SF 1012

as introduced - 91st Legislature (2019 - 2020) Posted on 03/13/2019 04:28pm

A bill for an act
relating to education; providing funding for and strengthening the Increase Teachers
of Color Act; seeking to double the number of teachers of color and American
Indian teachers in Minnesota; requiring reports; appropriating money; amending
Minnesota Statutes 2018, sections 120B.11, subdivisions 2, 3; 122A.185,
subdivision 1; 122A.63, subdivisions 1, 4, 5, 6, by adding a subdivision; 122A.70;
124D.09, subdivision 10; 124D.861, subdivision 2; 136A.1275; 136A.1791,
subdivisions 1, 2, 3, 4, 5; proposing coding for new law in Minnesota Statutes,
chapters 120B; 122A; 136A.

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

Section 1.

Minnesota Statutes 2018, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall must
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 assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying 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, 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:
(i) the English and, where practicable, the native language development and the academic
achievement of English learners and (ii) for all learners, access to culturally relevant or
ethnic studies curriculum using culturally responsive methodologies;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
children from low-income and minority children families, families of color, and American
Indian families are not taught at higher rates than other children by inexperienced, ineffective,
or out-of-field teachers;

(6) education effectiveness practices that integrate high-quality instruction,; rigorous
curriculum,; technology,; inclusive and respectful learning and work environments for all
students, families, and employees; and a collaborative professional culture that develops
and supports retains qualified, racially and ethnically diverse staff effective at working with
diverse students while developing and supporting teacher quality, performance, and
effectiveness; and

(7) an annual budget for continuing to implement the district plan.

EFFECTIVE DATE.

This section is effective for all strategic plans reviewed and
updated after the day of final enactment.

Sec. 2.

Minnesota Statutes 2018, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board shall must 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, shall must 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 shall must 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 shall must recommend to the school
board: rigorous academic standards,; student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35,; district
assessments,; means to improve students' equitable access to effective and more diverse
teachers,; strategies to ensure the curriculum and learning and work environments are
inclusive and respectful toward all racial and ethnic groups; and program evaluations. School
sites may expand upon district evaluations of instruction, curriculum, assessments, or
programs. Whenever possible, parents and other community residents shall must comprise
at least two-thirds of advisory committee members.

Sec. 3.

[120B.113] INCLUSIVE SCHOOL ENHANCEMENT GRANTS.

Subdivision 1.

Grant program established.

The commissioner must establish a grant
program to support implementation of world's best workforce strategies under section
120B.11, subdivision 2, clauses (4) and (6), to support collaborative efforts to make school
climate and curriculum more inclusive and respectful toward all students, families, and
employees, especially those of diverse racial and ethnic backgrounds.

Subd. 2.

Applications and grant awards.

The commissioner must determine application
procedures and deadlines, select schools to participate in the grant program, and determine
the payment process and amount of the grants. To the extent there are sufficient applications,
the commissioner should 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.

Subd. 3.

Description.

The grant program must provide funding that supports collaborative
efforts to make schools' curriculum and learning and work environments more inclusive
and respectful of students' racial and ethnic diversity and to address issues of structural
inequities in schools that create opportunity and achievement gaps for students, families,
and staff who are of color or who are American Indian, consistent with the requirements
for long-term plans under section 124D.861, subdivision 2, paragraph (c).

Subd. 4.

Report.

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 as well as areas needed for further continuous improvement.

EFFECTIVE DATE.

This section is effective July 1, 2019.

Sec. 4.

[120B.117] INCREASING THE PERCENTAGE OF TEACHERS OF COLOR
AND AMERICAN INDIAN TEACHERS IN MINNESOTA.

Subdivision 1.

Purpose.

In order to address students' and families' persistent inequitable
access to diverse teachers, this section sets short-term and long-term state goals for increasing
the percentage of teachers of color and American Indian teachers in Minnesota toward
ensuring all students have equitable access to effective and diverse teachers who reflect the
diversity of students. The goals and report required under this section are also important
for meeting state 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.

Subd. 2.

Equitable access to diverse teachers.

The percentage of teachers who are of
color or American Indian in Minnesota 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 ensure all students have equitable access to effective and diverse
teachers by 2040.

Subd. 3.

Rights not created.

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.

Subd. 4.

Reporting.

Beginning in 2019 and every odd-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to collate and summarize reports from the
programs they each 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 120B.113, 122A.2451, 122A.59, 122A.63, 122A.635, 122A.685,
122A.70, 124D.09, 124D.861, 136A.1274, 136A.1275, 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 report on the effectiveness
of 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 also include recommendations for
state policy and funding needed to achieve the goals of this section, as well as 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 2019 report must
include a recommendation of whether or not 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 state Indian Affairs and ethnic councils along with other community and stakeholder
groups, including students of color, in developing the report. By October 1 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.

Sec. 5.

Minnesota Statutes 2018, section 122A.185, subdivision 1, is amended to read:

Subdivision 1.

Tests.

