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Minnesota Legislature

Office of the Revisor of Statutes

SF 2182

as introduced - 90th Legislature (2017 - 2018) Posted on 03/24/2017 09:42am

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; creating the Increase Teachers of Color Act; seeking to
double the number of teachers of color and American Indian teachers in Minnesota
from four percent to eight percent while ensuring that by 2020, at least 20 percent
of candidates in pathways to becoming a teacher are of color or American Indian;
requiring a report; appropriating money;amending Minnesota Statutes 2016,
sections 120B.11, subdivisions 2, 3; 122A.09, subdivisions 4, 4a; 122A.18,
subdivision 2; 122A.414, subdivision 2; 122A.70; 124D.09, subdivision 10;
136A.1791; Laws 2015, First Special Session chapter 3, article 2, section 70,
subdivision 12, as amended.

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

Section 1.

Minnesota Statutes 2016, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall 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, including
the English and, where practicable, the native language development and the academic
achievement of English learners;

new text begin (5) a process to examine school climate and curriculum, identify areas for improvement,
and implement strategies to ensure that the climate and curriculum are inclusive and
respectful toward all students, families, and employees of diverse racial and ethnic
backgrounds in ways needed to help close opportunity and achievement gaps while retaining
diverse staff;
new text end

deleted text begin (5)deleted text endnew text begin (6)new text end a process to examine the equitable distribution of teachers and strategies to ensure
low-income and minority children are not taught at higher rates than other children by
inexperienced, ineffective, or out-of-field teachers;

deleted text begin (6)deleted text endnew text begin (7)new text end education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and supports
teacher quality, performance, and effectiveness; and

deleted text begin (7)deleted text endnew text begin (8)new text end an annual budget for continuing to implement the district plan.

Sec. 2.

Minnesota Statutes 2016, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

Each school board shall 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, shall 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 shall 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 shall recommend to the school board rigorous
academic standards, student achievement goals and measures consistent with subdivision
1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35, district assessments, means
to improve students' equitable access to effective and more diverse teachers, new text beginstrategies to
ensure climate and curriculum are inclusive and respectful toward all racial and ethnic
groups,
new text endand program evaluations. School sites may expand upon district evaluations of
instruction, curriculum, assessments, or programs. Whenever possible, parents and other
community residents shall comprise at least two-thirds of advisory committee members.

Sec. 3.

Minnesota Statutes 2016, 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 require all candidates for teacher licensure to demonstrate a passing
score on a board-adopted skills examination in reading, writing, and mathematics, as a
requirement for deleted text beginan initialdeleted text endnew text begin anew text end professional five-year teaching licensedeleted text begin, except that the board
may issue up to four initial professional one-year teaching licenses to an otherwise qualified
candidate who has not yet passed the board-adopted skills exam
deleted text end.new text begin Candidates may demonstrate
reading, writing, and mathematics skills needed for an initial professional three-year teaching
license by receiving a passing score on a board-adopted skills examination, or by completing
college-level coursework in writing and mathematics with a grade of C, "satisfactory," or
higher. Teachers demonstrating satisfactory skills as determined by their school administrator
while teaching under a three-year teaching license may be recommended for a professional
five-year teaching license.
new text end The board must require colleges and universities offering a
board-approved teacher preparation program to provide remedial assistance to persons
new text begin admitted to the program new text endwho did not achieve a qualifying score on the board-adopted skills
examinationnew text begin and who did not earn the minimum passing grades in skills coursesnew text end, including
those for whom English is a second language. 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 deleted text beginand pedagogydeleted text end 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. The Board of Teaching
and the entity administering the contentdeleted text begin, pedagogy,deleted text end and skills examinations must allow any
individual who produces documentation of a disability in the form of an evaluation, 504
plan, or individual education program (IEP) to receive the same testing accommodations
on the contentdeleted text begin, pedagogy,deleted text end and skills examinations that the applicant received during their
secondary or postsecondary education.new text begin Testing centers must provide monthly opportunities
for untimed skills and content examinations within normal business hours and must advertise
those opportunities on the test registration Web site.
new text end

