HF 1418

Introduction - 94th Legislature (2025 - 2026)

Posted on 02/26/2025 01:44 p.m.

A bill for an act
relating to education; modifying teacher licensure provisions; transferring grant
programs from the Professional Educator Licensing and Standards Board to the
Department of Education; requiring reports; appropriating money; amending
Minnesota Statutes 2024, sections 120B.117, subdivision 4; 120B.363, subdivisions
1, 2; 122A.09, subdivision 9; 122A.092, subdivisions 2, 5; 122A.181, subdivision
3; 122A.635; 122A.70, subdivisions 2, 3, 5, 5a, 6; 136A.1276, subdivision 4; Laws
2023, chapter 55, article 5, section 65, subdivision 10; repealing Laws 2023, chapter
55, article 5, section 65, subdivision 7, as amended.

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

Section 1.

Minnesota Statutes 2024, section 120B.117, subdivision 4, is amended to read:

Subd. 4.

Reporting.

The deleted text begin Professional Educator Licensing and Standards Board deleted text end new text begin
Department of Education new text end must collaborate with the deleted text begin Department of Education deleted text end new text begin Professional
Educator Licensing and Standards Board new text end 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 deleted text begin board deleted text end new text begin commissioner new text end must, in
coordination with the new text begin Professional Educator Licensing and Standards Board and the new text end Office
of Higher Education deleted text begin and Department of Education deleted text end , 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 initial report
must also 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 deleted text begin board deleted text end new text begin commissioner new text end
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. The deleted text begin board deleted text end new text begin commissioner new text end 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 by November 3, 2025, for the initial report, and by November 3 each
even-numbered year thereafter. The report must be available to the public on the deleted text begin board's deleted text end new text begin
commissioner's new text end website.

Sec. 2.

Minnesota Statutes 2024, section 120B.363, subdivision 1, is amended to read:

Subdivision 1.

Rulemaking.

The deleted text begin Professional Educator Licensing and Standards Board deleted text end new text begin
commissioner new text end must adopt rules to implement a statewide credential for education
paraprofessionals who assist a licensed teacher in providing student instruction. Any
paraprofessional holding this credential or working in a local school district after meeting
a state-approved local assessment is considered to be highly qualified under federal law.
Under this subdivision, deleted text begin the Professional Educator Licensing and Standards Board, in
consultation with deleted text end the commissioner deleted text begin , deleted text end must adopt qualitative criteria for approving local
assessments that include an evaluation of a paraprofessional's knowledge of reading, writing,
and math and the paraprofessional's ability to assist in the instruction of reading, writing,
and math. The commissioner must approve or disapprove local assessments using these
criteria. The commissioner must make the criteria available to the public.

Sec. 3.

Minnesota Statutes 2024, section 120B.363, subdivision 2, is amended to read:

Subd. 2.

Training possibilities.

In adopting rules under subdivision 1, the deleted text begin board deleted text end new text begin
commissioner new text end must consider including provisions that provide training in: students'
characteristics; teaching and learning environment; academic instruction skills; student
behavior; and ethical practices.

Sec. 4.

Minnesota Statutes 2024, section 122A.09, subdivision 9, is amended to read:

Subd. 9.

Professional Educator Licensing and Standards Board must adopt rules.

(a)
The Professional Educator Licensing and Standards Board must adopt rules subject to the
provisions of chapter 14 to implement sections deleted text begin 120B.363, deleted text end 122A.05 to 122A.09, 122A.092,
122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185,
122A.187, 122A.188, 122A.19, 122A.20, 122A.21, 122A.23, 122A.26, 122A.28, 122A.29,
and 124D.72.

(b) The board must adopt rules relating to fields of licensure and grade levels that a
licensed teacher may teach, including a process for granting permission to a licensed teacher
to teach in a field that is different from the teacher's field of licensure without change to the
teacher's license tier level.

(c) If a rule adopted by the board is in conflict with a session law or statute, the law or
statute prevails. Terms adopted in rule must be clearly defined and must not be construed
to conflict with terms adopted in statute or session law.

