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HF 217

as introduced - 92nd Legislature (2021 - 2022) Posted on 03/25/2021 07:33pm

KEY: stricken = removed, old language.
underscored = added, new language.

Current Version - as introduced

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A bill for an act
relating to education; strengthening the Increase Teachers of Color Act; seeking
to increase the percentage of teachers of color and American Indian teachers in
Minnesota; requiring reports; appropriating money; amending Minnesota Statutes
2020, sections 120B.11, subdivisions 1, 2, 3; 121A.031, subdivision 6; 122A.183,
subdivision 1; 122A.184, subdivision 1; 122A.185, subdivision 1; 122A.40,
subdivision 5; 122A.41, subdivision 2; 122A.635, subdivisions 3, 4; 122A.70;
123B.147, subdivision 3; 124D.861, subdivision 2; proposing coding for new law
in Minnesota Statutes, chapters 120B; 122A; 124D.

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

Section 1.

Minnesota Statutes 2020, section 120B.11, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

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

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

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

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

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

new text begin (e) "Ethnic studies curriculum" means the critical and interdisciplinary study of race,
ethnicity, and indigeneity with a focus on the experiences and perspectives of people of
color within and beyond the United States. The ethnic studies curriculum may be integrated
in existing curricular opportunities or provided through additional curricular offerings.
new text end

new text begin (f) "Rigorous" means meeting state K-12 academic standards.
new text end

new text begin (g) "Anti-racist" means the active process of identifying and eliminating racism by
changing systems, organizational structures, policies, practices, attitudes, and dispositions
so that power and resources are redistributed and shared equitably.
new text end

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

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

Sec. 2.

Minnesota Statutes 2020, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

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

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

(2) a process to 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, includingnew text begin:
new text end

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

Minnesota Statutes 2020, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

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

Sec. 4.

new text begin [120B.113] EQUITABLE SCHOOL ENHANCEMENT GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Grant program established. new text end

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

new text begin Subd. 2. new text end

new text begin Definitions. new text end

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

new text begin (b) "Anti-racist" means the active process of identifying and eliminating racism by
changing systems, organizational structures, policies, practices, attitudes, and dispositions
so that power and resources are redistributed and shared equitably.
new text end

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

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

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

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

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

new text begin Subd. 3. new text end

new text begin Applications and grant awards. new text end

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

new text begin Subd. 4. new text end

new text begin Description. new text end

new text begin The grant program must provide funding that supports collaborative
efforts that ensure school climate and curriculum incorporate equitable, anti-racist educational
practices that:
new text end

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

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

new text begin Subd. 5. new text end

new text begin Report. new text end

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2021.
new text end

Sec. 5.

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

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section sets short-term and long-term state goals for
increasing the percentage of teachers of color and American Indian teachers in Minnesota,
and for ensuring all students have equitable access to effective and racially and ethnically
diverse teachers who reflect the diversity of students. The goals and report required under
this section are important for meeting 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.
new text end

new text begin Subd. 2. new text end

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

new text begin The percentage
of teachers who are of color or American Indian in Minnesota must increase at least two
percentage points per year in order 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 of color and American Indian teachers by 2040.
new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

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

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin (a) Beginning in 2022 and every even-numbered year thereafter,
the Professional Educator Licensing and Standards Board must collaborate with the
Department of Education and the Office of Higher Education to publish a summary report
of the aggregate outcomes related to the preparation or retention of diverse teachers of each
grant program they administer and any other program receiving state appropriations that
has or includes 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 board must submit
the report to the chairs and ranking minority members of the legislative committees having
jurisdiction over kindergarten through grade 12 education. The board must submit the report
in accordance with section 3.195.
new text end

new text begin (b) The report must include programs under sections 122A.2451, 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, and must include 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 2022 report
must include a recommendation of whether a state advisory council should be established
to address the shortage of racially and ethnically diverse teachers and what the composition
and charge of the advisory council would be if established.
new text end

new text begin (c) The board must consult with the state Indian Affairs Council under section 3.922
and ethnic councils under section 15.0145 along with other community and stakeholder
groups, including secondary school students and teacher candidates who are of color or
American Indian, in developing the report. By November 1 of each even-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 submitted in accordance with section 3.195 and available to the public on
the board's website.
new text end

Sec. 6.

