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HF 3594

as introduced - 90th Legislature (2017 - 2018) Posted on 05/04/2018 11:01am

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 finance; strengthening the Increase Teachers of Color Act;
seeking to increase the percentage of teachers of color and American Indian teachers
in Minnesota above four percent and the percentage of diverse teacher candidates
above ten percent by 2020; requiring a report; appropriating money; amending
Minnesota Statutes 2016, sections 122A.70, as amended; 124D.862, subdivision
6; Laws 2017, First Special Session chapter 5, article 2, section 57, subdivisions
23, 27.

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

Section 1.

Minnesota Statutes 2016, section 122A.70, as amended by Laws 2017, First
Special Session, chapter 5, article 12, sec. 22, is amended to read:


122A.70 TEACHER MENTORSHIPnew text begin AND RETENTION OF EFFECTIVE
TEACHERS
new text end.

Subdivision 1.

Teacher mentoringnew text begin, induction, and retentionnew text end programs.

new text begin(a) new text endSchool
districts are encouraged to develop teacher mentoring programs for teachers new to the
profession or district, including teaching residents, teachers new text beginwho are new text endof colordeleted text begin,deleted text end new text beginor American
Indian,
new text endteachers with special needs, or experienced teachers in need of peer coaching.

new text begin (b) Teacher mentoring programs should support 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. Other initiatives using such funds or funds available
under sections 124D.861 and 124D.862 may include:
new text end

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

new text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for teachers from underrepresented racial and ethnic groups to
come together throughout the school year; or
new text end

new text begin (3) programs for induction and professional development during the first three years of
teaching, especially for teachers from underrepresented racial and ethnic groups.
new text end

new text begin (c) Schools or districts may provide 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 may
negotiate additional retention strategies or protection from layoffs in the beginning years
of employment for teachers of color and teachers who are American Indian.
new text end

Subd. 2.

Applications.

The Professional Educator Licensing and Standards Board must
make application forms available to sites interested in developing or expanding a mentorship
program. A school district, a group of school districts, or a coalition of districts, teachers
and teacher education institutions may apply for a teacher mentorship program grant. The
Professional Educator Licensing and Standards Board, in consultation with the teacher
mentoring task force, must approve or disapprove the applications. To the extent possible,
the approved applications must reflect effective mentoring components, include a variety
of coalitions and be geographically distributed throughout the state. The Professional
Educator Licensing and Standards Board must encourage the selected sites to consider the
use of its assessment procedures.

Subd. 3.

Criteria for selection.

At a minimum, applicants must express commitment
to:

(1) allow staff participation;

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

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

(4) provide leadership to the effort;

(5) cooperate with higher education institutions;

(6) provide facilities and other resources;

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

(8) retain teachers of colornew text begin and teachers who are American Indiannew 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 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.

Sec. 2.

Minnesota Statutes 2016, section 124D.862, subdivision 6, is amended to read:


Subd. 6.

Revenue uses.

(a) At least 80 percent of a district's achievement and integration
revenue received under this section must be used for innovative and integrated learning new text beginand
work
new text endenvironmentsdeleted text begin,deleted text endnew text begin to ensure that they are inclusive and respectful for all students, families,
and employees;
new text end school enrollment choicesdeleted text begin,deleted text endnew text begin and placement services;new text end family engagement
activitiesdeleted text begin, anddeleted text endnew text begin; the development and implementation of culturally relevant or ethnic studies
curriculum using culturally responsive methodologies; hiring more teachers,
paraprofessionals, cultural liaisons, or counselors who represent the diversity of students;
or
new text end other approved programs providing direct services to students.

(b) Up to 20 percent of the revenue may be used for professional development and staff
development activities deleted text beginand placement servicesdeleted text endnew text begin, including but not limited to those under
section 122A.70, subdivision 1, to help retain teachers of color and American Indian teachers
new text end.

(c) No more than ten percent of the total amount of revenue may be spent on
administrative services.