(d) The board must include a description of a proposed rule's probable effect on teacher
supply and demand in the board's statement of need and reasonableness under section 14.131.

(e) The board must adopt rules only under the specific statutory authority.

Sec. 5.

Minnesota Statutes 2024, section 122A.092, subdivision 2, is amended to read:

Subd. 2.

Requirements for board approval.

Teacher preparation programs must
demonstrate the following to obtain board approval:

(1) the program has implemented a research-based, results-oriented curriculum that
focuses on the skills teachers need in order to be effective;

(2) the program provides a student teaching program;

(3) the program demonstrates effectiveness based on proficiency of graduates in
demonstrating attainment of program outcomes;

(4) the program includes a common core of teaching knowledge and skills. This common
core shall meet the standards developed by the Interstate New Teacher Assessment and
Support Consortium deleted text begin in its 1992 model standards deleted text end for beginning teacher licensing and
development. Amendments to standards adopted under this clause are subject to chapter
14 deleted text begin . The Professional Educator Licensing and Standards Board shall report annually to the
education committees of the legislature on the performance of teacher candidates on common
core assessments of knowledge and skills under this clause during the most recent school
year deleted text end ;

(5) the program includes instruction on the knowledge and skills needed to provide
appropriate instruction to English learners to support and accelerate their academic literacy,
including oral academic language and achievement in content areas in a regular classroom
setting; and

(6) the program includes culturally competent training in instructional strategies consistent
with section 120B.30, subdivision 8.

Sec. 6.

Minnesota Statutes 2024, section 122A.092, subdivision 5, is amended to read:

Subd. 5.

Reading strategies.

(a) A teacher preparation provider approved by the
Professional Educator Licensing and Standards Board to prepare persons for classroom
teacher licensure must include in its teacher preparation programs evidence-based best
practices in reading, consistent with sections 120B.118 to 120B.124, including instruction
on phonemic awareness, phonics, vocabulary development, reading fluency, and reading
comprehension. Instruction on reading must enable the licensure candidate to teach reading
in the candidate's content areas. Teacher candidates must be instructed in using students'
native languages as a resource in creating effective differentiated instructional strategies
for English learners developing literacy skills. deleted text begin A teacher preparation provider also must
prepare early childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching
licenses under sections 122A.183 and 122A.184, respectively.
deleted text end

(b) Board-approved teacher preparation programs for teachers of elementary education
must require instruction in applying evidence-based, structured literacy reading instruction
programs that:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with sections 120B.118 to 120B.124, with emphasis on mastery of foundational
reading skills so that students achieve continuous progress in reading; and

(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels, including multilingual learners and
students demonstrating characteristics of dyslexia, to become proficient readers.

(c) Board-approved teacher preparation programs for teachers of elementary education,
early childhood education, special education, and reading intervention must include
instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
programs may consult with the Department of Education, including the dyslexia specialist
under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
must be modeled on practice standards of the International Dyslexia Association, and must
address:

(1) the nature and symptoms of dyslexia;

(2) resources available for students who show characteristics of dyslexia;

(3) evidence-based instructional strategies for students who show characteristics of
dyslexia, including the structured literacy approach; and

(4) outcomes of intervention and lack of intervention for students who show
characteristics of dyslexia.

(d) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.

Sec. 7.

Minnesota Statutes 2024, section 122A.181, subdivision 3, is amended to read:

Subd. 3.

Term of license and renewal.

(a) The Professional Educator Licensing and
Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license
may be renewed subject to paragraphs (b) and (c).

(b) The Professional Educator Licensing and Standards Board must renew a Tier 1
license if:

(1) the district or charter school requesting the renewal demonstrates that it has posted
the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license
for the position;

deleted text begin (2) the teacher holding the Tier 1 license took a content examination in accordance with
section 122A.185 and submitted the examination results to the teacher's employing district
or charter school within one year of the board approving the request for the initial Tier 1
license;
deleted text end

deleted text begin (3) deleted text end new text begin (2) new text end the teacher holding the Tier 1 license participated in cultural competency training
consistent with section 120B.30, subdivision 8, within one year of the board approving the
request for the initial Tier 1 license; and

deleted text begin (4) deleted text end new text begin (3) new text end the teacher holding the Tier 1 license met the mental illness training renewal
requirement under section 122A.187, subdivision 6.

deleted text begin The requirement in clause (2) does not apply to a teacher that teaches a class in a career and
technical education or career pathways course of study.
deleted text end

(c) A Tier 1 license must not be renewed more than three times, unless the requesting
district or charter school can show good cause for additional renewals. A Tier 1 license
issued to teach (1) a class or course in a career and technical education or career pathway
course of study, or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may
be renewed without limitation.