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

new text begin A school board must adopt a written policy that prohibits discrimination or discipline
for a teacher or principal on the basis of incorporating into curriculum contributions by
persons in a federally protected class or protected class under section 363A.13, consistent
with local collective bargaining agreements and sections 121A.41 to 121A.56.
new text end

Sec. 7.

Minnesota Statutes 2020, section 121A.031, subdivision 6, is amended to read:


Subd. 6.

State model policy.

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

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

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

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

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

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

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

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

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

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

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

new text begin (e) The commissioner must develop and adopt state level standards for social, emotional,
and cognitive development.
new text end

Sec. 8.

Minnesota Statutes 2020, section 122A.183, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

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

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

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

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

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

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

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

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

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

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

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

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

Sec. 9.

Minnesota Statutes 2020, section 122A.184, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

new text begin(a) new text endThe Professional Educator Licensing and Standards
Board must issue a Tier 4 license to a candidate who provides information sufficient to
demonstrate all of the following:

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

(2) the candidate has at least three years of teaching experience in Minnesota;

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

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

new text begin (b) Paragraph (a) notwithstanding, the board must issue a Tier 4 license to a candidate
who provides information sufficient to demonstrate that the candidate has teaching experience
in another state and achieved tenure, continuing contract status, or has completed three
consecutive years of employment for at least 120 days per year with a single employer.
new text end

Sec. 10.

Minnesota Statutes 2020, section 122A.185, subdivision 1, is amended to read:


Subdivision 1.

Tests.

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

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

deleted text begin (c)deleted text endnew text begin (b)new text end 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.

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

(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.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2021.
new text end

Sec. 11.

Minnesota Statutes 2020, section 122A.40, subdivision 5, is amended to read:


Subd. 5.

Probationary period.

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

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

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

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

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

new text begin (f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in another state must serve a one-year probationary period in a Minnesota
school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2021, and thereafter.
new text end

Sec. 12.

Minnesota Statutes 2020, section 122A.41, subdivision 2, is amended to read:


Subd. 2.

Probationary period; discharge or demotion.

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

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

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

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

new text begin (e) Notwithstanding any law to the contrary, a school district may negotiate a contract
with a one-year probationary period with a teacher who has obtained tenure, continuing
contract status, or has completed three consecutive years of employment for at least 120
days per year with a single employer.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2021, and thereafter.
new text end

Sec. 13.

new text begin [122A.59] COME TEACH IN MINNESOTA HIRING BONUSES.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

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

new text begin Subd. 2. new text end

new text begin Eligibility. new text end

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

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

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

new text begin (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).
new text end

new text begin Subd. 3. new text end

new text begin Bonus amount. new text end

new text begin A district or school may offer a signing and retention bonus
of a minimum of $2,500 and a maximum of $5,000 to a teacher who meets the eligibility
requirements. A teacher who meets eligibility requirements and meets a licensure shortage
area in the economic development region of the state where the school is located may be
offered a signing bonus of a minimum of $4,000 and a maximum of $8,000. A teacher must
be paid half of the bonus when starting employment and half after completing four years
of service in the hiring district or school if they have demonstrated teaching effectiveness
and are not on a professional improvement plan under section 122A.40, subdivision 8,
paragraph (b), clause (12) or (13), or are being considered for termination under section
122A.50, subdivision 9. A teacher who does not complete their first school year upon
receiving a hiring bonus must repay the hiring bonus.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

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

new text begin Subd. 5. new text end

new text begin Account established. new text end

new text begin A Come Teach in Minnesota Hiring Bonus program
account is created in the special revenue fund for depositing money appropriated to or
received by the department for this program. Money deposited in the account is appropriated
to the commissioner, does not cancel, and is continuously available for reimbursements to
districts under this section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section applies to teacher contracts entered into on or after
July 1, 2021.
new text end

Sec. 14.