Sec. 3.

Laws 2017, First Special Session chapter 5, article 2, section 57, subdivision 23,
is amended to read:


Subd. 23.

deleted text beginParaprofessional pathwaydeleted text endnew text begin Grow Your Own pathwaysnew text end to teacher licensure.

(a) For grants to school districts for Grow Your Own new teacher programs:

$
1,500,000
.....
2018
$
deleted text begin 1,500,000
deleted text end new text begin 2,500,000
new text end
.....
2019

(b) new text beginOf this amount in 2019, $1,500,000 of new text endthe grants are for school districts with more
than 30 percent deleted text beginminoritydeleted text end students new text beginof color new text endfor deleted text begina Board of Teaching-approved deleted text endnew text begin established
and effective Professional Educator Licensing and Standards Board-approved
new text end nonconventional teacher residency deleted text beginpilot programdeleted text endnew text begin programsnew text end. The deleted text beginprogramdeleted text endnew text begin programsnew text end must
provide tuition scholarships or stipends to enable school district employees or community
members affiliated with a school district who seek an education license to participate in a
nonconventional teacher preparation program. School districts that receive funds under this
subdivision deleted text beginare strongly encouraged todeleted text endnew text begin must have a program to new text end recruit new text beginand retain new text endcandidates
of color and American Indian candidates to participate in the Grow Your Own new teacher
programs. Districts or schools providing financial support may require a commitment as
determined by the district to teach in the district or school for a reasonable amount of time
that does not exceed five years.

new text begin (c) Of this amount, $1,000,000 is for grants for schools or districts where more than 25
percent of students are students of color or are American Indian to provide financial
assistance, mentoring, and experiences to enable persons who are of color or who are
American Indian and working or living in the local community to become teachers. Districts
or schools providing financial support may require a commitment as determined by the
district to teach in the district or school for a reasonable amount of time that does not exceed
five years. Grants may be used for:
new text end

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

new text begin (2) supporting the development of innovative residency programs and any school, district,
or cooperative, as defined under Minnesota Statutes, section 123A.24, subdivision 2, for
persons of color and American Indians seeking an education license through a school-based,
board-approved program.
new text end

deleted text begin (c)deleted text endnew text begin (d)new text end School districts and charter schools may also apply for grants to develop innovative
expanded Grow Your Own programs that encourage secondary school students to pursue
teaching, including developing and offering dual-credit postsecondary course options in
schools for "Introduction to Teaching" or "Introduction to Education" courses consistent
with Minnesota Statutes, section 124D.09, subdivision 10new text begin, and supporting future teacher
clubs involving middle and high school students who are of color or who are American
Indian to have experiential learning, support the success of younger students, and pursue a
teaching career
new text end.

new text begin (e) A school district must apply for a grant in the form and manner specified by the
commissioner. The commissioner must review all grant applications by September 15 and
notify grant recipients of the amount of their grant by September 30 of each year.
new text end

deleted text begin (d)deleted text endnew text begin (f)new text end Programs must annually report to the commissioner by the date determined by
the commissioner on their activities under this section, including the number of participants,
the percentage of participants who are of color or who are American Indian, and an
assessment of program effectiveness, including participant feedback, areas for improvement,
the percentage of participants continuing to pursue teacher licensure, and the number of
participants hired in the school or district as teachers after completing preparation programs.

deleted text begin (e)deleted text endnew text begin (g)new text end The department may retain up to three percent of the appropriation amount to
monitor and administer the grant program.

new text begin (h) A grant recipient must spend any amounts received under this section within 18
months of the grant award.
new text end

deleted text begin (f)deleted text endnew text begin (i)new text end Any balance in the first year does not cancel but is available in the second year.new text begin
Any balance in fiscal year 2019 is available until June 30, 2020.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2018.
new text end

Sec. 4.