(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. An employing school or district may verify
through satisfactory overall job performance a Tier 3 teacher's skills in reading, writing,
and mathematics for teaching in the licensure field so the teacher may obtain a Tier 4 license.
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. All testing centers
must provide monthly opportunities for untimed skills examinations and must advertise
those opportunities on the test registration website.

(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
pass an examination of general pedagogical knowledge and examinations of licensure field
specific content. The content examination requirement does not apply if no relevant content
exam exists. All testing centers must provide monthly opportunities for untimed pedagogy
and content examinations and must advertise those opportunities on the test registration
website.

(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing 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.

(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.

EFFECTIVE DATE.

This section is effective January 1, 2020.

Sec. 6.

[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 licensed teachers from another state in
order to meet staffing needs in shortage areas in economic development regions in Minnesota.

Subd. 2.

Eligibility.

Districts or schools must verify that the hiring bonus is given to
teachers licensed in another state who:

(1) qualify for a Tier 3 Minnesota license;

(2) have moved to the economic development region in Minnesota where they were
hired; 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.

Districts or schools may offer a signing and retention bonus
of up to $5,000 to teachers who meet the eligibility requirements. Teachers who meet
eligibility requirements and meet a licensure shortage area in the economic development
region of the state where the school is located may be offered a signing bonus of up to
$8,000. Teachers must be paid half of the bonus when starting employment and half after
completing four years of service in the hiring district or school. Teachers who do not complete
their first school year upon receiving a hiring bonus must repay the hiring bonus.

Subd. 4.

Administration.

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.

EFFECTIVE DATE.

This section applies to teacher contracts entered into on or after
July 1, 2019.

Sec. 7.

Minnesota Statutes 2018, section 122A.63, subdivision 1, is amended to read:

Subdivision 1.

Establishment.

(a) A grant program is established to assist American
Indian people to become teachers and to provide additional education for American Indian
teachers. The commissioner may award a joint grant to each of the following:

(1) the Duluth campus of the University of Minnesota and Independent School District
No. 709, Duluth;

(2) Bemidji State University and Independent School District No. 38, Red Lake;

(3) Moorhead State University and one of the school districts located within the White
Earth Reservation; and

(4) Augsburg College, Independent School District No. 625, St. Paul, and Special School
District No. 1, Minneapolis.

(b) If additional funds are available, the commissioner may award additional joint grants
to other postsecondary institutions and school districts.

(c) Grantees may enter into contracts with tribal, technical, and community colleges and
four-year postsecondary institutions to identify and provide grants to students at those
institutions interested in the field of education. Each grantee is eligible to and may contract
with partner institutions to provide professional development and supplemental services to
a tribal, technical, or community college or four-year postsecondary institution, including
identification of prospective students, provision of instructional supplies and materials, and
provision of grant money to students. A contract with a tribal, technical, or community
college or four-year postsecondary institution includes coordination of student identification,
professional development, and mentorship services.

Sec. 8.

Minnesota Statutes 2018, section 122A.63, subdivision 4, is amended to read:

Subd. 4.

Grant amount.

The commissioner may award a joint grant in the amount it
determines to be appropriate. The grant shall must include money for the postsecondary
institution, school district, and student scholarships, and student loans.

Sec. 9.

Minnesota Statutes 2018, section 122A.63, subdivision 5, is amended to read:

Subd. 5.

Information to student applicants.

At the time a student applies for a
scholarship and loan, the student shall must be provided information about the fields of
licensure needed by school districts in the part of the state within which the district receiving
the joint grant is located. The information shall must be acquired and periodically updated
by the recipients of the joint grant and their contracted partner institutions. Information
provided to students shall must clearly state that scholarship and loan decisions are not
based upon the field of licensure selected by the student.

Sec. 10.

Minnesota Statutes 2018, section 122A.63, subdivision 6, is amended to read:

Subd. 6.

Eligibility for scholarships and loans.

(a) The following American Indian
people are eligible for scholarships:

(1) a student having origins in any of the original peoples of North America and
maintaining cultural identification through tribal affiliation or community recognition;

(1) (2) a student, including a teacher aide employed by a district receiving a joint grant
or their contracted partner school, who intends to become a teacher or who is interested in
the field of education and who is enrolled in a postsecondary institution or their contracted
partner institutions receiving a joint grant;

(2) (3) a licensed employee of a district receiving a joint grant or a contracted partner
institution, who is enrolled in a master of education program; and

(3) (4) a student who, after applying for federal and state financial aid and an Indian
scholarship according to section 136A.126, has financial needs that remain unmet. Financial
need shall must be determined according to the congressional methodology for needs
determination or as otherwise set in federal law.

A person who has actual living expenses in addition to those addressed by the
congressional methodology for needs determination, or as otherwise set in federal law, may
receive a loan according to criteria established by the commissioner. A contract shall be
executed between the state and the student for the amount and terms of the loan. (b) Priority
must be given to a student who is tribally enrolled and then to first- and second-generation
descendants.

Sec. 11.