(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. Among other components, teacher
preparation programs may use the Minnesota State Colleges and Universities program model
to provide a school-year-long student teaching program that combines clinical opportunities
with academic coursework and in-depth student teaching experiences to offer students
ongoing mentorship, coaching, and assessment, help to prepare a professional development
plan, and structured learning experiences. 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 professional five-year teaching
licenses to pass deleted text beginan examination of general pedagogical knowledge and examinationsdeleted text endnew text begin
assessments
new text end 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, deleted text begintest items assessingdeleted text endnew text begin assessments ofnew text end 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 professional five-year
teaching 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 a licensed teacher
who is renewing a professional five-year teaching 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
professional five-year teaching licenses 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
professional five-year teaching licenses 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
professional five-year teaching licenses to include in their renewal requirements at least
one hour of suicide prevention best practices in each licensure renewal period that are based
on nationally recognized evidence-based programs and practices, among the continuing
education credits required to renew a license under this paragraph, and 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.

(o) The board must adopt rules by January 1, 2016, to license applicants under sections
122A.23 and 122A.245. The rules must permit applicants to demonstrate their qualifications
through the board's recognition of a teaching license from another state in a similar content
field, completion of a state-approved teacher preparation program, teaching experience as
the teacher of record in a similar licensure field, depth of content knowledge, depth of
content methods or general pedagogy, subject-specific professional development and
contribution to the field, or classroom performance as determined by documented student
growth on normed assessments or documented effectiveness on evaluations. The rules must
adopt criteria for determining a "similar content field" and "similar licensure area."

Sec. 4.

Minnesota Statutes 2016, section 122A.09, subdivision 4a, is amended to read:


Subd. 4a.

Teacher and administrator preparation and performance data; report.

(a) The Board of Teaching and the Board of School Administrators, in cooperation with the
Minnesota Association of Colleges of Teacher Education and Minnesota colleges and
universities offering board-adopted teacher or administrator preparation programs, annually
must collect and report summary data on teacher and administrator preparation and
performance outcomes, consistent with this subdivision. The Board of Teaching and the
Board of School Administrators annually by June 1 must update and post the reported
summary preparation and performance data on teachers and administrators from the preceding
school years on a Web site hosted jointly by the boards.

(b) Publicly reported summary data on teacher preparation programs must include:
student entrance requirements for each Board of Teaching-approved program, including
grade point average for enrolling students in the preceding year; the average board-adopted
skills examination or ACT or SAT scores of students entering the program in the preceding
year;new text begin the number of candidates admitted and enrolled, disaggregated by race, ethnic group,
and gender;
new text end summary data on faculty qualifications, including at least the content areas of
faculty undergraduate and graduate degrees and their years of experience either as
kindergarten through grade 12 classroom teachers or school administrators; the average
time resident and nonresident program graduates in the preceding year needed to complete
the program; the current number and percent of students by programnew text begin, disaggregated by race,
ethnic group, and gender,
new text end who graduated, received a standard Minnesota teaching license,
and were hired to teach full time in their licensure field in a Minnesota district or school in
the preceding year; the number of content area credits and other credits by undergraduate
program that students in the preceding school year needed to complete to graduate; students'
pass rates on skills and subject matter exams required for graduation in each program and
licensure area in the preceding school year; survey results measuring student and graduate
satisfaction with the program in the preceding school year; a standard measure of the
satisfaction of school principals or supervising teachers with the student teachers assigned
to a school or supervising teacher; and information under paragraphs (d) and (e). Program
reporting must be consistent with subdivision 11.

(c) Publicly reported summary data on administrator preparation programs approved by
the Board of School Administrators must include: new text beginthe number of candidates admitted and
enrolled, disaggregated by race, ethnic group, and gender;
new text endsummary data on faculty
qualifications, including at least the content areas of faculty undergraduate and graduate
degrees and their years of experience either as kindergarten through grade 12 classroom
teachers or school administrators; the average time program graduates in the preceding year
needed to complete the program; the current number and percent of students who graduated,
received a standard Minnesota administrator license, and were employed as an administrator
in a Minnesota school district or school in the preceding yearnew text begin, disaggregated by race, ethnic
group, and gender
new text end; the number of credits by graduate program that students in the preceding
school year needed to complete to graduate; survey results measuring student, graduate,
and employer satisfaction with the program in the preceding school year; and information
under paragraphs (f) and (g). Program reporting must be consistent with section 122A.14,
subdivision 10
.