Laws 2017, First Special Session chapter 5, article 2, section 57, subdivision 27,
is amended to read:


Subd. 27.

Collaborative urban and greater Minnesota educators of color program
grants.

(a) For collaborative urban and greater Minnesota educators of color program grants:

$
1,000,000
.....
2018
$
deleted text begin 1,000,000
deleted text end new text begin 1,500,000
new text end
.....
2019

new text begin (b) The purpose of the grants is to develop, expand, and maintain targeted recruitment,
retention, and induction support directly to teacher candidates who are of color or who are
American Indian in collaboration with local schools and communities in order to ensure
that students from early childhood through grade 12 have equitable access to effective and
diverse teachers under Minnesota Statutes, section 120B.11, subdivision 3.
new text end

deleted text begin (b)deleted text endnew text begin (c)new text end Grants shall be awarded in equal amounts: $195,000 each year is for the Southeast
Asian Teacher program at Concordia University, St. Paul; $195,000 each year is for the
Collaborative Urban Educator program at the University of St. Thomas; $195,000 each year
is for the Center for Excellence in Urban Teaching at Hamline University; and $195,000
each year is for the East Africa Student to Teacher program at Augsburg College.

deleted text begin (c)deleted text endnew text begin (d)new text end By January 15 of each year, each institution shall prepare for the legislature a
detailed report regarding the funds used to recruit, retain, and induct teacher candidates who
are of color or who are American Indian. The report must include the total number of teacher
candidates of color, disaggregated by race or ethnic group, who are recruited to the institution,
are newly admitted to the licensure program, are enrolled in the licensure program, have
completed student teaching, have graduated, and are licensed and newly employed as
Minnesota teachers in their licensure field. The total number of teacher candidates who are
of color or who are American Indian at each stage from recruitment to licensed teaching
must be reported as a percentage of total candidates seeking the same licensure at the
institution. The report must include the graduation rate for each cohort of teacher candidates,
the placement rate for each graduating cohort of teacher candidates, and the retention rate
for each graduating cohort of teacher candidates, among other program outcomes.

deleted text begin (d)deleted text endnew text begin (e)new text end The commissioner must establish a competitive grant process to award deleted text begin$220,000
each
deleted text endnew text begin $720,000 in fiscalnew text end year new text begin2019 new text endto deleted text beginBoard of Teaching-approveddeleted text endnew text begin Professional Educator
Licensing and Standards Board-approved
new text end teacher preparation programs, including alternative
teacher preparation programs. The competitive process must award grants based on new text beginthe
number of teacher candidates who are of color or are American Indian being supported in
the program as well as other
new text endprogram benchmarks, deleted text beginincludingdeleted text endnew text begin such as program completion
and
new text end licensure rates, deleted text beginparticipation rates, and on-time graduation ratesdeleted text endnew text begin and the percentage of
racially and ethnically diverse candidates at the institution compared to the percentage of
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 Minnesota Statutes, section 127A.05, subdivision 6
new text end.

new text begin (f) When administering this program, grants must be awarded by September 1 of the
fiscal year in which the grants are to be used. The department must not predetermine the
number of institutions to be awarded grants or set a limit for the amount that any one
institution may receive as part of the competitive grant application process.
new text end

deleted text begin (e)deleted text endnew text begin (g)new text end For fiscal year 2020 and later, the commissioner must award all collaborative
deleted text begin urban educatordeleted text endnew text begin educators of colornew text end grants through the competitive grant program.new text begin Priority
for awarding continuing grants shall be to institutions that demonstrate success at recruiting,
retaining, graduating, and inducting teacher candidates who are of color or who are American
Indian. Award amounts for maintenance and expansion of programs shall be determined
by the commissioner based on the number of candidates supported and the funds available
from the appropriation. Development of new, innovative programs shall continue to be
awarded competitive grants from the total appropriation as determined by the commissioner,
and subsequent funding shall be determined based on the same criteria for continuing grants.
new text end

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