Minnesota Statutes 2018, section 122A.63, is amended by adding a subdivision
to read:

Subd. 9.

Eligible programming.

(a) The grantee institutions and their contracted partner
institutions may provide scholarships to students progressing toward educational goals in
any area of teacher licensure, including an associate of arts, bachelor's, master's, or doctoral
degree in the following:

(1) any educational certification necessary for employment;

(2) early childhood family education or prekindergarten licensure;

(3) elementary and secondary education;

(4) school administration; or

(5) any educational program that provides services to American Indian students in
prekindergarten through grade 12.

(b) For purposes of recruitment, the grantees or their contracted partner institutions must
agree to work with their respective organizations to hire an American Indian work-study
student or other American Indian staff to conduct initial information queries and to contact
persons working in schools to provide programming regarding education professions to
high school students who may be interested in education as a profession.

(c) At least 80 percent of the grants awarded under this section must be used for student
scholarships. No more than 20 percent of the grants awarded under this section may be used
for recruitment or administration of the student scholarships.

Sec. 12.

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

Subdivision 1.

Purpose.

Competitive grants awarded to higher education institutions
under this section are to develop, expand, and maintain targeted recruitment, retention, and
induction support directly to teacher candidates who are of color or who are American
Indian in collaboration with local schools and communities in order to address the wide gap
between the demographics of students and teachers and to ensure that all students from
early childhood through grade 12 have equitable access to effective and diverse teachers
under section 120B.11, subdivision 3.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards
Board must award grants to maximize the number of teacher candidates who are of color
or are American Indian and who are well-prepared to enter the profession with Tier 3
licensure and to support the development and learning of children and youth from early
childhood through grade 12. Grants must only be awarded to institutions offering teacher
preparation programs approved by the Professional Educator Licensing and Standards Board.
Grants must be awarded based on:

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

(2) program outcomes, including graduation or program completion rates, licensure
rates, and placement rates, and, for each outcome measure, the number of those teacher
candidates who are of color or who are American Indian; and

(3) the percent of racially and ethnically diverse teacher candidates participating at the
institution compared to:

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

(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 127A.05, subdivision 6.

(b) Priority for awarding continuing grants under this section must be given to sustain
and strengthen existing programs at institutions that have received program grants in the
past and have demonstrated continuing success at recruiting, retaining, graduating, and
inducting teacher candidates who are of color or who are American Indian.

(c) Award amounts for maintenance and expansion of programs must be determined by
the board based on the number of candidates supported, sustaining support for those
candidates, and the funds available.

(d) Development of new, innovative programs must be awarded competitive grants under
this section as determined by the board, and subsequent funding must be determined based
on the same criteria for continuing grants under paragraph (b).

Subd. 3.

Grant program administration.

The Professional Educator Licensing and
Standards Board may enter in an interagency agreement with the Office of Higher Education,
including 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 both public and
private institutions as well as 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. All grants must be awarded by August
15 of the fiscal year in which the grants are to be used except that, for initial competitive
grants awarded for fiscal year 2020, grants must be awarded by September 15. Grant money
may be used over a two- to four-year period to support teacher candidates.

Subd. 4.

Account established.

A collaborative urban and greater Minnesota educator
of color account is created in the special revenue fund for depositing money appropriated
to or received by the board for the program. Money deposited in the account is appropriated
to the board, does not cancel, and is continuously available for grants under this section.

Subd. 5.

Report.

By January 15 of each year, each institution awarded a grant under
this section must prepare for the legislature and the board a detailed report regarding the
funds used to recruit, retain, and induct teacher candidates who are of color or who are
American Indian. The report must include the total number of teacher candidates of color,
disaggregated by race or ethnic group, who are recruited to the institution, are newly admitted
to the licensure program, are enrolled in the licensure program, have completed student
teaching, have graduated, are licensed, and are newly employed as Minnesota teachers in
their licensure field. The total number of teacher candidates who are of color or who are
American Indian at each stage from recruitment to licensed teaching must be reported as a
percentage of total candidates seeking the same licensure at the institution. The board must
also publish a report for the public that summarizes the activities and outcomes of grant
recipients and what was done to promote sharing of effective practices among grant
recipients.

Sec. 13.

[122A.685] GROW YOUR OWN PATHWAYS TO TEACHER LICENSURE
GRANTS.

Subdivision 1.

Purpose.

Grants awarded under this section are for school districts and
charter schools throughout Minnesota to develop or expand Grow Your Own teacher
programs.

Subd. 2.

Definition.

For purposes of this section, "Grow Your Own programs" means
programs within schools, districts, or communities in partnership with Professional Educator
Licensing and Standards Board-approved teacher preparation programs and often with
community-based organizations designed to provide a pathway to teaching at any level from
early childhood to secondary school for paraprofessionals, cultural liaisons, other nonlicensed
employees, secondary school students, parents, or members of the local communities served
by the school or district.

Subd. 3.

Nonconventional teacher residency programs.