(d) School districts annually by October 1 must report to the Board of Teaching the
following information for all teachers who finished the probationary period and accepted
a continuing contract position with the district from September 1 of the previous year through
August 31 of the current year: new text beginthe total number of teachers, disaggregated by race, ethnic
group, and gender;
new text endthe effectiveness category or rating of the teacher on the summative
evaluation under section 122A.40, subdivision 8, or 122A.41, subdivision 5; the licensure
area in which the teacher primarily taught during the three-year evaluation cycle; and the
teacher preparation program preparing the teacher in the teacher's primary areas of instruction
and licensure.

(e) School districts annually by October 1 must report to the Board of Teaching the
following information for all probationary teachers in the district who were released or
whose contracts were not renewed from September 1 of the previous year through August
31 of the current year: new text beginthe total number of teachers, disaggregated by race, ethnic group,
and gender;
new text endthe licensure areas in which the probationary teacher taught; and the teacher
preparation program preparing the teacher in the teacher's primary areas of instruction and
licensure.

(f) School districts annually by October 1 must report to the Board of School
Administrators the following information for all school principals and assistant principals
who finished the probationary period and accepted a continuing contract position with the
district from September 1 of the previous year through August 31 of the current year: new text beginthe
total number of school administrators, disaggregated by race, ethnic group, and gender;
new text endthe
effectiveness category or rating of the principal or assistant principal on the summative
evaluation under section 123B.147, subdivision 3; and the principal preparation program
providing instruction to the principal or assistant principal.

(g) School districts annually by October 1 must report to the Board of School
Administrators all probationary school principals and assistant principals in the district who
were released or whose contracts were not renewed from September 1 of the previous year
through August 31 of the current year.

Sec. 5.

Minnesota Statutes 2016, 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, including those meeting the standards adopted
under section 122A.09, subdivision 4, paragraph (n).

(b) The board must require a candidate for teacher licensure to demonstrate a passing
score on a board-adopted examination of skills in reading, writing, and mathematicsdeleted text begin,deleted text end new text beginneeded
to be an effective teacher in the licensure area
new text endbefore being granted a professional five-year
teaching license to provide direct instruction to pupils in prekindergarten, elementary,
secondary, or special education programsdeleted text begin, except thatdeleted text endnew text begin. Candidates may demonstrate reading,
writing, and mathematics skills needed for an initial professional three-year teaching license
by receiving a passing score on a board-adopted skills examination or by completing
college-level coursework in writing and mathematics with a grade of C, "satisfactory," or
higher.
new text end The board may issue up to four temporary, one-year teaching licenses to an otherwise
qualified candidate who new text beginearned passing grades in college-level coursework but new text endhas not yet
passed a board-adopted skills exam. At the request of the employing school district or charter
school, the Board of Teaching may issue an initial professional deleted text beginone-yeardeleted text endnew text begin five-yearnew text end teaching
license to deleted text beginan otherwise qualified teacher not passing or demonstrating a passing score on a
board-adopted skills examination
deleted text endnew text begin a teacher who has demonstrated skillsnew text end in reading, writing,
and mathematicsnew text begin and who is teaching under a three-year teaching licensenew text end. For purposes of
this section, the initial professional deleted text beginone-yeardeleted text endnew text begin five-yearnew text end teaching license issued by the board
is limited to the current subject or content matter the teacher is employed to teach and limited
to the district or charter school requesting the initial professional deleted text beginone-yeardeleted text endnew text begin five-yearnew text end teaching
license. If the board denies the request, it must provide a detailed response to the school
administrator as to the reasons for the denial. 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 deleted text beginenrolled in their
institution
deleted text endnew text begin admitted to the programnew text end who did not achieve a qualifying score on a board-adopted
skills examinationnew text begin and who did not earn the minimum passing grades in skills coursesnew 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 a
board-adopted skills examination, and who received an initial professional one-year teaching
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 a board-adopted skills examination, the number who achieve a
qualifying score on the examination, the number who do not achieve a qualifying score on
the examination, and the candidates who have not passed a content deleted text beginor pedagogydeleted text end exam,
disaggregated by categories of race, ethnicity,new text begin gender,new text end and eligibility for financial aid.

