HF 320

1st Engrossment - 93rd Legislature (2023 - 2024) Posted on 01/26/2023 04:06pm

A bill for an act
relating to education; strengthening the Teachers of Color Act; increasing the
percentage of teachers of color and American Indian teachers in Minnesota;
amending the world's best workforce requirements; requiring reports; appropriating
money; amending Minnesota Statutes 2022, sections 120B.11, subdivisions 1, 2,
3; 121A.031, subdivision 6; 122A.183, subdivision 1; 122A.184, subdivision 1;
122A.185, subdivision 1; 122A.40, subdivisions 3, 5; 122A.41, subdivision 2, by
adding a subdivision; 122A.59; 122A.635; 122A.70; 122A.73, subdivisions 2, 3;
123B.147, subdivision 3; 124D.861, subdivision 2; proposing coding for new law
in Minnesota Statutes, chapters 120B; 121A; 124D.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have all
third grade students achieve grade-level literacy; close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

new text begin (e) "Ethnic studies curriculum" means the critical and interdisciplinary study of race,
ethnicity, and indigeneity with a focus on the experiences and perspectives of People of
Color within and beyond the United States. Ethnic studies analyzes the ways in which race
and racism have been and continue to be powerful social, cultural, and political forces, and
the connection of race to the stratification of other groups, including stratification based on
gender, class, sexual orientation, gender identity, and legal status. The ethnic studies
curriculum may be integrated in existing curricular opportunities or provided through
additional curricular offerings.
new text end

new text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through schooling.
new text end

new text begin (h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that chronically favor white people and disadvantage
those who are Black, Indigenous, and People of Color.
new text end

Sec. 2.

Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, deleted text begin shall deleted text end new text begin must new text end
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process to new text begin : new text end assess and evaluate each student's progress toward meeting state and
local academic standards deleted text begin , deleted text end new text begin ; new text end assess and identify students to participate in gifted and talented
programs and accelerate their instruction deleted text begin , and deleted text end new text begin ; new text end adopt early-admission procedures consistent
with section 120B.15 deleted text begin , deleted text end new text begin ; assess ethnic studies curriculum needs to determine priorities for
integrating ethnic studies into existing courses or developing new courses; new text end and deleted text begin identifying deleted text end new text begin
identify new text end the strengths and weaknesses of instruction in pursuit of student and school success
and curriculum affecting students' progress and growth toward career and college readiness
and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, new text begin including ethnic studies curriculum, new text end taking into account strategies and best
practices, student outcomes, school principal evaluations under section 123B.147, subdivision
3, students' access to effective teachers who are members of populations underrepresented
among the licensed teachers in the district or school and who reflect the diversity of enrolled
students under section 120B.35, subdivision 3, paragraph (b), clause (2), and teacher
evaluations under section 122A.40, subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement, including new text begin :
new text end

new text begin (i) new text end the English and, where practicable, the native language development and the academic
achievement of English learners; new text begin and
new text end

new text begin (ii) access to ethnic studies curriculum using culturally responsive methodologies for
all learners;
new text end

(5) a process to examine the equitable distribution of teachers and strategies to ensure
new text begin children in new text end low-income deleted text begin and minority children deleted text end new text begin families, children in families of People of
Color, and children in American Indian families new text end are not taught at higher rates than other
children by inexperienced, ineffective, or out-of-field teachers;

(6) education effectiveness practices that new text begin :
new text end

new text begin (i) new text end integrate high-quality instruction, deleted text begin rigorous curriculum, deleted text end technology, and new text begin curriculum
that is rigorous, accurate, antiracist, and culturally sustaining;
new text end

new text begin (ii) ensure learning and work environments validate, affirm, embrace, and integrate
cultural and community strengths for all students, families, and employees; and
new text end

new text begin (iii) provide new text end a collaborative professional culture that deleted text begin develops and supports deleted text end new text begin seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supporting new text end teacher quality, performance, and effectiveness; deleted text begin and
deleted text end

(7) an annual budget for continuing to implement the district plan deleted text begin . deleted text end new text begin ; and
new text end

new text begin (8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all strategic plans reviewed and
updated after June 30, 2024.
new text end

Sec. 3.

Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board deleted text begin shall deleted text end new text begin must new text end establish an advisory
committee to ensure active community participation in all phases of planning and improving
the instruction and curriculum affecting state and district academic standards, consistent
with subdivision 2. A district advisory committee, to the extent possible, deleted text begin shall deleted text end new text begin must new text end reflect
the diversity of the district and its school sites, include teachers, parents, support staff,
students, and other community residents, and provide translation to the extent appropriate
and practicable. The district advisory committee deleted text begin shall deleted text end new text begin must new text end pursue community support to
accelerate the academic and native literacy and achievement of English learners with varied
needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and
2a. The district may establish site teams as subcommittees of the district advisory committee
under subdivision 4. The district advisory committee deleted text begin shall deleted text end new text begin must new text end recommend to the school
board new text begin : new text end rigorous academic standards deleted text begin , deleted text end new text begin ; new text end student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35 deleted text begin , deleted text end new text begin ; new text end district
assessments deleted text begin , deleted text end new text begin ; new text end means to improve students' equitable access to effective and more diverse
teachers deleted text begin , deleted text end new text begin ; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
sustaining; strategies to ensure that curriculum and learning and work environments validate,
affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic
groups; new text end and program evaluations. School sites may expand upon district evaluations of
instruction, curriculum, assessments, or programs. Whenever possible, parents and other
community residents deleted text begin shall deleted text end new text begin must new text end comprise at least two-thirds of advisory committee members.

Sec. 4.

new text begin [120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Grant program established. new text end

new text begin The commissioner of education must
establish a grant program to support implementation of world's best workforce strategies
under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
address opportunity gaps resulting from curricular, environmental, and structural inequities
in schools experienced by students, families, and staff who are of color or who are American
Indian.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms have the
meanings given.
new text end

new text begin (b) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (c) "Curricular" means curriculum resources used and content taught as well as access
to levels of coursework or types of learning opportunities.
new text end

new text begin (d) "Environmental" means relating to the climate and culture of a school.
new text end

new text begin (e) "Equitable" means fairness by providing curriculum, instruction, support, and other
resources for learning based on the needs of individual students and groups of students to
succeed at school rather than treating all students the same despite the students having
different needs.
new text end

new text begin (f) "Institutional racism" means policies and practices within and across institutions that
produce outcomes that chronically favor white people and disadvantage those who are
Black, Indigenous, and People of Color.
new text end

new text begin (g) "Opportunity gap" means the inequitable distribution of resources that impacts
inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
of students.
new text end