Minnesota Statutes 2020, section 122A.635, subdivision 3, is amended to read:


Subd. 3.

Grant program administration.

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. All grants must be awarded by August 15 of the fiscal year in
which the grants are to be used deleted text beginexcept that, for initial competitive grants awarded for fiscal
year 2020, grants must be awarded by September 15
deleted text end. new text beginGrants awarded after fiscal year 2021
will be awarded for a two-year grant period.
new text endAn institution that receives a grant under this
section may use the grant funds over a two- to four-year period to support teacher candidates.

Sec. 15.

Minnesota Statutes 2020, section 122A.635, subdivision 4, is amended to read:


Subd. 4.

Report.

(a) By deleted text beginJanuary 15deleted text endnew text begin June 30new text end of each year, an institution awarded a grant
under this section must prepare for the legislature and the board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and induct
teacher candidates 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. A grant recipient must report
the total number of teacher candidates of color or who are American Indian at each stage
from recruitment to licensed teaching as a percentage of total candidates seeking the same
licensure at the institution.

(b) new text beginBy September 1 of each year, new text endthe board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices among grant recipients.

Sec. 16.

new text begin [122A.685] GRANTS FOR GROW YOUR OWN PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of education must award grants for
the three types of Grow Your Own programs established under this section in order to
develop a teaching workforce that more closely reflects the state's increasingly diverse
student population and ensure all students have equitable access to effective and diverse
teachers.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

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

new text begin (b) "Eligible district" means a school district, charter school, or cooperative unit under
section 123A.24, subdivision 2.
new text end

new text begin (c) "Grow Your Own program" means a program established by an eligible district in
partnership with a Professional Educator Licensing and Standards Board-approved teacher
preparation program provider, or by a Head Start program under section 119A.50, to provide
a pathway for candidates to enter the teaching profession and teach at any level from early
childhood to secondary school.
new text end

new text begin (d) "Residency program" means a Professional Educator Licensing and Standards
Board-approved teacher preparation program established by an eligible district and a
board-approved teacher preparation program provider that uses a cohort-based model and
includes a yearlong clinical experience integrating coursework and student teaching.
new text end

new text begin (e) "Resident" means a teacher candidate participating in a residency program.
new text end

new text begin Subd. 3. new text end

new text begin Grants for residency programs. new text end

new text begin (a) An eligible district may apply for grants
to develop, maintain, or expand effective residency programs. A residency program must
pair a resident with a teacher of record who must hold a Tier 3 or 4 license. The residency
program must provide the teacher of record with ongoing professional development in
co-teaching, mentoring, and coaching skills and must ensure that the resident and teacher
of record co-teach and participate in required teacher professional development activities
for at least 80 percent of the contracted week for a full academic year.
new text end

new text begin (b) A grant recipient must use at least 80 percent of grant funds to provide tuition
scholarships or stipends to enable employees or community members seeking a teaching
license, who are of color or American Indian, to participate in a residency program. A grant
recipient may request permission from the commissioner to use the remaining grant funds
to provide tuition scholarships to employees who are not persons of color or American
Indian and who seek to teach in a licensure area in which the eligible district has a shortage
of Tier 3 or 4 licensed teachers.
new text end

new text begin (c) An eligible district using grant funds under this subdivision to provide financial
support to teacher candidates may require a commitment from a candidate to teach in the
eligible district for a reasonable amount of time not to exceed five years.
new text end

new text begin Subd. 4. new text end

new text begin Grants for programs serving adults. new text end

new text begin (a) An eligible district or Head Start
program under section 119A.50 may apply for grants to provide financial assistance,
mentoring, and other experiences to support persons of color or American Indian persons
to become licensed teachers or preschool teachers.
new text end