(c) The Board of Teaching must grant professional five-year teaching licenses only to
those persons who have met board criteria for that license, which includes passing a
board-adopted skills examination in reading, writing, and mathematicsdeleted text begin, and the exceptions
in section 122A.09, subdivision 4, paragraph (b), that are consistent with this paragraph
deleted text end.
The requirement to pass a board-adopted reading, writing, and mathematics skills
examinationdeleted text begin,deleted text end 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 deleted text beginand pedagogydeleted text end requirements under this subdivision, apply for a professional five-year
teaching license to provide direct instruction in their native language or world language
instruction under section 120B.022, subdivision 1.

(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.

Sec. 6.

Minnesota Statutes 2016, section 122A.414, subdivision 2, is amended to read:


Subd. 2.

Alternative teacher professional pay system.

(a) To participate in this program,
a school district, an intermediate school district consistent with paragraph (d), a school site,
or a charter school must have a world's best workforce plan under section 120B.11 and an
alternative teacher professional pay system agreement under paragraph (b). A charter school
participant also must comply with subdivision 2a.

(b) The alternative teacher professional pay system agreement must:

(1) describe how teachers can achieve career advancement and additional compensation;

(2) describe how the school district, intermediate school district, school site, or charter
school will provide teachers with career advancement options that allow teachers to retain
primary roles in student instruction and facilitate site-focused professional development
that helps other teachers improve their skills;

(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
paid before implementing the pay system from being reduced as a result of participating in
this system, base at least 60 percent of any compensation increase on teacher performance
using:

(i) schoolwide student achievement gains under section 120B.35 or locally selected
standardized assessment outcomes, or both;

(ii) measures of student growth and literacy that may include value-added models or
student learning goals, consistent with section 122A.40, subdivision 8, paragraph (b), clause
(9), or 122A.41, subdivision 5, paragraph (b), clause (9), and other measures that include
the academic literacy, oral academic language, and achievement of English learners under
section 122A.40, subdivision 8, paragraph (b), clause (10), or 122A.41, subdivision 5,
paragraph (b), clause (10); and

(iii) an objective evaluation program under section 122A.40, subdivision 8, paragraph
(b), clause (2), or 122A.41, subdivision 5, paragraph (b), clause (2);

(4) provide for participation in job-embedded learning opportunities such as professional
learning communities to improve instructional skills and learning that are aligned with
student needs under section 120B.11, consistent with the staff development plan under
section 122A.60 and led during the school day by trained teacher leaders such as master or
mentor teachers;

(5) allow any teacher in a participating school district, intermediate school district, school
site, or charter school that implements an alternative pay system to participate in that system
without any quota or other limit; and

(6) encourage collaboration rather than competition among teachers.

(c) The alternative teacher professional pay system may:

(1) include a hiring bonus or other added compensation for teachers whonew text begin:
new text end

new text begin (i) belong to a racial or ethnic group underrepresented in the teacher workforce in order
to provide students with equitable access to diverse teachers;
new text end

new text begin (ii) new text endare identified as effective or highly effective under the local teacher professional
review cycle andnew text begin are being hired for positions to work with students who are not meeting
state academic standards;
new text end

new text begin (iii) new text endwork in anew text begin high-need ornew text end hard-to-fill positionnew text begin;new text end or

new text begin (iv) are hired to work new text endin a hard-to-staff school such as a school with a majority of students
whose families meet federal poverty guidelines, a geographically isolated school, or a school
identified by the state as eligible for targeted programs or services for its students; and

(2) include incentives for teachers to obtain a master's degree or other advanced
certification new text beginwith at least 18 credits new text endin their content field of licensurenew text begin required for teaching
concurrent enrollment or college in the schools courses
new text end, new text beginor to new text endpursue the training or education
necessary to obtain an additional licensure in shortage areas identified by the district or
charter school, or help fund a "Grow Your Own" new teacher initiativenew text begin involving nonlicensed
educational professionals of color or who are American Indian, including paraprofessionals
and cultural liaisons
new text end.

(d) An intermediate school district under this subdivision must demonstrate in a form
and manner determined by the commissioner that it uses the aid it receives under this section
for activities identified in the alternative teacher professional pay system agreement.

Sec. 7.