new text begin (h) "Structural" means relating to the organization and systems of a school that have
been created to manage a school.
new text end

new text begin Subd. 3. new text end

new text begin Applications and grant awards. new text end

new text begin The commissioner must determine application
procedures and deadlines, select districts and charter schools to participate in the grant
program, and determine the award amount and payment process of the grants. To the extent
that there are sufficient applications, the commissioner must award an approximately equal
number of grants between districts in greater Minnesota and those in the Twin Cities
metropolitan area. If there are an insufficient number of applications received for either
geographic area, then the commissioner may award grants to meet the requests for funds
wherever a district is located.
new text end

new text begin Subd. 4. new text end

new text begin Description. new text end

new text begin The grant program must provide funding that supports collaborative
efforts that close opportunity gaps by:
new text end

new text begin (1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
cultural and community strengths of students, families, and employees from all racial and
ethnic backgrounds; and
new text end

new text begin (2) addressing institutional racism with equitable school policies, structures, practices,
and curricular offerings, consistent with the requirements for long-term plans under section
124D.861, subdivision 2, paragraph (c).
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner by a date
and in a form and manner determined by the commissioner on efforts planned and
implemented that engaged students, families, educators, and community members of diverse
racial and ethnic backgrounds in making improvements to school climate and curriculum.
The report must assess the impact of those efforts as perceived by racially and ethnically
diverse stakeholders, and must identify any areas needed for further continuous improvement.
The commissioner must publish a report for the public summarizing the activities of grant
recipients and what was done to promote sharing of effective practices among grant recipients
and potential grant applicants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 5.

new text begin [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR
AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section sets short-term and long-term attainment goals for
increasing the percentage of teachers of color and who are American Indian teachers in
Minnesota and for ensuring all students have equitable access to effective and racially and
ethnically diverse teachers who reflect the diversity of students. The goals and report required
under this section are important for meeting attainment goals for the world's best workforce
under section 120B.11, achievement and integration under section 124D.861, and higher
education attainment under section 135A.012, all of which have been established to close
persistent opportunity and achievement gaps that limit students' success in school and life
and impede the state's economic growth.
new text end

new text begin Subd. 2. new text end

new text begin Equitable access to racially and ethnically diverse teachers. new text end

new text begin The percentage
of teachers in Minnesota who are of color or who are American Indian should increase at
least two percentage points per year to have a teaching workforce that more closely reflects
the state's increasingly diverse student population and to ensure all students have equitable
access to effective and diverse teachers by 2040.
new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

new text begin The attainment goal in this section is not to the exclusion
of any other goals and does not confer a right or create a claim for any person.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Beginning in 2024 and every even-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to publish a summary report of each of
the programs they administer and any other programs receiving state appropriations that
have or include an explicit purpose of increasing the racial and ethnic diversity of the state's
teacher workforce to more closely reflect the diversity of students. The report must include
programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09,
124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or
initiatives that receive state appropriations to address the shortage of teachers of color and
American Indian teachers. The board must, in coordination with the Office of Higher
Education and Department of Education, provide policy and funding recommendations
related to state-funded programs to increase the recruitment, preparation, licensing, hiring,
and retention of racially and ethnically diverse teachers and the state's progress toward
meeting or exceeding the goals of this section. The report must include recommendations
for state policy and funding needed to achieve the goals of this section, plans for sharing
the report and activities of grant recipients, and opportunities among grant recipients of
various programs to share effective practices with each other. The 2024 report must include
a recommendation of whether a state advisory council should be established to address the
shortage of racially and ethnically diverse teachers and what the composition and charge
of such an advisory council would be if established. The board must consult with the Indian
Affairs Council and other ethnic councils along with other community partners, including
students of color and American Indian students, in developing the report. By November 3
of each odd-numbered year, the board must submit the report to the chairs and ranking
minority members of the legislative committees with jurisdiction over education and higher
education policy and finance. The report must be available to the public on the board's
website.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 6.

new text begin [120B.25] CURRICULUM POLICY.
new text end

new text begin A school board must adopt a written policy that prohibits discrimination or discipline
for a teacher or principal on the basis of incorporating into curriculum contributions by
persons in a federally protected class or protected class under section 363A.13, consistent
with local collective bargaining agreements.
new text end

Sec. 7.

Minnesota Statutes 2022, section 121A.031, subdivision 6, is amended to read:

Subd. 6.

State model policy.

(a) The commissioner, in consultation with the
commissioner of human rights, shall develop and maintain a state model policy. A district
or school that does not adopt and implement a local policy under subdivisions 3 to 5 must
implement and may supplement the provisions of the state model policy. The commissioner
must assist districts and schools under this subdivision to implement the state policy. The
state model policy must:

(1) define prohibited conduct, consistent with this section;

(2) apply the prohibited conduct policy components in this section;

(3) for a child with a disability, whenever an evaluation by an individualized education
program team or a section 504 team indicates that the child's disability affects the child's
social skills development or the child is vulnerable to prohibited conduct because of the
child's disability, the child's individualized education program or section 504 plan may
address the skills and proficiencies the child needs to not engage in and respond to such
conduct; and

(4) encourage violence prevention and character development education programs under
section 120B.232, subdivision 1.

(b) The commissioner shall develop and post departmental procedures for:

(1) periodically reviewing district and school programs and policies for compliance with
this section;

(2) investigating, reporting, and responding to noncompliance with this section, which
may include an annual review of plans to improve and provide a safe and supportive school
climate; and

(3) allowing students, parents, and educators to file a complaint about noncompliance
with the commissioner.

(c) The commissioner must post on the department's website information indicating that
when districts and schools allow non-curriculum-related student groups access to school
facilities, the district or school must give all student groups equal access to the school
facilities regardless of the content of the group members' speech.

new text begin (d) The commissioner must develop and maintain resources to assist a district or school
in implementing strategies for creating a positive school climate and use evidence-based,
social-emotional learning to prevent and reduce discrimination and other improper conduct.
new text end

new text begin (e) The commissioner must develop and adopt state-level social-emotional learning
standards.
new text end

Sec. 8.

new text begin [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
new text end

new text begin Subdivision 1. new text end

new text begin Prohibition. new text end

new text begin (a) A public school may not have or adopt a name, symbol,
or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
within the district.
new text end

new text begin (b) A public school may seek an exemption to paragraph (a) by submitting a request in
writing to the Tribal Nations Education Committee and the Indian Affairs Council, which
jointly shall have discretion to grant such an exemption. A public school that has a mascot
prohibited by this section must request an exemption by January 1, 2024.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms have the
meanings given.
new text end

new text begin (b) "American Indian" means an individual who is:
new text end

new text begin (1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band,
including:
new text end

new text begin (i) any Tribe or band terminated since 1940; and
new text end

new text begin (ii) any Tribe or band recognized by the state in which the Tribe or band resides;
new text end

new text begin (2) a descendant, in the first or second degree, of an individual described in clause (1);
new text end

new text begin (3) considered by the United States Secretary of the Interior to be an American Indian
for any purpose;
new text end

new text begin (4) an Eskimo, Aleut, or other Alaska Native; or
new text end

new text begin (5) a member of an organized federal American Indian group that received a grant under
the Indian Education Act of 1988 as in effect the day preceding October 20, 1994.
new text end

new text begin (c) "District" means a district under section 120A.05, subdivision 8.
new text end

new text begin (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
and its population.
new text end

new text begin (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
9, 11, 13, and 17, and a charter school under chapter 124E.
new text end

Sec. 9.

Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

(a) The Professional Educator Licensing and Standards
Board must issue a Tier 3 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets the educational or professional requirements in paragraphs (b)
and (c);

(2) the candidate has obtained a passing score on the required licensure exams under
section 122A.185; and

(3) the candidate has completed the coursework required under subdivision 2.

(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
course outside a career and technical education or career pathways course of study.

(c) A candidate for a Tier 3 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

In consultation with the governor's Workforce Development Board established under section
116L.665, the board must establish a list of qualifying certifications, and may add additional
professional certifications in consultation with school administrators, teachers, and other
stakeholders.

new text begin (d) The board must issue a Tier 3 license to a candidate who provides information
sufficient to demonstrate the following, regardless of whether the candidate meets other
requirements in this section:
new text end

new text begin (1) the candidate has completed a teacher preparation program from a culturally specific
Minority Serving Institution in the United States, such as Historically Black Colleges and
Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
those in Puerto Rico; or
new text end

new text begin (2) the candidate has completed a university teacher preparation program in another
country and has taught at least two years.
new text end

new text begin The candidate must have completed student teaching comparable to the student teaching
expectations in Minnesota.
new text end

Sec. 10.

Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

The Professional Educator Licensing and Standards
Board must issue a Tier 4 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
and has completed a teacher preparation program under section 122A.183, subdivision 2,
clause (1) or (2);

(2) the candidate has at least three years of teaching experience in Minnesota new text begin or another
state new text end ;

(3) the candidate has obtained a passing score on all required licensure exams under
section 122A.185; and

(4) the candidate's most recent summative teacher evaluation did not result in placing
or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
subdivision 8, or 122A.41, subdivision 5.

Sec. 11.

Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:

Subdivision 1.

Tests.

deleted text begin (a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.
deleted text end

deleted text begin (b) deleted text end new text begin (a) new text end The board must adopt new text begin and revise new text end rules requiring deleted text begin candidates deleted text end new text begin applicants new text end for Tier 3
and Tier 4 licenses to pass an examination of general pedagogical knowledge and
examinations of licensure field specific content deleted text begin . deleted text end new text begin if the applicant has not completed a
board-approved preparation program assuring that candidates from the program recommended
for licensure meet content and pedagogy licensure standards in Minnesota. Candidates who
have satisfactorily completed board-approved programs in Minnesota with required
coursework and clinical field experiences that include learning opportunities and assessments
aligned to content and pedagogy licensure standards are not additionally required to pass
content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily
completed a preparation program in another state and passed licensure examinations in that
state are not additionally required to pass similar examinations required in Minnesota. new text end The
content examination requirement does not apply if no relevant content exam exists.

deleted text begin (c) deleted text end new text begin (b) new text end Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items deleted text begin assessing deleted text end new text begin under this paragraph if the candidates did not complete a
board-approved preparation program in Minnesota. The test items must assess new text end the candidates'
knowledge, skill, and ability in comprehensive, scientifically based reading instruction
under section 122A.06, subdivision 4, knowledge and understanding of the foundations of
reading development, development of reading comprehension and reading assessment and
instruction, and the ability to integrate that knowledge and understanding into instruction
strategies under section 122A.06, subdivision 4.

deleted text begin (d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.
deleted text end

new text begin (c) All testing centers in the state must provide monthly opportunities for untimed content
and pedagogy examinations. These opportunities must be advertised on the test registration
website. The board must require the exam vendor to provide other equitable opportunities
to pass exams, including: (1) waiving testing fees for test takers who qualify for federal
grants; (2) providing free, multiple, full-length practice tests for each exam and free,
comprehensive study guides on the test registration website; (3) making content and pedagogy
exams available in languages other than English for teachers seeking licensure to teach in
language immersion programs; and (4) providing free, detailed exam results analysis by
test objective to assist candidates who do not pass an exam in identifying areas for
improvement. Any candidate who has not passed a required exam after two attempts must
be allowed to retake the exam, including new versions of the exam, without being charged
an additional fee.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 12.

Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:

Subd. 3.

Hiring, dismissing.

new text begin (a) new text end School boards must hire or dismiss teachers at duly
called meetings. Where a husband and wife, brother and sister, or two brothers or sisters,
constitute a quorum, no contract employing a teacher shall be made or authorized except
upon the unanimous vote of the full board. A teacher related by blood or marriage, within
the fourth degree, computed by the civil law, to a board member shall not be employed
except by a unanimous vote of the full board. The initial employment of the teacher in the
district must be by written contract, signed by the teacher and by the chair and clerk. All
subsequent employment of the teacher in the district must be by written contract, signed by
the teacher and by the chair and clerk, except where there is a master agreement covering
the employment of the teacher. Contracts for teaching or supervision of teaching can be
made only with qualified teachers. A teacher shall not be required to reside within the
employing district as a condition to teaching employment or continued teaching employment.

new text begin (b) A school district must annually report to the Professional Educator Licensing and
Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and
ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence.
The report must not include data that would personally identify individuals.
new text end

Sec. 13.

Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:

Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's first
teaching experience in Minnesota in a single district is deemed to be a probationary period
of employment, and, the probationary period in each district in which the teacher is thereafter
employed shall be one year. The school board must adopt a plan for written evaluation of
teachers during the probationary period that is consistent with subdivision 8. Evaluation
must occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
must not be included in determining the number of school days on which a teacher performs
services. Except as otherwise provided in paragraph (b), during the probationary period any
annual contract with any teacher may or may not be renewed as the school board shall see
fit. However, the board must give any such teacher whose contract it declines to renew for
the following school year written notice to that effect before July 1. If the teacher requests
reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason
in writing, including a statement that appropriate supervision was furnished describing the
nature and the extent of such supervision furnished the teacher during the employment by
the board, within ten days after receiving such request. The school board may, after a hearing
held upon due notice, discharge a teacher during the probationary period for cause, effective
immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon receipt
of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(d) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(e) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 14.

Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:

Subd. 2.

Probationary period; discharge or demotion.

(a) All teachers in the public
schools in cities of the first class during the first three years of consecutive employment
shall be deemed to be in a probationary period of employment during which period any
annual contract with any teacher may, or may not, be renewed as the school board, after
consulting with the peer review committee charged with evaluating the probationary teachers
under subdivision 3, shall see fit. The school site management team or the school board if
there is no school site management team, shall adopt a plan for a written evaluation of
teachers during the probationary period according to subdivisions 3 and 5. Evaluation by
the peer review committee charged with evaluating probationary teachers under subdivision
3 shall occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
shall not be included in determining the number of school days on which a teacher performs
services. The school board may, during such probationary period, discharge or demote a
teacher for any of the causes as specified in this code. A written statement of the cause of
such discharge or demotion shall be given to the teacher by the school board at least 30
days before such removal or demotion shall become effective, and the teacher so notified
shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(d) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (e) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 15.

Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision
to read:

new text begin Subd. 16. new text end

new text begin Reporting of hires and terminations. new text end

new text begin A school district must annually report
to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and
terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher
resignations and requested leaves of absence. The report must not include data that would
personally identify individuals.
new text end

Sec. 16.

Minnesota Statutes 2022, section 122A.59, is amended to read:

122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.

Subdivision 1.

Purpose.

This section establishes a program to support districts and
schools recruiting and offering hiring bonuses for deleted text begin licensed deleted text end teachers who are American
Indian or a person of color from another state or country in order to meet staffing needs in
shortage areas in deleted text begin economic development regions in deleted text end Minnesota.

Subd. 2.

Eligibility.

A district or school must verify that the hiring bonus is given to
deleted text begin teachers licensed in deleted text end new text begin persons from new text end another state new text begin or country new text end who:

(1) new text begin immediately new text end qualify for a Tier deleted text begin 3 or Tier 4 deleted text end new text begin 2 or higher new text end Minnesota license;

(2) have moved to deleted text begin the economic development region in deleted text end Minnesota deleted text begin where they were
hired deleted text end ; and

(3) belong to a racial or ethnic group that is underrepresented among teachers compared
to students in the district or school under section 120B.35, subdivision 3, paragraph (b),
clause (2).

Subd. 3.

Bonus amount.

A district or school may offer a deleted text begin signing deleted text end new text begin hiring new text end and retention
bonus of a minimum of deleted text begin $2,500 deleted text end new text begin $4,000 new text end and a maximum of deleted text begin $5,000 deleted text end new text begin $8,000 new text end to a teacher who
meets the eligibility requirements. A teacher who meets the eligibility requirements and
meets a licensure shortage area in the economic development region of the state where the
school is located may be offered a deleted text begin signing deleted text end new text begin hiring new text end bonus of a minimum of deleted text begin $4,000 deleted text end new text begin $5,000 new text end
and a maximum of deleted text begin $8,000 deleted text end new text begin $10,000 new text end . A teacher must be paid half of the bonus when starting
employment and half after completing four years of service in the hiring district or school
if the teacher has demonstrated teaching effectiveness and is not on a professional
improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13),
or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being
considered for termination for a reason listed in section 122A.40, subdivision 9, including
a teacher hired by a school district located in a city of the first class. A teacher who does
not complete their first school year upon receiving a hiring bonus must repay the hiring
bonus. new text begin A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the
second half of the bonus. A district must prorate the second half of the bonus if the eligible
teacher is nonrenewed due to reasons not having to do with teaching effectiveness or
misconduct.
new text end

Subd. 4.

Administration.

new text begin (a) new text end The commissioner must establish a process for districts
or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas
moving to and working in Minnesota schools experiencing specific shortages. The
commissioner must provide guidance for districts to seek repayment of a hiring bonus from
a teacher who does not complete the first year of employment. The department may conduct
a pilot program with a small number of teachers during the 2022-2023 biennium to establish
feasibility. The department must submit a report by December 1, 2022, to the chairs and
ranking minority members of the legislative committees with jurisdiction over kindergarten
through grade 12 education detailing the effectiveness of the program and recommendations
for improvement in future years.

new text begin (b) The commissioner may award participating districts and schools additional funds to
administer the program, including out-of-state recruiting efforts and retention activities.
The commissioner may allow participating districts and schools to reserve up to five percent
of Come Teach in Minnesota funding to administer the program, including for out-of-state
recruiting efforts and retention activities.
new text end

Subd. 5.

Come Teach in Minnesota Hiring Bonus program account.

(a) An account
is established in the special revenue fund known as the "Come Teach in Minnesota Hiring
Bonus program account."

(b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under
this section must be transferred to the Come Teach in Minnesota Hiring Bonus program
account in the special revenue fund.

(c) Money in the account is annually appropriated to the commissioner for hiring bonuses
under this section. Any returned funds are available to be regranted.

(d) Up to $35,000 annually is appropriated to the commissioner for costs associated with
developing and administering the program under this section.

new text begin EFFECTIVE DATE. new text end

new text begin The amendment to subdivision 2 is effective retroactively from
July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following
final enactment.
new text end

Sec. 17.

Minnesota Statutes 2022, section 122A.635, is amended to read:

122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.

Subdivision 1.

Establishment.

The Professional Educator Licensing and Standards
Board must award competitive grants to increase the number of teacher candidates new text begin who are
new text end of color or who are American Indian, new text begin complete teacher preparation programs, new text end and meet the
requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
section is limited to public or private higher education institutions that offer a teacher
preparation program approved by the Professional Educator Licensing and Standards Board.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards
Board must award competitive grants new text begin to a variety of higher education institution types new text end under
this section new text begin . The board must require an applicant institution to submit a plan describing how
it would use grant funds to increase the number of teachers who are of color or who are
American Indian, and must award grants new text end based on the following criteria new text begin , listed in descending
order of priority new text end :

deleted text begin (1) the number of teacher candidates being supported in the program who are of color
or who are American Indian;
deleted text end

deleted text begin (2) deleted text end new text begin (1) new text end program outcomes, including graduation or program completion rates deleted text begin , deleted text end new text begin and new text end
licensure new text begin recommendation new text end rates deleted text begin , and placement rates deleted text end new text begin for candidates who are of color or
who are American Indian compared to all candidates enrolled in a teacher preparation
program at the institution new text end and, for each outcome measure, the number of deleted text begin those deleted text end teacher
candidates new text begin who are new text end of color or who are American Indian; deleted text begin and
deleted text end

deleted text begin (3) the percent of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
deleted text end