(a) School districts, charter
schools, or cooperatives may apply for grants under this section to fund established and
effective Professional Educator Licensing and Standards Board-approved nonconventional
teacher residency programs. The programs must provide tuition scholarships or stipends to
enable school district and charter school employees or community members seeking a
teaching license who are of color or American Indian to participate in a nonconventional
teacher preparation program. If extra awarded grant funds are available, districts and schools
may use remaining grant funds to provide tuition scholarships to employees who are not
persons of color or American Indian if they are seeking to teach in a licensure area that is
identified by the board as experiencing a shortage within the economic development region
where the district or school is located.

(b) School districts and charter schools that receive funds under this subdivision must
have a program to recruit and retain candidates of color or American Indian candidates so
that at least 50 percent of those who participate in the residency programs are persons of
color or American Indian. Priority for awarding grants must be given to programs with the
highest total numbers and percentages of participants who are of color or American Indian
and those that have a percentage of participants who are of color or American Indian that
meets or exceeds the overall percentage of students of color or American Indian students
in the district, school, or cooperative.

(c) School districts and charter schools providing financial support to new teacher
candidates under this subdivision may require a commitment from the candidates, as
determined by each district or school, to teach in the district or school for a reasonable
amount of time not to exceed five years.

Subd. 4.

Expanded Grow Your Own programs.

(a) School districts, charter schools,
cooperatives as defined in section 123A.21, community-based organizations led by and for
communities of color or American Indian communities, and Head Start programs under
section 119A.50 may apply for grants under this section to provide financial assistance,
mentoring, and other experiences to enable persons who are of color or who are American
Indian to become teachers.

(b) Grants awarded under this subdivision must be used for:

(1) tuition scholarships or stipends to eligible teaching assistants, cultural liaisons, or
other nonlicensed employees who are of color or who are American Indian and are enrolled
in any Professional Educator Licensing and Standards Board-approved teacher preparation
program;

(2) developing and implementing innovative school-based residency programs or other
types of programs emphasizing clinical experiences in any district, cooperative, or charter
school for nonlicensed employees who are of color or who are American Indian seeking a
teaching license in collaboration with a conventional or nonconventional Professional
Educator Licensing and Standards Board-approved program;

(3) developing pathway programs that provide stipends and tuition scholarships to parents
and community members who are of color or who are American Indian to change careers
and obtain a Tier 3 license to teach in schools or other credential needed to teach in a Head
Start program; or

(4) developing innovative programs that encourage secondary school students to pursue
teaching, including developing and offering dual-credit postsecondary course options in
schools for "Introduction to Teaching" or "Introduction to Education" courses consistent
with section 124D.09, subdivision 10, and supporting future teacher clubs involving middle
and high school students who are of color or who are American Indian to have experiential
learning supporting the success of younger students or peers and to increase their interest
in pursuing a teaching career.

(c) School districts, charter schools, and Head Start programs providing financial
assistance to individuals under this subdivision may require a commitment from the
individuals, as determined by each district or school, to teach in the district or school for a
reasonable amount of time not to exceed five years.

Subd. 5.

Grant procedure.

(a) A school district, charter school, cooperative, or Head
Start program must apply for a grant under this section in the form and manner specified
by the commissioner of education. To be eligible, grant recipients must ensure that the
percentage of participants who are of color or American Indian is at least equivalent to the
percentage of students who are of color or American Indian enrolled in the district, school,
cooperative, or program. Where a majority of students are of color or American Indian,
then a majority of those who participate in the program must be persons of color or American
Indian. Priority for awarding grants must be given to programs with the highest total numbers
and percentages of participants who are of color or American Indian.

(b) For the 2019-2020 school year only, the commissioner must review all applications
by existing programs for continuing grants by August 1, 2019, and must notify grant
recipients of the amount of the grants awarded by August 15, 2019.

(c) For the 2020-2021 school year and later, grant applications for new and existing
programs must be received by the commissioner no later than December 1 of the year prior
to the school year in which the grant will be used. The commissioner must review all
applications and notify grant recipients by February 1 of the amount awarded.

(d) Grant recipients must spend any amounts received under this section within 18
months of receiving the grant money.

Subd. 6.

Report.

Programs must annually report to the commissioner of education by
the date determined by the commissioner on their activities under this section, including
the number of participants, the percentage of participants who are of color or who are
American Indian, and an assessment of program effectiveness, including participant feedback,
areas for improvement, the percentage of participants continuing to pursue teacher licensure,
and the number of participants hired in the school or district as teachers after completing
preparation programs. The department must also publish a report for the public that
summarizes the activities and outcomes of grant recipients and what was done to promote
sharing of effective practices among grant recipients.

Sec. 14.

Minnesota Statutes 2018, 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 are encouraged to 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. Other initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:

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

(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;

(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

(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.

(c) Schools or districts may negotiate additional retention strategies or protection from
layoffs 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.

Subd. 2.

Applications.

