Sec. 1(6)(b), (6)(f)Standardized mentor training and inclusion of evaluation process support in the program improve professional accountability and growth frameworks for all beginning educators, including nurses.
EducationRef: Sec. 1(1), (6)(i)
Potential Concerns (1)
Expanding the mentorship program to include novice school nurses may improve student health and safety outcomes by ensuring nurses receive structured support during early career stages, potentially reducing errors and improving response to medical emergencies in schools.
Public SafetyPeopleRef: Sec. 1(4), (6)(b)
Who Is Most Affected
Novice school nurses—especially those in high-need districts—will benefit from structured support, reducing isolation and improving confidence and competence in managing student health issues. This is especially impactful for nurses in districts without existing mentorship infrastructure.
School districts in comprehensive support/improvement status or with high new-educator influx may gain competitive advantage in securing funding, but all participating districts will face new staffing and reporting obligations. Small districts may struggle with resource allocation despite priority status.
Mentors (typically teachers, ESEs, or principals) will take on additional responsibilities without explicit compensation beyond release time. This could increase workload unless districts fund additional positions, potentially straining existing staff.
OSPI gains expanded authority over mentor standards and program administration, increasing its role in school health workforce development. This may require additional staffing or reallocation of current resources.