deleted text begin (i) the total percent of students of color and American Indian students enrolled at the
institution, regardless of major; and
deleted text end

deleted text begin (ii) the percent of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
deleted text end

new text begin (2) the extent to which an institution's plan is clear in describing how the institution
would use grant funds for implementing explicit research-based practices to provide
programmatic support to teacher candidates who are of color or who are American Indian.
Plans for grant funds may include:
new text end

new text begin (i) recruiting more racially and ethnically diverse candidates for admission to teacher
preparation programs;
new text end

new text begin (ii) providing differentiated advising, mentoring, or other supportive community-building
activities in addition to what the institution provides to all candidates enrolled in the
institution;
new text end

new text begin (iii) providing academic tutoring or support to help teacher candidates pass required
assessments; and
new text end

new text begin (iv) providing for program staffing expenses;
new text end

new text begin (3) an institution's plan to provide direct financial assistance as scholarships or stipends
within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), to teacher candidates who are of color or who are American Indian;
new text end

deleted text begin (b) The board must give priority in awarding grants under this section to institutions that
received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
and inducting deleted text end new text begin (4) whether the institution has previously received a competitive grant under
this section and has demonstrated positive outcomes from the use of grant funds for efforts
helping new text end teacher candidates new text begin who are new text end of color or who are American Indian deleted text begin . deleted text end new text begin to enroll in and
successfully complete teacher preparation programs and be recommended for licensure;
new text end

new text begin (5) geographic diversity among the institutions. In order to expand the number of grant
recipients throughout the state, whenever there is at least a 20 percent increase in the base
appropriation for this grant program, the board must prioritize awarding grants to institutions
outside of the Twin Cities metropolitan area. new text end If the board awards a deleted text begin competitive deleted text end grant based
on the criteria in paragraph (a) to a program that has not previously received funding, the
board must thereafter give priority to the program equivalent to other programs deleted text begin given priority
under this paragraph. deleted text end new text begin that have received grants and demonstrated positive outcomes; and
new text end

new text begin (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
new text end

new text begin (i) the aggregate percentage of students of color and American Indian students enrolled
in the institution, regardless of major; and
new text end

new text begin (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
new text end

new text begin (b) The board must not penalize an applicant institution in the grant review process for
using grant funds only to provide direct financial support to teacher candidates if that is the
institution's priority and the institution uses other resources to provide programmatic support
to candidates.
new text end

(c) The board must determine award amounts for new text begin development, new text end maintenance deleted text begin and deleted text end new text begin , or new text end
expansion of programs based new text begin only new text end on new text begin the degree to which applicants meet the criteria in
this subdivision, new text end the number of candidates new text begin who are of color or who are American Indian new text end
supported by an applicant program, deleted text begin sustaining support for those candidates, deleted text end and funds
available.

new text begin (d) The board must determine grant awards in part by multiplying the number of teacher
candidates to be provided direct financial assistance by the average amount the institution
proposes per candidate that is within the allowable dollar range. After assessing an
institution's adherence to grant criteria and funds available, the board may grant an institution
a lower average amount per candidate and the institution may decide to award less per
candidate or provide financial assistance to fewer candidates within the allowable range.
Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
programmatic support as described in paragraph (a), clause (3). If the board does not award
an applicant institution's full request, the board must allow the institution to modify how it
uses grant funds to maximize program outcomes consistent with the requirements of this
section.
new text end

Subd. 3.

Grant program administration.

new text begin (a) new text end The Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education. The agreement may include a transfer of funds to the Office of Higher Education
to help establish and administer the competitive grant process. The board must award grants
to institutions located in various economic development regions throughout the state, but
must not predetermine the number of institutions to be awarded grants under this section
or set a limit for the amount that any one institution may receive as part of the competitive
grant application process.

new text begin (b) The board must establish a standard allowable dollar range for the amount of direct
financial assistance an applicant institution may provide to each candidate. To determine
the range, the board may collect de-identified data from institutions that received a grant
during the previous grant period and calculate the average scholarship amount awarded to
all candidates across all institutions using the most recent fiscal year data available. The
calculation may be used to determine a scholarship range that is no more than 25 percent
than this amount and no less than half the average of this amount. The purpose of direct
financial assistance is to assist candidates matriculating through completing licensure
programs if they demonstrate financial need after considering other grants and scholarships
provided.
new text end

new text begin (c) new text end All grants must be awarded by August 15 of the fiscal year in which the grants are
to be used deleted text begin except that, for initial competitive grants awarded for fiscal year 2020, grants
must be awarded by September 15 deleted text end . An institution that receives a grant under this section
may use the grant funds over a two- to four-year period to new text begin sustain new text end support new text begin for new text end teacher
candidates new text begin at any stage from recruitment and program admission to graduation and licensure
application new text end .

Subd. 4.

Report.

(a) By deleted text begin January deleted text end new text begin August new text end 15 of each year, an institution awarded a grant
under this section must prepare for the deleted text begin legislature and the deleted text end board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and deleted text begin induct deleted text end new text begin
support new text end teacher candidates of color or deleted text begin who are deleted text end American Indian new text begin teacher candidates to
complete programs and be recommended for licensure new text end . The report must include new text begin :
new text end

new text begin (1) new text end the total number of teacher candidates of color deleted text begin , disaggregated by race or ethnic group,
who deleted text end new text begin and American Indian teacher candidates who:
new text end

new text begin (i) are enrolled in the institution;
new text end

new text begin (ii) are supported by grant funds with direct financial assistance during the academic
reporting year;
new text end

new text begin (iii) are supported with other programmatic supports;
new text end

new text begin (iv) new text end are recruited deleted text begin to the institution, are deleted text end new text begin and new text end newly admitted to deleted text begin the deleted text end new text begin a new text end licensure program deleted text begin ,
are enrolled in the deleted text end new text begin ;
new text end

new text begin (v) are enrolled in a licensure program;
new text end

new text begin (vi) have completed a new text end licensure program deleted text begin , have completed student teaching, have
graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
field. A grant recipient must report deleted text end new text begin ; and
new text end

new text begin (vii) were recommended for licensure in the field for which they were prepared;
new text end

new text begin (2) new text end the total number of teacher candidates of color or deleted text begin who are deleted text end American Indian new text begin teacher
candidates new text end at each stage from deleted text begin recruitment deleted text end new text begin program admission new text end to deleted text begin licensed teaching deleted text end new text begin licensure
recommendation new text end as a percentage of deleted text begin total deleted text end new text begin all new text end candidates seeking the same licensure at the
institution deleted text begin . deleted text end new text begin ; and
new text end

new text begin (3) a brief narrative describing the successes and challenges of efforts proposed in the
grant application to support candidates with grant funds, and lessons learned for future
efforts.
new text end

(b) new text begin By November 1 of each year, new text end the board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices new text begin and lessons learned new text end among grant recipients.

