Minnesota Legislature
SF 1089
as introduced - 89th Legislature (2015 - 2016) Posted on 02/24/2015 10:25am
Current Version - as introduced
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A bill for an act
relating to education; clarifying teacher skills examination requirements;
amending Minnesota Statutes 2014, sections 122A.09, subdivision 4; 122A.18,
subdivision 2; 122A.23, 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 deleted text begin attaindeleted text end new text begin , if the person does not pass the skills
examination, to demonstrate attainment ofnew text end either deleted text begin a composite score composed of the
average of thedeleted text end new text begin passingnew text end scores in English and writing, reading, and mathematics on the ACT
Plus Writing recommended by the board, or deleted text begin andeleted text end equivalent deleted text begin composite score composed of
the average of thedeleted text end new text begin passingnew text end 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 deleted text begin hasdeleted text end new text begin didnew text end not deleted text begin yet passeddeleted text end new text begin passnew text end the skills exam or deleted text begin attaineddeleted text end new text begin subsequently
demonstrate attainment ofnew text end the requisite deleted text begin composite scoredeleted text end new text begin scoresnew text end 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 deleted text begin attaindeleted text end new text begin subsequently demonstrate attainment
ofnew text end the requisite deleted text begin composite scoredeleted text end new text begin scoresnew text end on the ACT Plus Writing or SAT, including those
for whom English is a second language. The requirement to pass a reading, writing,
and mathematics skills examination or deleted text begin attaindeleted text end new text begin subsequently demonstrate attainment ofnew text end
the requisite deleted text begin composite scoredeleted text end new text begin scoresnew text end 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 deleted text begin composite scoredeleted text end new text begin
scoresnew text end 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.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to all teacher candidates applying for initial licensure and all individuals
teaching under a temporary teaching license who are able to demonstrate their attainment
of the requisite ACT Plus Writing or SAT passing scores.
new text end
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 deleted text begin attaindeleted text end new text begin , if the person does not pass the skills examination,
subsequently demonstrate attainment ofnew text end either deleted text begin a composite score composed of the average
of thedeleted text end new text begin passingnew text end scores in English and writing, reading, and mathematics on the ACT Plus
Writing recommended by the board, or deleted text begin andeleted text end equivalent deleted text begin composite score composed of the
average of thedeleted text end new text begin passingnew text end 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 deleted text begin hasdeleted text end new text begin didnew text end not deleted text begin yet passeddeleted text end new text begin passnew text end the skills exam or
deleted text begin attaineddeleted text end new text begin subsequently demonstrate attainment ofnew text end the requisite deleted text begin composite scoredeleted text end new text begin passing
scoresnew text end 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
deleted text begin attaindeleted text end new text begin subsequently demonstrate attainment ofnew text end the requisite deleted text begin compositedeleted text end new text begin passingnew text end ACT Plus
Writing or SAT deleted text begin scoredeleted text end new text begin scoresnew text end , 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 deleted text begin attaindeleted text end new text begin subsequently
demonstrate attainment ofnew text end the requisite deleted text begin compositedeleted text end new text begin passingnew text end ACT Plus Writing or SAT
deleted text begin scoredeleted text end new text begin scoresnew text end , 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, deleted text begin 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,deleted text end and the candidates who have not attained the requisite deleted text begin compositedeleted text end new text begin
passingnew text end ACT Plus Writing or SAT deleted text begin scoredeleted text end new text begin scoresnew text end 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
deleted text begin have metdeleted text end new text begin meetnew text end board criteria for granting a continuing license, which includes passing
the skills examination in reading, writing, and mathematics or deleted text begin attainingdeleted text end new text begin subsequently
demonstrating attainment ofnew text end the requisite deleted text begin compositedeleted text end new text begin passingnew text end ACT Plus Writing or SAT
deleted text begin scoredeleted text end new text begin scoresnew text end consistent with paragraph (b), and the exceptions in section 122A.09,
subdivision 4, paragraph (b), that are consistent with this paragraph. The requirement
to pass a reading, writing, and mathematics skills examination, or deleted text begin attaindeleted text end new text begin subsequently
demonstrate attainment ofnew text end the requisite deleted text begin composite scoredeleted text end new text begin passing scoresnew text end 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 deleted text begin composite scoredeleted text end new text begin passing scoresnew text end 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.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to all teacher candidates applying for initial licensure and all individuals
teaching under a temporary teaching license who are able to demonstrate their attainment
of the requisite ACT Plus Writing or SAT passing scores.
new text end
Sec. 3.
Minnesota Statutes 2014, section 122A.23, subdivision 2, is amended to read:
Subd. 2.
Applicants licensed in other states.
(a) Subject to the requirements of
sections 122A.18, subdivision 8, and 123B.03, the Board of Teaching must issue a teaching
license or a temporary teaching license under paragraphs (b) to (e) to an applicant who holds
at least a baccalaureate degree from a regionally accredited college or university and holds
or held a similar out-of-state teaching license that requires the applicant to successfully
complete a teacher preparation program approved by the issuing state, which includes
field-specific teaching methods and student teaching or essentially equivalent experience.
(b) The Board of Teaching must issue a teaching license to an applicant who:
(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and
(2) holds or held an out-of-state teaching license to teach the same content field and
grade levels if the scope of the out-of-state license is no more than two grade levels less
than a similar Minnesota license.
(c) The Board of Teaching, consistent with board rules and paragraph (h), must
issue up to three one-year temporary teaching licenses to an applicant who holds or held
an out-of-state teaching license to teach the same content field and grade levels, where
the scope of the out-of-state license is no more than two grade levels less than a similar
Minnesota license, but has not successfully completed all exams and human relations
preparation components required by the Board of Teaching.
(d) The Board of Teaching, consistent with board rules, must issue up to three
one-year temporary teaching licenses to an applicant who:
(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and
(2) holds or held an out-of-state teaching license to teach the same content field
and grade levels, where the scope of the out-of-state license is no more than two grade
levels less than a similar Minnesota license, but has not completed field-specific teaching
methods or student teaching or equivalent experience.
The applicant may complete field-specific teaching methods and student teaching
or equivalent experience by successfully participating in a one-year school district
mentorship program consistent with board-adopted standards of effective practice and
Minnesota graduation requirements.
(e) The Board of Teaching must issue a temporary teaching license for a term of
up to three years only in the content field or grade levels specified in the out-of-state
license to an applicant who:
(1) successfully completed all exams and human relations preparation components
required by the Board of Teaching; and
(2) holds or held an out-of-state teaching license where the out-of-state license is
more limited in the content field or grade levels than a similar Minnesota license.
(f) The Board of Teaching must not issue to an applicant more than three one-year
temporary teaching licenses under this subdivision.
(g) The Board of Teaching must not issue a license under this subdivision if the
applicant has not attained the additional degrees, credentials, or licenses required in a
particular licensure field.
(h) The Board of Teaching must require an applicant for a teaching license or a
temporary teaching license under this subdivision to pass a skills examination in reading,
writing, and mathematics or new text begin subsequently new text end demonstrate, consistent with section 122A.09,
subdivision 4, the applicant's attainment of either the requisite deleted text begin compositedeleted text end new text begin passingnew text end ACT Plus
Writing or SAT deleted text begin scoredeleted text end new text begin scoresnew text end before the board issues the license unless, notwithstanding
other provisions of this subdivision, an applicable board-approved National Association of
State Directors of Teacher Education interstate reciprocity agreement exists to allow fully
certified teachers from other states to transfer their certification to Minnesota.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to all out-of-state applicants applying for a Minnesota teaching license after
that date.
new text end