SF 298

as introduced - 89th Legislature (2015 - 2016) Posted on 02/10/2015 09:13am

A bill for an act
relating to education; providing for teacher licensure; amending Minnesota
Statutes 2014, sections 122A.09, subdivision 4; 122A.18, subdivision 2.

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

Section 1.

Minnesota Statutes 2014, section 122A.09, subdivision 4, is amended to read:

Subd. 4.

License and rules.

(a) The board must adopt rules to license public school
teachers and interns subject to chapter 14.

(b) The board must adopt rules requiring a person to pass a skills examination in
reading, writing, and mathematics or attain either a composite score composed of the
average of the scores in English and writing, reading, and mathematics on the ACT
Plus Writing recommended by the board, or an equivalent composite score composed
of the average of the scores in critical reading, mathematics, and writing on the SAT
recommended by the board, as a requirement for initial teacher licensure, except that the
board may issue up to two temporary, one-year teaching licenses to an otherwise qualified
candidate who has not yet passed the skills exam or attained the requisite composite score
on the ACT Plus Writing or SAT. Such rules must require college and universities offering
a board-approved teacher preparation program to provide remedial assistance to persons
who did not achieve a qualifying score on the skills examination or attain the requisite
composite score on the ACT Plus Writing or SAT, including those for whom English is a
second language. new text begin A person teaching under a temporary license for two consecutive years
who does not attain the requisite composite ACT Plus Writing or SAT score during that
period may receive an initial teaching license if: the person's transcript from an accredited
college or university shows the person received credit for courses in mathematics and
writing; and the school administrator who supervised the person during that two-year
period transmits a signed letter to the board stating that the person is able to perform basic
job responsibilities requiring reading, writing, and mathematics skills. new text end The requirement
to pass a reading, writing, and mathematics skills examination or attain the requisite
composite score on the ACT Plus Writing or SAT 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. A teacher
candidate's official ACT Plus Writing or SAT composite score report to the board must not
be more than ten years old at the time of licensure.

(c) The board must adopt rules to approve teacher preparation programs. The board,
upon the request of a postsecondary student preparing for teacher licensure or a licensed
graduate of a teacher preparation program, shall assist in resolving a dispute between the
person and a postsecondary institution providing a teacher preparation program when the
dispute involves an institution's recommendation for licensure affecting the person or the
person's credentials. At the board's discretion, assistance may include the application
of chapter 14.

(d) The board must provide the leadership and adopt rules for the redesign of teacher
education programs to implement a research based, results-oriented curriculum that
focuses on the skills teachers need in order to be effective. The board shall implement new
systems of teacher preparation program evaluation to assure program effectiveness based
on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
preparation programs including alternative teacher preparation programs under section
122A.245, among other programs, must include a content-specific, board-approved,
performance-based assessment that measures teacher candidates in three areas: planning
for instruction and assessment; engaging students and supporting learning; and assessing
student learning. The board's redesign rules must include creating flexible, specialized
teaching licenses, credentials, and other endorsement forms to increase students'
participation in language immersion programs, world language instruction, career
development opportunities, work-based learning, early college courses and careers, career
and technical programs, Montessori schools, and project and place-based learning, among
other career and college ready learning offerings.

(e) The board must adopt rules requiring candidates for initial licenses to pass an
examination of general pedagogical knowledge and examinations of licensure-specific
teaching skills. The rules shall be effective by September 1, 2001. The rules under this
paragraph also must require candidates for initial licenses to teach prekindergarten or
elementary students to pass, as part of the examination of licensure-specific teaching
skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, and their
knowledge and understanding of the foundations of reading development, the development
of reading comprehension, and reading assessment and instruction, and their ability to
integrate that knowledge and understanding.

(f) The board must adopt rules requiring teacher educators to work directly with
elementary or secondary school teachers in elementary or secondary schools to obtain
periodic exposure to the elementary or secondary teaching environment.

(g) The board must grant licenses to interns and to candidates for initial licenses
based on appropriate professional competencies that are aligned with the board's licensing
system and students' diverse learning needs. All teacher candidates must have preparation
in English language development and content instruction for English learners in order to be
able to effectively instruct the English learners in their classrooms. The board must include
these licenses in a statewide differentiated licensing system that creates new leadership
roles for successful experienced teachers premised on a collaborative professional culture
dedicated to meeting students' diverse learning needs in the 21st century, recognizes the
importance of cultural and linguistic competencies, including the ability to teach and
communicate in culturally competent and aware ways, and formalizes mentoring and
induction for newly licensed teachers provided through a teacher support framework.

(h) The board must design and implement an assessment system which requires a
candidate for an initial license and first continuing license to demonstrate the abilities
necessary to perform selected, representative teaching tasks at appropriate levels.

(i) The board must receive recommendations from local committees as established
by the board for the renewal of teaching licenses. The board must require licensed teachers
who are renewing a continuing license to include in the renewal requirements further
preparation in English language development and specially designed content instruction
in English for English learners.