Sec. 18.

Minnesota Statutes 2022, section 122A.70, is amended to read:

122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
TEACHERS.

Subdivision 1.

Teacher mentoring, induction, and retention programs.

(a) School
districts must develop teacher mentoring programs for teachers new to the profession or
district, including teaching residents, teachers of color, teachers who are American Indian,
teachers in license shortage areas, teachers with special needs, or experienced teachers in
need of peer coaching.

(b) Teacher mentoring programs must be included in or aligned with districts' teacher
evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
subdivision 5. A district may use staff development revenue under section 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend to
a mentor who may be a current or former teacher who has taught at least three years and is
not on an improvement plan. deleted text begin Other initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:
deleted text end

deleted text begin (1) additional stipends as incentives to mentors of color or who are American Indian;
deleted text end

deleted text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for teachers from underrepresented racial and ethnic groups to
come together throughout the school year. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;
deleted text end

deleted text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups; or
deleted text end

deleted text begin (4) grants supporting licensed and nonlicensed educator participation in professional
development, such as workshops and graduate courses, related to increasing student
achievement for students of color and American Indian students in order to close opportunity
and achievement gaps.
deleted text end

deleted text begin (c) A school or district that receives a grant must negotiate additional retention strategies
or protection from unrequested leave of absences in the beginning years of employment for
teachers of color and teachers who are American Indian. Retention strategies may include
providing financial incentives for teachers of color and teachers who are American Indian
to work in the school or district for at least five years and placing American Indian educators
at sites with other American Indian educators and educators of color at sites with other
educators of color to reduce isolation and increase opportunity for collegial support.
deleted text end

Subd. 2.

Board grants.

The Professional Educator Licensing and Standards Board must
make grant application forms available to sites interested in developing new text begin , sustaining, new text end or
expanding a mentorship program. A school district deleted text begin ; a deleted text end new text begin or new text end group of school districts deleted text begin ; a coalition
of districts, teachers, and teacher education institutions; or deleted text end new text begin , new text end a new text begin school or new text end coalition of schools,
new text begin or a coalition of new text end teachers deleted text begin , or nonlicensed educators deleted text end may apply for a program grant. new text begin A higher
education institution or nonprofit organization may partner with a grant applicant but is not
eligible as a sole applicant for grant funds. new text end The Professional Educator Licensing and
Standards Board, in consultation with the teacher mentoring task force, must approve or
disapprove the applications. To the extent possible, the approved applications must reflect
effective mentoring, professional development, and retention components, and be
geographically distributed throughout the state. The Professional Educator Licensing and
Standards Board must encourage the selected sites to consider the use of its assessment
procedures.

new text begin Subd. 2a. new text end

new text begin Funded work. new text end

new text begin (a) Grant funds may be used for the following:
new text end

new text begin (1) additional stipends as incentives to mentors who are of color or who are American
Indian;
new text end

new text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for educators from underrepresented racial and ethnic groups
to come together throughout the school year. For purposes of this section, "affinity groups"
mean groups of licensed and nonlicensed educators who share a common racial or ethnic
identity in society as persons who are of color or who are American Indian;
new text end

new text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups;
new text end

new text begin (4) professional development focused on ways to close opportunity and achievement
gaps for students of color and American Indian students; or
new text end

new text begin (5) for teachers of color and American Indian teachers, graduate courses toward a first
master's degree in a field related to their licensure or toward an additional license.
new text end

new text begin (b) A charter school or district that receives a grant must negotiate additional retention
strategies or protection from unrequested leaves of absence in the beginning years of
employment for teachers who are of color or who are American Indian. Retention strategies
may include providing financial incentives for teachers of color and teachers who are
American Indian to work in the school or district for at least five years and placing American
Indian educators at sites with other American Indian educators and educators of color at
sites with other educators of color to reduce isolation and increase opportunity for collegial
support.
new text end

Subd. 3.

Criteria for selection.

new text begin (a) new text end At a minimum, applicants for grants under subdivision
2 must express commitment to:

(1) allow staff participation;

(2) assess skills of both beginning and mentor teachers;

(3) provide appropriate in-service to needs identified in the assessment;

(4) provide leadership to the effort;

(5) cooperate with higher education institutions new text begin or teacher educators new text end ;

(6) provide facilities and other resources;

(7) share findings, materials, and techniques with other school districts; and

(8) retain teachers of color and teachers who are American Indian.

new text begin (b) The Professional Educator Licensing and Standards Board must give priority to
applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
areas within the applicant's economic development region.
new text end

Subd. 4.

Additional funding.

Grant applicants must seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

new text begin A grant recipient may use grant funds on
implementing activities over a period of time up to 24 months. new text end New and expanding
mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
and evaluate their program must participate in activities that support program development
and implementation.

Subd. 6.

Report.

By deleted text begin June deleted text end new text begin September new text end 30 of each year after receiving a grant, recipients
must submit a report to the Professional Educator Licensing and Standards Board on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention. new text begin The board must publish a summary report
for the public and submit the report to the committees of the legislature with jurisdiction
over kindergarten through grade 12 education policy and finance in accordance with section
3.302 by November 30 of each year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 19.

Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:

Subd. 2.

Grow Your Own district programs.

(a) A school district new text begin , charter school,
cooperative unit under section 123A.24, subdivision 2, or Head Start program under section
119A.50 new text end may apply for a grant deleted text begin for deleted text end new text begin to partner with new text end a Professional Educator Licensing and
Standards Board-approved teacher preparation program new text begin at the undergraduate or
postbaccalaureate level. Partnerships may also include associate's degree-granting institutions
to support students in early childhood or education programs that have transfer agreements
with board-approved preparation programs at colleges or universities new text end . The grant recipient
must use at least 80 percent of grant funds to provide tuition scholarships or stipends to
enable school district employees or community members affiliated with a school district,
who are of color or American Indian and who seek a teaching license, to participate in the
teacher preparation program.

(b) A district using grant funds under this subdivision to provide financial support to
teacher candidates may require a commitment as determined by the district to teach in the
district for a reasonable amount of time that does not exceed five years.

new text begin (c) The maximum grant amount for grants under this subdivision is $850,000. The
commissioner may consider the number of participants a grant recipient intends to support
when determining a grant amount.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024.
new text end

Sec. 20.

Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:

Subd. 3.

Grants for programs serving secondary school students.