Minnesota Statutes 2016, section 122A.70, 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 of color, new text beginteachers who are
American Indian,
new text endteachers with special needs, or experienced teachers in need of peer
coaching.

new text begin (b) Teacher mentoring programs must 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 sections 122A.60 and 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend of
up to $500 to a mentor who may be a district employee or a third-party contractor. Other
initiatives may include:
new text end

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

new text begin (2) supporting professional learning communities 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) supporting programs developed by school districts, professional associations, or
teacher education 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 negotiate additional protection from layoffs in the beginning
years of employment for teachers of color and who are American Indian and provide financial
incentives for teachers of color and teachers who are American Indian to work for at least
five years.
new text end

Subd. 2.

Applications.

The Board of Teaching 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 Board of Teaching, 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
Board of Teaching 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 implementationnew text begin; reportsnew text end.

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 Board of Teaching
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.new text begin Grant recipients must submit by June 30 of each year after
receiving a grant a report to the Board of Teaching on program efforts that includes
information related to subdivisions 1, 3, and 4 and assesses the impact of mentoring programs
on teacher effectiveness and retention.
new text end

Sec. 8.

Minnesota Statutes 2016, section 124D.09, subdivision 10, is amended to read:


Subd. 10.

Courses according to agreements.

new text begin(a) new text endAn eligible pupil, according to
subdivision 5, may enroll in a nonsectarian course taught by a secondary teacher or a
postsecondary faculty member and offered at a secondary school, or another location,
according to an agreement between a public school board and the governing body of an
eligible public postsecondary system or an eligible private postsecondary institution, as
defined in subdivision 3. All provisions of this section shall apply to a pupil, public school
board, district, and the governing body of a postsecondary institution, except as otherwise
provided.

new text begin (b) To encourage students, especially American Indian students and students of color,
to consider teaching as a profession, participating schools, school districts, and postsecondary
institutions are encouraged to develop and offer an "Introduction to Teaching" or
"Introduction to Education" course under this subdivision.
new text end

new text begin (c) Grant recipients must annually report to the commissioner in a form and manner
determined by the commissioner on the participation rates of students in courses under
paragraph (b), including the number of students who apply for admission to colleges or
universities with teacher preparation programs.
new text end

Sec. 9.

Minnesota Statutes 2016, section 136A.1791, is amended to read:


136A.1791 TEACHER SHORTAGE LOAN FORGIVENESS PROGRAM.

Subdivision 1.

Definitions.

(a) The terms used in this section have the meanings given
them in this subdivision.

(b) "Qualified educational loan" means a government, commercial, or foundation loan
for actual costs paid for tuition and reasonable educational and living expenses related to a
teacher's preparation or further education.

(c) "School district" means an independent school district, special school district,
intermediate district, education district, special education cooperative, service cooperative,
a cooperative center for vocational education, or a charter school located in Minnesota.

(d) "Teacher" means an individual holding a teaching license issued by the licensing
division in the Department of Education on behalf of the Board of Teaching who is employed
by a school district to provide classroom instruction in a teacher shortage area.

(e) "Teacher shortage area" means the licensure fields deleted text beginanddeleted text endnew text begin,new text end economic development
regionsnew text begin, or racial and ethnic groups underrepresented in the teacher workforce as reported
under section 127A.05, subdivision 6,
new text end reported by the commissioner of education as
experiencing a teacher shortage.

(f) "Commissioner" means the commissioner of the Office of Higher Education unless
indicated otherwise.

Subd. 2.

Program established; administration.

The commissioner shall establish and
administer a teacher shortage loan forgiveness program. A teacher is eligible for the program
if the teacher is teaching in a licensure field deleted text beginanddeleted text endnew text begin ornew text end in an economic development region with
an identified teacher shortage under subdivision 3new text begin, or identifies as belonging to a racial or
ethnic group underrepresented in the teacher workforce as reported under section 127A.05,
subdivision 6,
new text end and complies with the requirements of this section.

Subd. 3.

Use of report on teacher shortage areas.

The commissioner of education
shall use the teacher supply and demand report to the legislature to identify the licensure
fields deleted text beginanddeleted text endnew text begin,new text end economic development regionsnew text begin, and racial and ethnic groupsnew text end in Minnesota
experiencing a teacher shortage.

Subd. 4.

Application for loan forgiveness.