The Professional Educator Licensing and Standards Board must
make application forms available to sites interested in developing or expanding a mentorship
program. A school district,; a group of school districts, or; a coalition of districts, teachers,
and teacher education institutions; or a coalition of schools, teachers, or nonlicensed educators
may apply for a teacher mentorship program grant. 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, include a variety
of coalitions 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.

Subd. 3.

Criteria for selection.

At a minimum, applicants 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;

(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.

Subd. 4.

Additional funding.

Applicants are required to seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

New and expanding mentorship sites that are funded
to design, develop, implement, and evaluate their program must participate in activities that
support program development and implementation. The Professional Educator Licensing
and Standards Board must provide resources and assistance to support new sites in their
program efforts. These activities and services may include, but are not limited to: planning,
planning guides, media, training, conferences, institutes, and regional and statewide
networking meetings. Nonfunded schools or districts interested in getting started may
participate. Fees may be charged for meals, materials, and the like.

Subd. 6.

Report.

By June 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.

Sec. 15.

Minnesota Statutes 2018, section 124D.09, subdivision 10, is amended to read:

Subd. 10.

Courses according to agreements.

(a) An eligible pupil, according to
subdivision 5, may enroll in a nonsectarian course taught by a secondary teacher or a
postsecondary faculty member and offered at a secondary school, or another location,
according to an agreement between a public school board and the governing body of an
eligible public postsecondary system or an eligible private postsecondary institution, as
defined in subdivision 3. All provisions of this section shall apply to a pupil, public school
board, district, and the governing body of a postsecondary institution, except as otherwise
provided.

(b) To encourage students, especially American Indian students and students of color,
to consider teaching as a profession, participating schools, school districts, and postsecondary
institutions are encouraged to develop and offer an "Introduction to Teaching" or
"Introduction to Education" course under this subdivision. An institution that receives a For
the purpose of applying for grants under this paragraph, "eligible institution" includes schools
and districts that partner with an accredited college or university in addition to postsecondary
institutions identified in subdivision 3, paragraph (a). Grant to develop a course recipients
under this paragraph must annually report to the commissioner in a form and manner
determined by the commissioner on the participation rates of students in courses under this
paragraph, including the number of students who apply for admission to colleges or
universities with teacher preparation programs and the number of students of color and
American Indian students who earned postsecondary credit. Grant recipients must also
describe recruiting efforts intended to ensure that the percentage of participating students
who are of color or American Indian meets or exceeds the overall percentage of students
of color or American Indian students in the school.

Sec. 16.

Minnesota Statutes 2018, 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.
Plan components may include:

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

(2) family engagement initiatives that involve families in their students' academic life
and success;

(3) 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;

(4) 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

(5) recruitment and retention of teachers and, administrators with diverse, cultural and
family liaisons, paraprofessionals, and other nonlicensed staff from racial and ethnic
backgrounds represented in the student population.

(b) 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.

(c) The plan must include strategies to make schools' curriculum and learning and work
environments more inclusive and respectful of students' racial and ethnic diversity and to
address issues of structural inequities in schools that create opportunity and achievement
gaps for students, families, and staff who are of color or who are American Indian, and
program revenues may be used to implement such strategies. Examples of possible structural
inequities include but are not limited to policies and practices that unintentionally result in
disparate referrals and suspension, inequitable access to advanced coursework,
overrepresentation in lower level coursework, participation in cocurricular activities, parent
involvement, and lack of access to diverse teachers. Plans may include but are not limited
to the following activities that may involve collaboration with or support from regional
centers of excellence:

(1) creating opportunities for students, families, staff, and community members who are
of color or who are American Indian to share their experiences in the school setting with
school staff and administration to develop specific proposals for improving school
environments to be more inclusive and respectful toward all students, families, and staff;

(2) implementing creative programs for increased parent engagement and improving
relations between home and school;

(3) developing or expanding ethnic studies course offerings to provide all students with
in-depth opportunities to learn about their own and others' cultures and historical experiences;

(4) examining and revising curricula in various subjects to be culturally relevant and
inclusive of various racial and ethnic groups;

(5) examining academic and discipline data, reexamining institutional policies and
practices that result in opportunity and achievement disparities between racial and ethnic
groups, and making necessary changes that increase access, meaningful participation,
representation, and positive outcomes for students of color, American Indian students, and
students who qualify for free or reduced-price lunch;

(6) providing professional development opportunities to learn more about various racial
and ethnic groups' experiences, assets, and issues and developing cross-cultural competence
with knowledge, collaborations, and relationships needed to serve students effectively who
are from diverse racial and ethnic backgrounds; or

(7) hiring more cultural liaisons to strengthen relationships with students, families, and
other members of the community.

(b) (d) Among other requirements, an eligible district must implement effective,
research-based interventions that include formative assessment practices to reduce the
disparities in student academic performance among the specific categories of students as
measured by student progress and growth on state reading and math assessments and as
aligned with section 120B.11.

(c) (e) 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.

Sec. 17.

[136A.1274] ASPIRING MINNESOTA TEACHERS OF COLOR
SCHOLARSHIP PROGRAM.

Subdivision 1.

Scholarship program established.

