AZ SB1209

Modifies the teacher and principal evaluation framework to require quantitative data on student academic progress account for between 20-40% of evaluation outcomes (reduced from 33-50%), with teacher observations accounting for 60-80%.

Defines "student academic progress" to include multiple valid and reliable measurements such as state assessments, classroom-level data, benchmark assessments, and formative/summative assessments, while allowing exclusion of students not enrolled for a full academic year.

Permits exclusion of statewide assessment data from teacher evaluations for teachers not instructing content areas tested by statewide assessments, and allows districts to decide whether to include statewide assessment data for other teachers.

Requires districts choosing to use statewide assessment data to have teachers in social studies, English language arts, mathematics, and science collaborate to improve student academic progress on assessments.

Modifies classroom site fund allocation requirements to specify that teacher compensation increases based on performance must supplement rather than supplant other compensation sources, and clarifies employment-related expenses associated with performance-based increases.