new text begin (b) An eligible district or Head Start program must use grant funds awarded under this
subdivision for:
new text end

new text begin (1) tuition scholarships or stipends to eligible Tier 2 licensed teachers, education
assistants, cultural liaisons, or other nonlicensed employees who are of color or American
Indian and are enrolled in undergraduate or graduate-level coursework that is part of a
board-approved teacher preparation program leading to a Tier 3 teacher license;
new text end

new text begin (2) developing and implementing pathway programs with local community-based
organizations led by and for communities of color or American Indian communities that
provide stipends or tuition scholarships to parents and community members who are of
color or American Indian to change careers and obtain a Tier 3 license or other credential
needed to teach in a Head Start program; or
new text end

new text begin (3) collaborating with a board-approved teacher preparation program provided by a
postsecondary institution to develop and implement innovative teacher preparation programs
that lead to Tier 2 or Tier 3 licensure, involve more intensive and extensive clinical
experiences with more professional coaching or mentorship than are typically required in
traditional college or university campus-based teacher preparation programs, provide
candidates with support that is responsive to the unique needs of candidates who are of
color or American Indian, and have more than half of their candidates identify as persons
of color or American Indian.
new text end

new text begin (c) An eligible district or Head Start program providing financial assistance to individuals
under this subdivision may require a commitment from candidates to teach in the eligible
school or Head Start program for a reasonable amount of time not to exceed five years.
new text end

new text begin Subd. 5. new text end

new text begin Grants for programs serving secondary school students. new text end

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

new text begin (b) A grant recipient must use grant funds awarded under this subdivision for:
new text end

new text begin (1) supporting future teacher clubs or service-learning opportunities that provide middle
and high-school students who are of color or American Indian to have experiential learning
supporting the success of younger students or peers and to increase students' interest in
pursuing a teaching career;
new text end

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

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

new text begin Subd. 6. new text end

new text begin Grant procedure. new text end

new text begin (a) An eligible district or Head Start program must apply
for a grant under this section in the form and manner specified by the commissioner. The
commissioner must give priority to eligible districts or Head Start programs with the highest
total number or percentage of students who are of color or American Indian.
new text end

new text begin (b) For the 2021-2022 school year and later, grant applications for new and existing
programs must be received by the commissioner no later than January 15 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 March 15 or as soon as practicable of the
anticipated amount awarded. If the commissioner determines that sufficient funding is
unavailable for the grants, the commissioner must notify grant applicants by June 30 or as
soon as practicable that there are insufficient funds.
new text end

new text begin Subd. 7. new text end

new text begin Account established. new text end

new text begin A Grow Your Own program account is created in the
special revenue fund for depositing money appropriated to or received by the department
for Grow Your Own programs. Money deposited in the account is appropriated to the
commissioner, does not cancel, and is continuously available for grants under this section.
Grant recipients may apply to use grant money over a period of up to 24 months.
new text end

new text begin Subd. 8. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section, including
the number of participants, the percentage of participants who are of color or American
Indian, and an assessment of program effectiveness, including participant feedback, areas
for improvement, the percentage of participants continuing to pursue teacher licensure, and
where applicable, the number of participants hired in the school or district as teachers after
completing preparation programs. The commissioner must 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 and potential grant applicants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2021.
new text end

Sec. 17.

Minnesota Statutes 2020, 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 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. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;

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

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 districtdeleted text begin; adeleted text endnew text begin ornew text end group of school districtsdeleted text begin; a coalition of districts, teachers,
and teacher education institutions; or
deleted text endnew text begin,new text end a new text beginschool or new text endcoalition of schools, new text beginor a coalition of
new text end teachersdeleted text begin, or nonlicensed educatorsdeleted text end may apply for a program grant. new text beginA higher education
institution or nonprofit organization may partner with a grant applicant, but is not eligible
as a sole applicant for grant funds.
new text endThe Professional Educator Licensing and Standards
Board, in consultation with the teacher mentoring task force, must approve or disapprove
the applications. To the extent possible, the approved applications must reflect effective
mentoring, professional development, and retention components, and be geographically
distributed throughout the state. The Professional Educator Licensing and Standards Board
must encourage the selected sites to consider the use of its assessment procedures.