(a) deleted text begin In addition to
grants for developing and offering dual-credit postsecondary course options in schools for
"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09,
subdivision 10, deleted text end A school district or charter school may apply for grants under this section
to offer other innovative programs that encourage secondary school students, especially
students of color and American Indian students, to pursue teaching. To be eligible for a
grant under this subdivision, deleted text begin a school district or charter school deleted text end new text begin an applicant new text end must ensure
that the aggregate percentage of secondary school students of color and American Indian
students participating in the program is equal to or greater than the aggregate percentage of
students of color and American Indian students in the school district deleted text begin or deleted text end new text begin , new text end charter school new text begin , or
cooperative unit new text end .

(b) A grant recipient must use grant funds awarded under this subdivision for:

(1) supporting future teacher clubs or service-learning opportunities that provide middle
and high school students with experiential learning that supports the success of younger
students or peers and increases students' interest in pursuing a teaching career;

new text begin (2) developing and offering postsecondary enrollment options for "Introduction to
Teaching" or "Introduction to Education" courses consistent with section 124D.09,
subdivision 10, that meet degree requirements for teacher licensure;
new text end

deleted text begin (2) deleted text end new text begin (3) new text end providing direct support, including wrap-around services, for students who are
of color or American Indian to enroll and be successful in postsecondary enrollment options
courses under section 124D.09 that would meet degree requirements for teacher licensure;
or

deleted text begin (3) deleted text end new text begin (4) new text end offering scholarships to graduating high school students who are of color or
American Indian to enroll in board-approved undergraduate teacher preparation programs
at a college or university in Minnesota.

new text begin (c) The maximum grant award under this subdivision is $500,000. The commissioner
may consider the number of participants a grant recipient intends to support when determining
a grant amount.
new text end

Sec. 21.

Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:

Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative, supervisory,
and instructional leadership services, under the supervision of the superintendent of schools
of the district and according to the policies, rules, and regulations of the school board, for
the planning, management, operation, and evaluation of the education program of the building
or buildings to which the principal is assigned.

(b) To enhance a principal's new text begin culturally responsive new text end leadership skills and support and
improve teaching practices, school performance, and student achievement for diverse student
populations, including at-risk students, children with disabilities, English learners, and gifted
students, among others, a district must develop and implement a performance-based system
for annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational management,
and professional development, and strengthen the principal's capacity in the areas of
instruction, supervision, evaluation, and teacher development;

new text begin (2) support and improve a principal's culturally responsive leadership practices that
create inclusive and respectful teaching and learning environments for all students, families,
and employees;
new text end

deleted text begin (2) deleted text end new text begin (3) new text end include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;

deleted text begin (3) deleted text end new text begin (4) new text end be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum, school
performance, and high-quality instruction;

deleted text begin (4) deleted text end new text begin (5) new text end include on-the-job observations and previous evaluations;

deleted text begin (5) deleted text end new text begin (6) new text end allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school success;

deleted text begin (6) deleted text end new text begin (7) new text end use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

deleted text begin (7) deleted text end new text begin (8) new text end be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, new text begin culturally responsive leadership
practices, new text end and a collaborative professional culture; and

deleted text begin (8) deleted text end new text begin (9) new text end for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and specify
the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient flexibility
to accommodate district needs and goals related to developing, supporting, and evaluating
principals.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024.
new text end

Sec. 22.

new text begin [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
OBJECTS OF CULTURAL SIGNIFICANCE.
new text end

new text begin A school district or charter school must not prohibit an American Indian student from
wearing American Indian regalia, Tribal regalia, or objects of cultural significance at
graduation ceremonies.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 23.

Minnesota Statutes 2022, section 124D.861, subdivision 2, is amended to read:

Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
deleted text begin Plan components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the academic
achievement of all students, including teachers and administrators who are members of
populations underrepresented among the licensed teachers or administrators in the district
or school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic
opportunities and effective and more diverse instructors focused on rigor and college and
career readiness for underserved students, including students enrolled in alternative learning
centers under section 123A.05, public alternative programs under section 126C.05,
subdivision 15, and contract alternative programs under section 124D.69, among other
underserved students; or recruitment and retention of teachers and administrators with
diverse racial and ethnic backgrounds.
deleted text end

new text begin (b) new text end The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

new text begin (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.
new text end

new text begin (d) School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:
new text end

new text begin (1) innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices;
new text end

new text begin (2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school;
new text end

new text begin (3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;
new text end

new text begin (4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
new text end

new text begin (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;
new text end

new text begin (6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;
new text end

new text begin (7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;
new text end

new text begin (8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
all students with opportunities to learn about their own and others' cultures and historical
experiences; or
new text end

new text begin (9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.
new text end

deleted text begin (b) deleted text end new text begin (e) new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include deleted text begin formative deleted text end new text begin multiple measures of new text end assessment deleted text begin practices deleted text end new text begin
and engagement in order new text end to deleted text begin reduce the deleted text end new text begin eliminate academic new text end disparities deleted text begin in student academic
performance among the specific categories of students as measured by student progress and
growth on state reading and math assessments and deleted text end new text begin for students impacted by racial, gender,
linguistic, and economic inequities new text end as aligned with section 120B.11.

deleted text begin (c) deleted text end new text begin (f) new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all plans reviewed and updated after
the day following final enactment.
new text end

Sec. 24. new text begin APPROPRIATIONS; DEPARTMENT OF EDUCATION.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal year
designated.
new text end

new text begin Subd. 2. new text end

new text begin Closing educational opportunity gaps grants. new text end

new text begin (a) To support schools in their
efforts to close opportunity gaps under Minnesota Statutes, section 120B.113:
new text end

	new text begin $ new text end	new text begin 10,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 10,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The department may retain up to five percent of this appropriation to administer the
grant program.
new text end

new text begin (c) The base for fiscal year 2026 and later is $10,000,000.
new text end

new text begin Subd. 3. new text end

new text begin Grow Your Own pathways to teacher licensure grants. new text end

new text begin (a) For grants to
develop, continue, or expand Grow Your Own new teacher programs under Minnesota
Statutes, section 122A.73, to develop a teaching workforce that more closely reflects the
state's increasingly diverse student population and ensure all students have equitable access
to effective and diverse teachers:
new text end

	new text begin $ new text end	new text begin 35,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 35,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Any balance does not cancel but is available in the following fiscal year.
new text end

new text begin (c) Of this amount in each fiscal year, at least $3,000,000 is for teacher residency
programs under Minnesota Statutes, section 122A.68, subdivision 3.
new text end

new text begin (d) The base for fiscal year 2026 and later is $35,000,000.
new text end

new text begin (e) The department may retain up to $100,000 of the appropriation amount to monitor
and administer the grant program.
new text end

new text begin Subd. 4. new text end

new text begin Come Teach in Minnesota hiring bonuses. new text end

new text begin (a) For the Come Teach in
Minnesota hiring bonuses pilot program under Minnesota Statutes, section 122A.59:
new text end

	new text begin $ new text end	new text begin 0 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 200,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The department may use up to $30,000 of the appropriation amount to administer
and improve the program under this subdivision.
new text end

new text begin Subd. 5. new text end

new text begin American Indian teacher preparation grants. new text end

new text begin (a) For joint grants to assist
American Indian people to become teachers under Minnesota Statutes, section 122A.63:
new text end

	new text begin $ new text end	new text begin 750,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 750,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The department may use up to five percent of the appropriation amount to administer
the grant program.
new text end

new text begin Subd. 6. new text end

new text begin Expanded concurrent enrollment grants. new text end

new text begin (a) For grants to institutions offering
"Introduction to Teaching" or "Introduction to Education" college in the schools courses
under Minnesota Statutes, section 124D.09, subdivision 10, paragraph (b):
new text end