Sec. 8.

Minnesota Statutes 2024, section 122A.635, is amended to read:

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

Subdivision 1.

Establishment.

The deleted text begin Professional Educator Licensing and Standards
Board deleted text end new text begin Department of Education new text end must award competitive grants to increase the number of
teacher candidates who are of color or who are American Indian, complete teacher preparation
programs, 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 deleted text begin Professional Educator Licensing and Standards
Board deleted text end new text begin commissioner new text end must award competitive grants to a variety of higher education
institution types under this section. The deleted text begin board deleted text end new text begin commissioner new text end 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 deleted text begin , and must award grants based on
the following criteria, listed in descending order of priority deleted text end new text begin . To the extent practicable, the
commissioner must award grants based on the following criteria new text end :

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

(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:

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

(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;

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

(iv) providing for program staffing expenses;

(3) an institution's plan to provide direct financial assistance as scholarships or stipends
deleted text begin within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), deleted text end to teacher candidates who are of color or who are American Indian new text begin , not to exceed $5,000
per academic year for each candidate. The purpose of direct financial assistance is to assist
candidates matriculating through the licensure program if they demonstrate financial need
after considering other grants and scholarships provided new text end ;

(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
teacher candidates who are of color or who are American Indian to enroll in and successfully
complete teacher preparation programs and be recommended for licensure;

(5) geographic diversity among the new text begin applicant new text end institutions. deleted text begin 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. If the board awards a 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 that have
received grants and demonstrated positive outcomes deleted text end new text begin To the extent that there are sufficient
applications, and to the extent practicable, the commissioner must award an equal number
of grants to applicants in greater Minnesota and applicants in the seven-county metropolitan
area new text end ; and

(6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to deleted text begin : deleted text end new text begin the aggregate percentage of students of color and American Indian
students enrolled in the institution, regardless of major.
new text end

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

deleted 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.
deleted text end

deleted 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.
deleted text end

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

deleted text begin (d) deleted text end new text begin (c) new text end The deleted text begin 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 deleted text end deleted text begin 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, deleted text end new text begin commissioner must allow new text end an institution deleted text begin may deleted text end new text begin to new text end use up to 25 percent of
the awarded grant funds to provide programmatic support deleted text begin 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 deleted text end new text begin for the teacher candidates receiving financial
support new text end .

Subd. 3.

Grant program administration.

deleted text begin (a) 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.
deleted text end

deleted 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
of 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.
deleted text end

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

Subd. 4.

Report.

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

(1) the total number of teacher candidates of color and American Indian teacher candidates
who:

(i) are enrolled in the institution;

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

(iii) are supported with other programmatic supports;

(iv) are recruited and newly admitted to a licensure program;

(v) are enrolled in a licensure program;

(vi) have completed a licensure program; and

(vii) were recommended for licensure in the field for which they were prepared;

(2) the total number of teacher candidates of color or American Indian teacher candidates
at each stage from program admission to licensure recommendation as a percentage of all
candidates seeking the same licensure at the institution; and

(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.

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

Sec. 9.

Minnesota Statutes 2024, section 122A.70, subdivision 2, is amended to read:

Subd. 2.

deleted text begin Board deleted text end Grants.

(a) The deleted text begin Professional Educator Licensing and Standards Board deleted text end new text begin
Department of Education new text end must make grant application forms available to sites interested in
developing, sustaining, or expanding a mentorship program.