Subd. 3.

Criteria for selection.

new text begin(a) new text endAt 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 institutionsnew text begin or teacher educatorsnew text end;

(6) provide facilities and other resources;

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

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

new text begin (b) Priority for awarding grants must be for efforts to induct, mentor, and retain Tier 2
or Tier 3 teachers who are of color or American Indian and Tier 2 or Tier 3 teachers in
licensure shortage areas.
new text end

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 text beginGrants may be awarded for implementing activities
over a period of time up to 24 months.
new text endNew 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 deleted text beginJunedeleted text end new text beginSeptember new text end30 of each year after receiving a grant, recipients
must submit a report to the Professional Educator Licensing and Standards Board on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2021.
new text end

Sec. 18.

Minnesota Statutes 2020, section 123B.147, subdivision 3, is amended to read:


Subd. 3.

Duties; evaluation.

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

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

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

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

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 19.

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

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

Sec. 20.

Minnesota Statutes 2020, section 124D.861, subdivision 2, is amended to read:


Subd. 2.

Plan implementation; components.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 21. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal 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 transfer to the Professional Educator Licensing and Standards Board for collaborative
urban and greater Minnesota educators of color competitive grants under Minnesota Statutes,
section 122A.635:
new text end

new text begin $
new text end
new text begin 6,000,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 6,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

new text begin (c) The base appropriation for fiscal year 2024 and later is $6,000,000.
new text end

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

new text begin Subd. 3. new text end

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

new text begin (a) For grants to
develop, continue, or expand Grow Your Own new teacher programs:
new text end

new text begin $
new text end
new text begin 8,500,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 8,500,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

new text begin (c) Of this amount in each fiscal year, at least $3,000,000 is for teacher residency
programs under Minnesota Statutes, section 122A.685, subdivision 3.
new text end

new text begin (d) The base appropriation for fiscal year 2024 and later is $10,000,000.
new text end

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

new text begin Subd. 4. new text end

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

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

new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

new text begin (c) The base appropriation for grants under Minnesota Statutes, section 122A.70, for
fiscal year 2024 and later is $4,500,000, of which at least $3,500,000 each fiscal year must
be granted for the development and expansion of mentoring, induction, and retention
programs designed for teachers of color or American Indian teachers.
new text end

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

new text begin Subd. 5. new text end

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

new text begin For transfer to the Professional Educator Licensing and Standards Board for a
report on the efforts and impact of all state-funded programs to increase the percentage of
teachers of color and American Indian teachers in Minnesota schools developed in
consultation with the Department of Education, Office of Higher Education, grant recipients,
and stakeholders.
new text end

new text begin $
new text end
new text begin 15,000
new text end
new text begin .....
new text end
new text begin 2022
new text end

new text begin The base appropriation for fiscal year 2024 and each even-numbered later fiscal year is
$15,000.
new text end

new text begin Subd. 6. new text end

new text begin Equitable school enhancement grants. new text end

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

new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

new text begin Subd. 7. new text end

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

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

new text begin $
new text end
new text begin 350,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 350,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The department may use up to $35,000 of the appropriation amount to develop and
administer the program under this subdivision.
new text end

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

new text begin Subd. 8. new text end

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

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

new text begin $
new text end
new text begin 600,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 600,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

new text begin Subd. 9. new text end

new text begin Expanded concurrent enrollment grants. new text end

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

new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

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

new text begin Subd. 10. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (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:
new text end

new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2021.
new text end