The commissioner must establish a
scholarship program to support undergraduate or graduate students preparing to become
teachers and belonging to a racial or ethnic group underrepresented in the teacher workforce
who have demonstrated financial need.

Subd. 2.

Eligibility.

To be eligible for a scholarship under this section, a teacher candidate
must:

(1) be admitted and enrolled in a teacher preparation program approved by the
Professional Educator Licensing and Standards Board and be seeking initial licensure or
enrolled in an eligible institution under section 136A.103, completing a two-year program
specifically designed to prepare early childhood educators;

(2) self-identify to the teacher preparation program as a person of color or American
Indian;

(3) be meeting satisfactory academic progress as defined under section 136A.101,
subdivision 10; and

(4) have an adjusted gross family income of $125,000 or less and demonstrate financial
need.

Subd. 3.

Administration.

(a) The commissioner must establish an application process
for individual students and institutions on behalf of all eligible students at the institution
and other guidelines for implementing the scholarship program.

(b) The maximum scholarship amount is $10,000 per year for full-time study prior to
student teaching defined as 12 or more undergraduate credits or the number of credits
determined by the institution for full-time graduate student status. If a student is admitted
and enrolled in a program for one term during the academic year, the maximum scholarship
amount is $5,000. The minimum scholarship under this section for full-time study must be
no less than $1,000 per year. The amount determined must be reduced and prorated per
credit for part-time study. The maximum total amount of a scholarship per candidate is
$25,000 in a lifetime.

(c) Established amounts are not rulemaking for purposes of chapter 14 or section 14.386.

(d) Scholarships must be paid to the teacher preparation institution on behalf of the
candidate after the institution has informed the office of candidates' names, self-identified
racial and ethnic identities, gender, licensure area sought, and full-time or part-time status.

EFFECTIVE DATE.

This section is effective July 1, 2019, and initial grants must be
awarded by November 1, 2019.

Sec. 18.

Minnesota Statutes 2018, section 136A.1275, is amended to read:

136A.1275 STUDENT TEACHER CANDIDATE GRANTS IN SHORTAGE
AREAS.

Subdivision 1.

Establishment.

(a) The commissioner of the Office of Higher Education
must establish a grant program for student teaching stipends for low-income students enrolled
in a Professional Educator Licensing and Standards Board-approved teacher preparation
program who intend to teach are student teaching in a licensure shortage area after graduating
and receiving their teaching license or belong to an underrepresented a racial or ethnic group
underrepresented in the teacher workforce.

(b) "Shortage For purposes of this grant program, "licensure shortage area" means a
license field or economic development region within Minnesota defined as a shortage area
by the Department of Education using determined by the Professional Educator Licensing
and Standards Board in which the number of surveyed districts or schools within an economic
development region reporting or predicting hiring a teacher for a specific licensure area as
"very difficult" is equal to or greater than the number of districts or schools reporting or
predicting such hiring as "easy" in data collected for the teacher supply and demand report
under section 127A.05, subdivision 6, or other surveys conducted by the Department of
Education or Professional Educator Licensing and Standards Board that provide indicators
for teacher supply and demand.

Subd. 2.

Eligibility.

To be eligible for a grant under this section, a student teacher
candidate must:

(1) be enrolled in a Professional Educator Licensing and Standards Board-approved
teacher preparation program that requires at least 12 weeks of student teaching to complete
the program in order to be recommended for a full professional any Tier 3 teaching license
from early childhood through grade 12;

(2) demonstrate financial need based on criteria established by the commissioner under
subdivision 3;

(3) intend to teach in be completing a program in a licensure shortage area existing
within the economic development region where either the candidate's preparation program
or permanent residence is located, or belong to an underrepresented a racial or ethnic group
underrepresented in Minnesota's teacher workforce; and

(4) be meeting satisfactory academic progress as defined under section 136A.101,
subdivision 10.

Subd. 3.

Administration; repayment.

(a) The commissioner must establish an
application process and other guidelines for implementing this program, including repayment
responsibilities for stipend recipients who do not complete student teaching or who leave
Minnesota to teach in another state during the first year after student teaching.

(b) The commissioner must determine each academic year the stipend amount up to
$7,500 based on the amount of available funding, the number of eligible applicants, and the
financial need of the applicants.

(c) In order to help improve all students' access to effective and diverse teachers, the
percentage of the total award reserved for teacher candidates who identify as belonging to
an underrepresented a racial or ethnic group underrepresented in the Minnesota teacher
workforce must be equal to or greater than the total percentage of students of from all such
underrepresented racial or ethnic groups as measured under section 120B.35, subdivision
3. If this percentage cannot be met because of a lack of qualifying candidates, the remaining
amount may be awarded to teacher candidates who intend to teach in a shortage area. Student
teacher candidates who are of color or American Indian who have made satisfactory academic
progress must have priority for receiving a grant from available funds to student teach and
complete their preparation programs if they meet eligibility requirements and participated
in the aspiring Minnesota teachers of color scholarship program under section 136A.1274.