(b) The following deleted text begin applicants deleted text end are eligible for a program grant:

(1) a school district, charter school, or cooperative unit, on behalf of its participating
school sites;

(2) a Tribal contract school;

(3) a coalition of teachers; deleted text begin and
deleted text end

new text begin (4) a nonprofit organization;
new text end

new text begin (5) a professional organization; and
new text end

deleted text begin (4) deleted text end new text begin (6) new text end a coalition of two or more applicants that are individually eligible for a grant.

A higher education institution deleted text begin or nonprofit organization deleted text end may partner with an eligible grant
applicant but is not eligible as a sole applicant for grant funds.

(c) The deleted text begin Professional Educator Licensing and Standards Board, in consultation with the
teacher mentoring task force, deleted text end new text begin commissioner new text end 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 deleted text begin Professional Educator Licensing and Standards Board deleted text end new text begin commissioner new text end
must encourage the selected sites to consider the use of its assessment procedures.

Sec. 10.

Minnesota Statutes 2024, section 122A.70, subdivision 3, is amended to read:

Subd. 3.

Criteria for selection.

(a) deleted text begin At a minimum, deleted text end 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 or teacher educators;

(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.

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

Sec. 11.

Minnesota Statutes 2024, section 122A.70, subdivision 5, is amended to read:

Subd. 5.

Program implementation.

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

Sec. 12.

Minnesota Statutes 2024, section 122A.70, subdivision 5a, is amended to read:

Subd. 5a.

Grant program administration.

The deleted text begin Professional Educator Licensing and
Standards Board deleted text end new text begin commissioner new text end may enter into an interagency agreement with the Office of
Higher Education or the deleted text begin Department of Education deleted text end new text begin Professional Educator Licensing and
Standards Board new text end . The agreement may include a transfer of funds to the Office of Higher
Education or the deleted text begin Department of Education deleted text end new text begin Professional Educator Licensing and Standards
Board new text end to help administer the competitive grant process.

Sec. 13.

Minnesota Statutes 2024, section 122A.70, subdivision 6, is amended to read:

Subd. 6.

Report.

By September 30 of each year after receiving a grant, recipients must
submit a report deleted text begin to the Professional Educator Licensing and Standards Board deleted text end on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention. The deleted text begin board deleted text end new text begin commissioner new text end 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 new text begin even new text end year.

Sec. 14.

Minnesota Statutes 2024, section 136A.1276, subdivision 4, is amended to read:

Subd. 4.

Report.

An alternative teacher preparation program receiving a grant under
this section must submit a report to the commissioner and the Professional Educator Licensing
and Standards Board on the grantee's ability to fill teacher shortage areas and positively
impact student achievement where data are available and do not identify individual teachers.
A grant recipient must submit the report required under this subdivision by January 31,
2018, and each deleted text begin even-numbered deleted text end new text begin subsequent new text end year deleted text begin thereafter deleted text end new text begin this particular grant receives
allocated funding new text end . The report must include disaggregated data regarding:

(1) the racial and ethnic diversity of teachers and teacher candidates licensed through
the program; and

(2) program participant placement.

Sec. 15.

Laws 2023, chapter 55, article 5, section 65, subdivision 10, is amended to read:

Subd. 10.

Teacher recruitment marketing campaign.

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

	$	500,000	.....	2024
	$	500,000	.....	2025

(b) The deleted text begin Professional Educator Licensing and Standards Board deleted text end new text begin Department of Education new text end
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. The board may renew a grant contract with a prior recipient
if it determines sufficient deliverables were achieved and the plans of the firm or organization
are more promising than proposals from other entities.

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

(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 deleted text begin board deleted text end new text begin commissioner new text end 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 deleted text begin board deleted text end new text begin commissioner new text end 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 deleted text begin Department of Education deleted text end new text begin Professional Educator Licensing and Standards
Board new text end 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.

