SF 1224

2nd Engrossment - 88th Legislature (2013 - 2014) Posted on 04/09/2013 08:51am

A bill for an act
relating to education; clarifying basic skills requirements for teacher candidates
and licensure; establishing an advisory task force; amending Minnesota Statutes
2012, 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 2012, 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 as a requirement for initial teacher licensure new text begin , except
that the board may issue a temporary, one-year teaching license to an otherwise qualified
candidate who has not passed the skills exam at the time the candidate successfully
completes an approved teacher preparation program new text end . 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,
including those for whom English is a second language.

(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.

(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. 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 and formalizes mentoring and induction
for newly licensed teachers that is 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.

(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
in understanding the key warning signs of early-onset mental illness in children and
adolescents.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 2.

Minnesota Statutes 2012, 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 before being granted an initial teaching license to provide direct
instruction to pupils in prekindergarten, elementary, secondary, or special education
programs new text begin , except that the board may issue a temporary, one-year teaching license to an
otherwise qualified candidate who has not passed the skills exam at the time the candidate
successfully completes an approved teacher preparation program new text end . The board must require
colleges and universities offering a board approved teacher preparation program to
deleted text begin provide deleted text end new text begin make available upon request new text end 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, including those for whom English is a second language. The
colleges and universities must deleted text begin provide deleted text end new text begin make available new text end assistance in the specific academic
areas of deficiency in which the person did not achieve a qualifying score. new text begin 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, including those persons for whom English is a second language
and persons under section 122A.23, subdivision 2, paragraph (h), who completed their
teacher's education program outside the state of Minnesota, and who received a temporary,
one-year license to teach in Minnesota. new text end 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.

(c) new text begin A person who has completed an approved teacher preparation program and
obtained a temporary, one-year teaching license, but has not passed the skills exam, may
have the board renew the temporary one-year license but not more than two times after
February 1, 2014, if the licensee:
new text end

new text begin (1) provides evidence of participating in an approved remedial assistance program
through a school district or postsecondary institution that includes a formal diagnostic
component in the specific subject areas the licensee did not pass;
new text end

new text begin (2) attempts to pass the skills exam during the one-year licensure period; and
new text end

new text begin (3) the school district employing the licensee requests that the licensee continue to
teach for that district under a temporary license.
new text end

new text begin (d) new text end 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.

deleted text begin (d) deleted text end new text begin (e) new text end 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. 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.
new text end

Sec. 3.

Minnesota Statutes 2012, 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 one grade level 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 one grade level 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 one grade
level 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) deleted text begin The Board of Teaching must require deleted text end An applicant for a teaching license or a
temporary teaching license under this subdivision deleted text begin to deleted text end new text begin must new text end pass a skills examination in
reading, writing, and mathematics before the board issues the new text begin applicant a continuing
teaching new text end license. new text begin Consistent with section 122A.18, subdivision 2, paragraph (c), and
notwithstanding other provisions of this subdivision, the board may issue a temporary,
one-year teaching license to an otherwise qualified applicant who has not passed the skills
exam and the board may renew this temporary license but not more than two times after
February 1, 2014, if the school district employing the applicant requests that the applicant
continue to teach for that district under a temporary license.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 4. new text begin TEACHER LICENSURE ADVISORY TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment and duties. new text end

new text begin (a) A Teacher Licensure Advisory
Task Force is established to make recommendations to the Board of Teaching, the
education commissioner, and the education committees of the legislature on requirements
for: teacher applicants to demonstrate mastery of college-level reading, writing, and
mathematics skills through nationally normed assessments, a college-level skills portfolio,
or accredited college coursework, among other methods of demonstrating basic skills
mastery; and an alternative licensure pathway for nonnative English speakers seeking
licensure to teach in a language immersion program.
new text end

new text begin (b) Task force recommendations on how teacher candidates demonstrate
college-level skills mastery must encompass the following criteria:
new text end

new text begin (1) assessment content must be relevant to the teacher's subject area licensure;
new text end

new text begin (2) the scope of assessment content must be documented in sufficient detail to
correspond to a similarly detailed description of relevant public school curriculum;
new text end