Sec. 19.

Minnesota Statutes 2018, section 136A.1791, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

(a) The terms used in this section have the meanings given
them in this subdivision.

(b) "Qualified educational loan" means a government, commercial, or foundation loan
for actual costs paid for tuition and reasonable educational and living expenses related to a
teacher's preparation or further education.

(c) "School district" means an independent school district, special school district,
intermediate district, education district, special education cooperative, service cooperative,
a cooperative center for vocational education, or a charter school located in Minnesota.

(d) "Teacher" means an individual holding a teaching license issued by the Professional
Educator Licensing and Standards Board who is employed by a school district to provide
classroom instruction or a Head Start or Early Head Start nonlicensed early childhood
professional employed by a Head Start program under section 119A.50.

(e) "Teacher shortage area" means any of the following experiencing a teacher shortage
as reported by the Professional Educator Licensing and Standards Board:

(1) the licensure fields and specific to particular economic development regions reported
by the commissioner of education as experiencing a teacher shortage; and;

(2) individual economic development regions; or

(3) economic development regions where there is a shortage of licensed teachers who
reflect the racial or ethnic diversity of are of color or who are American Indian where the
aggregate percentage of this group of teachers is lower than the aggregate percentage of
students of color and American Indian students in the region as reported by the commissioner
of education.

(f) "Commissioner" means the commissioner of the Office of Higher Education unless
indicated otherwise.

Sec. 20.

Minnesota Statutes 2018, section 136A.1791, subdivision 2, is amended to read:

Subd. 2.

Program established; administration.

The commissioner shall must establish
and administer a teacher shortage loan forgiveness program. A teacher is eligible for the
program if the teacher is teaching in an identified teacher shortage area for the economic
development region in which the teacher works as defined in subdivision 1 and reported
under subdivision 3 and complies with the requirements of this section.

Sec. 21.

Minnesota Statutes 2018, section 136A.1791, subdivision 3, is amended to read:

Subd. 3.

Use of report on teacher shortage areas.

The commissioner of education
shall Professional Educator Licensing and Standards Board must use the teacher supply and
demand report to the legislature to identify the licensure fields and racial or ethnic groups
in economic development regions in Minnesota experiencing a teacher shortage.

Sec. 22.

Minnesota Statutes 2018, section 136A.1791, subdivision 4, is amended to read:

Subd. 4.

Application for loan forgiveness.

Each applicant for loan forgiveness, according
to rules adopted by the commissioner, shall must:

(1) apply for teacher shortage loan forgiveness and promptly submit any additional
information required by the commissioner; and

(2) submit to the commissioner a completed affidavit, prescribed by the commissioner,
affirming the teacher is teaching in: (i) a licensure field identified by the commissioner as
experiencing a teacher shortage; or (ii) an economic development region identified by the
commissioner as experiencing a teacher shortage a shortage area.

Sec. 23.

Minnesota Statutes 2018, section 136A.1791, subdivision 5, is amended to read:

Subd. 5.

Amount of loan forgiveness.

(a) To the extent funding is available, the annual
amount of teacher shortage loan forgiveness for an approved applicant shall as a teacher in
any shortage area must not exceed $1,000 $2,000 or the cumulative balance of the applicant's
qualified educational loans, including principal and interest, whichever amount is less. To
support the retention of teachers who are of color or American Indian and to the extent there
are sufficient applications, the percentage of loan repayments granted to teachers of color
and American Indian teachers must at least be equivalent to the aggregated percentage of
students of color and American Indian students in the state.

(b) Notwithstanding paragraph (a), applicants who meet both licensure field and
underrepresented racial or ethnic group eligibility in their economic development region
may receive an annual amount of up to $4,000 or the cumulative balance of the applicant's
qualified educational loans, including principal and interest, whichever amount is less.

(b) (c) Recipients must secure their own qualified educational loans. Teachers who
graduate from an approved teacher preparation program or teachers who add a licensure
field, consistent with the teacher shortage requirements of this section, are eligible to apply
for the loan forgiveness program.

(c) (d) No teacher shall may receive more than five ten annual awards.

Sec. 24. APPROPRIATIONS.

Subdivision 1.

Department of Education.

The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.

Subd. 2.

Inclusive school enhancement grants.

(a) To support schools in their efforts
to close opportunity and achievement gaps under Minnesota Statutes, section 120B.113:

	$	3,000,000	.....	2020
	$	3,000,000	.....	2021

(b) The department may use up to five percent of this appropriation to administer the
grant program.

Subd. 3.

Come Teach in Minnesota hiring bonuses.

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

	$	1,050,000	.....	2020
	$	1,050,000	.....	2021

(b) The department may use up to five percent of the appropriation amount to administer
the program under this subdivision.

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

(d) The base appropriation for fiscal years 2022 and 2023 is $1,050,000. The base
appropriation for fiscal year 2024 and later when retention bonuses can start being paid
through this program is $2,100,000.

Subd. 4.

American Indian teacher preparation grants.