Sec. 16. new text begin TRANSFER OF GRANT ADMINISTRATION AND STAFF.
new text end

new text begin Subdivision 1. new text end

new text begin Transfer of contracts, obligations, and unexpended funds. new text end

new text begin All contracts,
obligations, and unexpended funds associated with the administration of grant programs
under Minnesota Statutes, sections 122A.635 and 122A.70, are transferred from the
Professional Educator Licensing and Standards Board to the Department of Education
pursuant to Minnesota Statutes, section 15.039, subdivisions 5, 5a, and 6.
new text end

new text begin Subd. 2. new text end

new text begin Transfer of staff. new text end

new text begin The staff position associated with the administration of grant
programs is transferred from the Professional Educator Licensing and Standards Board to
the Department of Education pursuant to Minnesota Statutes, section 15.039, subdivision
7. In addition to any other protection, no employee shall suffer job loss, have a salary
reduced, or have employment benefits reduced as a result of the transfer of authority.
new text end

Sec. 17. 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 in the fiscal years
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 5,440,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 5,440,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin (b) The commissioner 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 balance remaining in fiscal year 2026 is available in fiscal year 2027.
new text end

new text begin Subd. 3. 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 4,500,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 4,500,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
new text end

new text begin (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2028
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 commissioner may retain up to three percent of the appropriation amount to
monitor and administer the grant program.
new text end

Sec. 18. new text begin APPROPRIATIONS; BOARD OF SCHOOL ADMINISTRATORS.
new text end

new text begin Subdivision 1. new text end

new text begin Board of School Administrators. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Board of School Administrators in the fiscal years
designated.
new text end

new text begin Subd. 2. new text end

new text begin License applications. new text end

new text begin For the board to undertake the review and processing of
administrative license applications:
new text end

	new text begin $ new text end	new text begin 289,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 189,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

Sec. 19. 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 (a) The sums
indicated in this section are appropriated from the general fund to the Professional Educator
Licensing and Standards Board in the fiscal years designated:
new text end

	new text begin $ new text end	new text begin 3,933,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 4,033,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
new text end

new text begin Subd. 2. new text end

new text begin Alternative pathways support position. new text end

new text begin To fund a new position at the
Professional Educator Licensing and Standards Board to support candidates through
alternative pathway programs, including the licensure via portfolio process, and to support
districts, charter schools, and educational cooperatives to become alternative preparation
providers:
new text end

	new text begin $ new text end	new text begin 205,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 208,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin Subd. 3. new text end

new text begin Heritage language and culture teachers. new text end

new text begin To support an additional licensure
pathway program for heritage language and culture teachers under Minnesota Statutes,
section 122A.631, including funding for a portfolio liaison and funding for substitute teachers
on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program
participants:
new text end

	new text begin $ new text end	new text begin 319,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 322,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin Subd. 4. new text end

new text begin Licensure via portfolio online platform. new text end

new text begin To complete the licensure via portfolio
online platform to streamline the portfolio submission and review process:
new text end

	new text begin $ new text end	new text begin 471,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 321,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

Sec. 20. new text begin REPEALER.
new text end

new text begin Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024,
chapter 115, article 5, section 18, new text end new text begin is repealed.
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

APPENDIX

Repealed Minnesota Session Laws: 25-00224

Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024, chapter 115, article 5, section 18;

Sec. 65. new text begin APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD. new text end

Subd. 7.

Pathway preparation grants.

(a) For grants to support teachers holding a new text begin Tier 1 or new text end Tier 2 license and seeking a Tier 3 new text begin or Tier 4 new text end license:

	$	400,000	.....	2024
	$	400,000	.....	2025

(b) The following are eligible for grants under this subdivision:

(1) school districts;

(2) charter schools;

(3) service cooperatives; and

(4) partnerships between one or more teacher preparation providers, school districts, or charter schools.

(c) Grant funds must be used to support teachers holding a new text begin Tier 1 or new text end Tier 2 license and seeking a Tier 3 new text begin or Tier 4 new text end license through completion of a teacher preparation program or the licensure via portfolio process. A grant recipient must provide teachers holding a new text begin Tier 1 or new text end Tier 2 license with professional development, mentorship, and coursework aligned to state standards for teacher licensure.

(d) The Professional Educator Licensing and Standards Board may collaborate with the Department of Education and the Office of Higher Education to administer the grant program.

(e) The board may retain up to three percent of the appropriation amount to monitor and administer the grant.