	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The department may retain up to five percent of the appropriation amount to monitor
and administer the grant program.
new text end

new text begin (c) Any remaining grant funds not spent in the first year are eligible for use in the second
year.
new text end

new text begin Subd. 7. new text end

new text begin Underrepresented student teacher grants. new text end

new text begin (a) For transfer to the Office of
Higher Education for grants to underrepresented student teachers under Minnesota Statutes,
section 136A.1274:
new text end

	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin (c) The base for fiscal year 2026 and later is $1,000,000.
new text end

new text begin Subd. 8. new text end

new text begin Aspiring teachers of color. new text end

new text begin (a) For transfer to the Office of Higher Education
for the aspiring teachers of color scholarship pilot program under Laws 2021, First Special
Session chapter 2, article 2, section 45:
new text end

	new text begin $ new text end	new text begin 3,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 3,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The base for fiscal year 2026 and later is $3,000,000.
new text end

new text begin Subd. 9. new text end

new text begin Teacher shortage loan repayment program. new text end

new text begin (a) For transfer to the teacher
shortage loan repayment account in the special revenue fund under Minnesota Statutes,
section 136A.1791, subdivision 8:
new text end

	new text begin $ new text end	new text begin 10,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 10,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Of the funds from the special revenue fund appropriated to or received by the
commissioner of higher education, $2,000,000 in fiscal year 2024 and $2,000,000 in fiscal
year 2025 must be used for disbursements to teachers who belong to a racial or ethnic group
underrepresented in the Minnesota teacher workforce.
new text end

new text begin (c) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin (d) The base for fiscal year 2026 and later is $5,000,000, of which at least 50 percent
must be used for disbursements to teachers who belong to a racial or ethnic group
underrepresented in the Minnesota teacher workforce.
new text end

new text begin Subd. 14. new text end

new text begin Coalition to Increase Teachers of Color and American Indian Teachers. new text end

new text begin (a)
For a grant to the Coalition to Increase Teachers of Color and American Indian Teachers
in Minnesota for nonlobbying activities and general operating expenses that support the
recruitment and retention of racially and ethnically diverse teachers underrepresented in the
state's workforce:
new text end

	new text begin $ new text end	new text begin 200,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 200,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 25. new text begin APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
STANDARDS BOARD.
new text end

new text begin Subdivision 1. new text end

new text begin Professional Educator Licensing and Standards Board. new text end

new text begin The sum
indicated in this section is appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal year designated.
new text end

new text begin Subd. 2. new text end

new text begin Collaborative urban and greater Minnesota educators of color grants. new text end

new text begin (a)
For collaborative urban and greater Minnesota educators of color competitive grants under
Minnesota Statutes, section 122A.635:
new text end

	new text begin $ new text end	new text begin 6,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 6,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The board may retain up to $100,000 of the appropriation amount to monitor and
administer the grant program.
new text end

new text begin (c) Any balance does not cancel but is available in the following fiscal year.
new text end

new text begin (d) The base appropriation for fiscal year 2026 and later is $6,000,000.
new text end

new text begin Subd. 3. new text end

new text begin Reports on increasing percentage of teachers of color and American Indian
teachers. new text end

new text begin (a) For a half-time equivalent employee to complete reports on state-funded
programs to increase the percentage of teachers of color and American Indian teachers in
Minnesota schools in accordance with Minnesota Statutes, section 120B.117, and process
reports under Minnesota Statutes, sections 122A.40, subdivision 3, and 122A.41, subdivision
16:
new text end

	new text begin $ new text end	new text begin 60,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 60,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The base for fiscal year 2026 and every year after is $60,000.
new text end

new text begin Subd. 4. new text end

new text begin Mentoring, induction, and retention incentive program grants for teachers
of color. new text end

new text begin (a) To develop and expand mentoring, induction, and retention programs designed
for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:
new text end

	new text begin $ new text end	new text begin 3,500,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 3,500,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Any balance does not cancel but is available in the following fiscal year.
new text end

new text begin (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2026
and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop
and expand mentoring, induction, and retention programs designed for teachers of color or
American Indian teachers.
new text end

new text begin (d) The board may retain up to three percent of the appropriation amount to monitor and
administer the grant program.
new text end

new text begin Subd. 5. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (a) To develop two contracts to
develop and implement an outreach and marketing campaign under this subdivision:
new text end

	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The Professional Educator Licensing and Standards Board must issue a request for
proposals to develop and implement an outreach and marketing campaign to elevate the
profession and recruit teachers, especially teachers of color and American Indian teachers.
Outreach efforts should include and support current and former Teacher of the Year finalists
interested in being recruitment fellows to encourage prospective educators throughout the
state.
new text end

new text begin (c) The outreach and marketing campaign must focus on increasing interest in teaching
in Minnesota public schools for the following individuals:
new text end

new text begin (1) high school and college students of color or American Indian students who have not
chosen a career path; or
new text end

new text begin (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
may be seeking to change careers.
new text end

new text begin (d) The board must award two $250,000 grants each year to firms or organizations that
demonstrate capacity to reach wide and varied audiences of prospective teachers based on
a work plan with quarterly deliverables. Preferences should be given to firms or organizations
that are led by people of color and that have people of color working on the campaign with
a proven record of success. The grant recipients must recognize current pathways or programs
to become a teacher and must partner with educators, schools, institutions, and racially
diverse communities. The grant recipients are encouraged to provide in-kind contributions
or seek funds from nonstate sources to supplement the grant award.
new text end

new text begin (e) The board may use no more than three percent of the appropriation amount to
administer the program under this subdivision, and may have an interagency agreement
with the Department of Education including transfer of funds to help administer the program.
new text end

new text begin (f) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end