new text begin (3) the scope of assessment content must be publicly available and readily accessible
on the Web site of the Board of Teaching and all Minnesota board-approved teacher
preparation programs and institutions;
new text end

new text begin (4) the Board of Teaching and all Minnesota board-approved teacher preparation
programs and institutions, upon request, must make available to the public at cost a written
review of the scope of assessment content;
new text end

new text begin (5) if applicable, the Board of Teaching and all Minnesota board-approved teacher
preparation programs and institutions annually must post on their Web site up-to-date
longitudinal summary data showing teacher candidates' overall passing rate and the
passing rate for each demographic group of teacher candidates taking a college-level skills
assessment in that school year and in previous school years;
new text end

new text begin (6) reliable evidence showing assessment content is not culturally biased;
new text end

new text begin (7) the Board of Teaching and all Minnesota board-approved teacher preparation
programs and institutions must appropriately accommodate teacher candidates
with documented learning disabilities, including an appeals process if a request for
accommodations is denied; and
new text end

new text begin (8) if applicable, give timely, detailed item analysis feedback to teacher candidates
who do not pass the basic skills assessment sufficient for the candidate to target specific
areas of deficiency for appropriate remediation.
new text end

new text begin Subd. 2. new text end

new text begin Membership. new text end

new text begin The Teacher Licensure Advisory Task Force shall be
composed of the following 19 members appointed by July 15, 2013:
new text end

new text begin (1) two members of the Board of Teaching appointed by the board's executive
director;
new text end

new text begin (2) two representatives from the Department of Education appointed by the
commissioner of education;
new text end

new text begin (3) two members of the house of representatives, one appointed by the speaker of the
house of representatives, and one appointed by the minority leader;
new text end

new text begin (4) two senators, one appointed by the Subcommittee on Committees of the
Committee on Rules and Administration, and one appointed by the minority leader;
new text end

new text begin (5) one elementary school principal from rural Minnesota appointed by the
Minnesota Elementary School Principals Association and one secondary school principal
from the seven-county metropolitan area appointed by the Minnesota Secondary School
Principals Association;
new text end

new text begin (6) one licensed and practicing public elementary school teacher and one licensed
and practicing secondary school teacher appointed by Education Minnesota;
new text end

new text begin (7) one teacher preparation faculty member each from the University of Minnesota
system appointed by the system president, the Minnesota State Colleges and Universities
system appointed by the system chancellor, and the Minnesota Private Colleges and
Universities system appointed by the Minnesota Private Colleges Council;
new text end

new text begin (8) one member of the nonpublic education council appointed by the council;
new text end

new text begin (9) one representative of Minnesota charter schools appointed by the Minnesota
Charter Schools Association; and
new text end

new text begin (10) two representatives from the business community, appointed by the Minnesota
Chamber of Commerce.
new text end

new text begin Subd. 3. new text end

new text begin First meeting; chair. new text end

new text begin The executive director of the Board of Teaching
must convene the task force by August 1, 2013, and shall appoint a chair from the
membership of the task force.
new text end

new text begin Subd. 4. new text end

new text begin Compensation. new text end

new text begin Task force members are not eligible for compensation or
reimbursement for expenses related to task force activities.
new text end

new text begin Subd. 5. new text end

new text begin Support. new text end

new text begin The executive director of the board and the commissioner of
education must provide technical assistance to task force members upon request.
new text end

new text begin Subd. 6. new text end

new text begin Report. new text end

new text begin By February 1, 2014, task force members must submit to the
Board of Teaching, the education commissioner, and to the chairs and ranking minority
members of the senate and house of representatives committees and divisions with
primary jurisdiction over K-12 education their written recommendations on requirements
for teacher applicants to demonstrate mastery of basic reading, writing, and mathematics
skills and for an alternative licensure pathway for nonnative English speakers seeking
licensure to teach in a language immersion program.
new text end

new text begin Subd. 7. new text end

new text begin Sunset. new text end

new text begin The task force shall sunset the day after submitting the report
under subdivision 6, or February 2, 2014, whichever is earlier.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end