(j) The board must grant life licenses to those who qualify according to requirements
established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
214.10. The board must not establish any expiration date for application for life licenses.

(k) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation in
the areas of using positive behavior interventions and in accommodating, modifying, and
adapting curricula, materials, and strategies to appropriately meet the needs of individual
students and ensure adequate progress toward the state's graduation rule.

(l) In adopting rules to license public school teachers who provide health-related
services for disabled children, the board shall adopt rules consistent with license or
registration requirements of the commissioner of health and the health-related boards who
license personnel who perform similar services outside of the school.

(m) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further reading
preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
until they are approved by law. Teachers who do not provide direct instruction including, at
least, counselors, school psychologists, school nurses, school social workers, audiovisual
directors and coordinators, and recreation personnel are exempt from this section.

(n) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation,
first, in understanding the key warning signs of early-onset mental illness in children
and adolescents and then, during subsequent licensure renewal periods, preparation may
include providing a more in-depth understanding of students' mental illness trauma,
accommodations for students' mental illness, parents' role in addressing students' mental
illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
governing restrictive procedures, and de-escalation methods, among other similar topics.

Sec. 2.

Minnesota Statutes 2014, section 122A.18, subdivision 2, is amended to read:

Subd. 2.

Teacher and support personnel qualifications.

(a) The Board of
Teaching must issue licenses under its jurisdiction to persons the board finds to be
qualified and competent for their respective positions.

(b) The board must require a person to pass an examination of skills in reading,
writing, and mathematics or attain either a composite score composed of the average of
the scores in English and writing, reading, and mathematics on the ACT Plus Writing
recommended by the board, or an equivalent composite score composed of the average
of the scores in critical reading, mathematics, and writing on the SAT recommended by
the board, before being granted an initial teaching license to provide direct instruction
to pupils in prekindergarten, elementary, secondary, or special education programs,
except that the board may issue up to two temporary, one-year teaching licenses to an
otherwise qualified candidate who has not yet passed the skills exam or attained the
requisite composite score on the ACT Plus Writing or SAT. The board must require
colleges and universities offering a board approved teacher preparation program to make
available upon request remedial assistance that includes a formal diagnostic component
to persons enrolled in their institution who did not achieve a qualifying score on the
skills examination or attain the requisite composite ACT Plus Writing or SAT score,
including those for whom English is a second language. The colleges and universities
must make available assistance in the specific academic areas of candidates' deficiency.
School districts may make available upon request similar, appropriate, and timely remedial
assistance that includes a formal diagnostic component to those persons employed by the
district who completed their teacher education program, who did not achieve a qualifying
score on the skills examination, or attain the requisite composite ACT Plus Writing or SAT
score, and who received a temporary license to teach in Minnesota. The Board of Teaching
shall report annually to the education committees of the legislature on the total number
of teacher candidates during the most recent school year taking the skills examination,
the number who achieve a qualifying score on the examination, the number who do not
achieve a qualifying score on the examination, the distribution of all candidates' scores,
the number of candidates who have taken the examination at least once before, and the
number of candidates who have taken the examination at least once before and achieve a
qualifying score, and the candidates who have not attained the requisite composite ACT
Plus Writing or SAT score or have not passed a content or pedagogy exam, disaggregated
by categories of race, ethnicity, and eligibility for financial aid.

(c) The Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes passing the skills
examination in reading, writing, and mathematics or attaining the requisite composite
ACT Plus Writing or SAT score consistent with paragraph (b), and the exceptions in
section 122A.09, subdivision 4, paragraph (b), that are consistent with this paragraph. new text begin A
person teaching under a temporary license for two consecutive years who does not attain
the requisite composite ACT Plus Writing or SAT score during that period may receive an
initial teaching license if: the person's transcript from an accredited college or university
shows the person received credit for courses in mathematics and writing; and the school
administrator who supervised the person during that two-year period transmits a signed
letter to the board stating that the person is able to perform basic job responsibilities
requiring reading, writing, and mathematics skills. new text end The requirement to pass a reading,
writing, and mathematics skills examination, or attain the requisite composite score on the
ACT Plus Writing or SAT 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. A teacher candidate's official ACT
Plus Writing or SAT composite score report to the board must not be more than ten years
old at the time of licensure.

(d) All colleges and universities approved by the board of teaching to prepare persons
for teacher licensure must include in their teacher preparation programs a common core
of teaching knowledge and skills to be acquired by all persons recommended for teacher
licensure. Among other requirements, teacher candidates must demonstrate the knowledge
and skills needed to provide appropriate instruction to English learners to support and
accelerate their academic literacy, including oral academic language, and achievement in
content areas in a regular classroom setting. This common core shall meet the standards
developed by the interstate new teacher assessment and support consortium in its 1992
"model standards for beginning teacher licensing and development." Amendments to
standards adopted under this paragraph are covered by chapter 14. The board of teaching
shall report annually to the education committees of the legislature on the performance
of teacher candidates on common core assessments of knowledge and skills under this
paragraph during the most recent school year.