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

	$	600,000	.....	2020
	$	600,000	.....	2021

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

Subd. 5.

Collaborative urban and greater Minnesota educators of color grants.

(a)
For transfer to the collaborative urban and greater Minnesota educators of color competitive
account under Minnesota Statutes, section 122A.635, subdivision 4:

	$	6,000,000	.....	2020
	$	6,000,000	.....	2021

(b) The board may retain up to three percent of the appropriation amount to monitor and
administer the grant program, and a portion of these funds may be transferred to the Office
of Higher Education as determined by the executive director of the board and commissioner
to support the administration of the program.

Subd. 6.

Grow Your Own pathways to teacher licensure grants.

(a) For grants to
develop or expand Grow Your Own new teacher programs under Minnesota Statutes, section
122A.685:

	$	8,500,000	.....	2020
	$	8,500,000	.....	2021

(b) Of this amount in each fiscal year, $3,500,000 is for nonconventional teacher
residency programs under Minnesota Statutes, section 122A.685, subdivision 3.

(c) Of this amount in each fiscal year, $5,000,000 is for expanded Grow Your Own
programs under Minnesota Statutes, section 122A.685, subdivision 4.

(d) The department may retain up to three percent of the appropriation amount to monitor
and administer the grant program.

(e) Any balance in the first year does not cancel but is available in the second year.

(f) The base appropriation for fiscal year 2022 and later is $10,000,000.

Subd. 7.

Mentoring, induction, and retention incentive program grants for teachers
of color.

(a) For transfer to the Professional Educator Licensing and Standards Board for
the development and expansion of mentoring, induction, and retention programs for teachers
of color or American Indian teachers under Minnesota Statutes, section 122A.70:

	$	2,000,000	.....	2020
	$	2,000,000	.....	2021

(b) The board must be allocated no more than five percent of the appropriation amount
for monitoring and administering the grant program, and may have an interagency agreement
with the Department of Education including transfer of funds to help administer the program.

(c) The base appropriation for fiscal year 2022 and later is $2,000,000.

Subd. 8.

Expanded concurrent enrollment grants.

(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):

	$	500,000	.....	2020
	$	500,000	.....	2021

(b) The department must be allocated no more than five percent of the appropriation
amount for monitoring and administering the grant program.

Subd. 9.

Aspiring Minnesota teachers of color scholarships.

(a) For transfer to the
Office of Higher Education for scholarships to candidates preparing to teach in licensure
or demographic shortage areas under Minnesota Statutes, section 136A.1274:

	$	10,150,000	.....	2020
	$	16,150,000	.....	2021

(b) The Office of Higher Education may use no more than $150,000 of the appropriation
amount to administer the program under this subdivision.

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

(d) The base appropriation for fiscal year 2022 and later is $16,150,000.

Subd. 10.

Student teacher candidate grants in shortage areas.

(a) For transfer to the
Office of Higher Education for the student teacher candidate grants in shortage areas program
under Minnesota Statutes, section 136A.1275, directed to support candidates belonging to
a racial or ethnic group underrepresented in the teacher workforce and meeting other
eligibility requirements:

	$	2,317,500	.....	2020
	$	3,100,000	.....	2021

(b) The Office of Higher Education may use no more than $100,000 of the appropriation
amount to administer the program under this subdivision.

(c) Any balance in the first year does not cancel and is available in the second year.

(d) The base appropriation for fiscal year 2022 and later for candidates belonging to a
racial or ethnic group underrepresented in the teacher workforce is $4,600,000.

Subd. 11.

Teacher shortage loan forgiveness program.

(a) For transfer to the Office
of Higher Education for the teacher shortage loan forgiveness program under Minnesota
Statutes, section 136A.1791, specific to teachers defined in Minnesota Statutes, section
136A.1791, subdivision 1, paragraph (e), clause (3):

	$	2,000,000	.....	2020
	$	2,000,000	.....	2021

(b) The Office of Higher Education may use no more than three percent of the
appropriation amount to administer the program under this subdivision.

(c) The base appropriation for fiscal year 2022 and later is $5,000,000.

Subd. 12.

Teacher recruitment marketing campaign.

(a) For transfer to the Professional
Educator Licensing and Standards Board for developing two contracts to develop and
implement an outreach and marketing campaign under this subdivision:

	$	500,000	.....	2020
	$	500,000	.....	2021

(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.

(c) The outreach and marketing campaign must focus on making the following individuals
become interested in teaching in Minnesota public schools:

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

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

(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.

(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.

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

Subd. 13.

Reports on increasing percentage of teachers of color and American
Indian teachers.

(a) For transfer to the Professional Educator Licensing and Standards
Board for annual reports regarding efforts to increase the percentage of teachers of color
and American Indian teachers in Minnesota schools pursuant to Minnesota Statutes, section
120B.117, subdivision 4:

$

15,000

.....

2020

(b) The base appropriation for fiscal year 2022 and each even-numbered later fiscal year
is $15,000.

EFFECTIVE DATE.

This section is effective July 1, 2019.