Each applicant for loan forgiveness, according
to rules adopted by the commissioner, shall:

(1) apply for teacher shortage loan forgiveness and promptly submit any additional
information required by the commissioner; and

(2) submit to the commissioner a completed affidavit, prescribed by the commissioner,
affirming the teacher deleted text beginis teaching indeleted text end: (i) new text beginis teaching in new text enda licensure field identified by the
commissioner as experiencing a teacher shortage; deleted text beginordeleted text end (ii) new text beginis teaching in new text endan economic
development region identified by the commissioner as experiencing a teacher shortagenew text begin; or
(iii) identifies as belonging to a racial or ethnic group underrepresented in the teacher
workforce as reported under section 127A.05, subdivision 6
new text end.

Subd. 5.

Amount of loan forgiveness.

(a) To the extent funding is available, the annual
amount of teacher shortage loan forgiveness for an approved applicant shall not exceed
deleted text begin $1,000deleted text endnew text begin $2,000new text end or the cumulative balance of the applicant's qualified educational loans,
including principal and interest, whichever amount is less.

(b) Recipients must secure their own qualified educational loans. Teachers who graduate
from an approved teacher preparation program or teachers who add a licensure field,
consistent with the teacher shortage requirements of this section, are eligible to apply for
the loan forgiveness program.

(c) No teacher shall receive more than five annual awards.

Subd. 6.

Disbursement.

(a) The commissioner must make annual disbursements directly
to the participant of the amount for which a participant is eligible, for each year that a
participant is eligible.

(b) Within 60 days of the disbursement date, the participant must provide the
commissioner with verification that the full amount of loan repayment disbursement has
been applied toward the designated loans. A participant that previously received funds under
this section but has not provided the commissioner with such verification is not eligible to
receive additional funds.

Subd. 7.

Penalties.

(a) A teacher who submits a false or misleading application or other
false or misleading information to the commissioner may:

(1) have his or her teaching license suspended or revoked under section 122A.20;

(2) be disciplined by the teacher's employing school district; or

(3) be required by the commissioner to repay the total amount of the loan forgiveness
he or she received under this program, plus interest at a rate established under section
270C.40.

(b) The commissioner must deposit any repayments received under paragraph (a) in the
fund established in subdivision 8.

Subd. 8.

Fund established.

A teacher shortage loan forgiveness repayment fund is
created for depositing money appropriated to or received by the commissioner for the
program. Money deposited in the fund shall not revert to any state fund at the end of any
fiscal year but remains in the loan forgiveness repayment fund and is continuously available
for loan forgiveness under this section.

Subd. 9.

Annual reporting.

By February 1 of each year, the commissioner must report
to the chairs of the K-12 and higher education committees of the legislature on the number
of individuals who received loan forgiveness under this section, the licensure areas and
economic development regions in which the teachers taught, new text beginthe number of teachers by
racial and ethnic group,
new text endthe average amount paid to a teacher participating in the program,
and other summary data identified by the commissioner as outcome indicators.

Subd. 10.

Rulemaking.

The commissioner shall adopt rules under chapter 14 to
administer this section.

Sec. 10.

Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision 12,
as amended by Laws 2016, chapter 189, article 25, section 47, is amended to read:


Subd. 12.

Collaborative urban deleted text begineducatordeleted text endnew text begin and greater Minnesota educators of color
program
new text end.

new text begin(a) new text endFor the collaborative urban deleted text begineducatordeleted text endnew text begin and greater Minnesota educators of colornew text end
grant programnew text begin designed to address the wide gap between the demographics of teachers and
students and ensure that all students in the state have equitable access to effective and diverse
teachers who reflect the increasing racial and ethnic diversity of students in the state. Grants
are awarded to teacher preparation programs to: (1) 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; and (2)
support collaborative efforts involving people of color and American Indians to make the
climate and curriculum within programs more inclusive and respectful toward teacher
candidates, faculty, and staff who are of color or who are American Indian
new text end:

$
780,000
.....
2016
$
1,090,000
.....
2017
new text begin $
new text end
new text begin 2,054,000
new text end
new text begin .....
new text end
new text begin 2018
new text end

new text begin (b) new text endGrants shall be awarded in equal amounts: deleted text begin$272,500deleted text endnew text begin $273,000new text end each year is for the
Southeast Asian Teacher program at Concordia University, St. Paul; deleted text begin$272,500deleted text endnew text begin $273,000new text end
each year is for the Collaborative Urban Educator program at the University of St. Thomas;
deleted text begin $272,500deleted text endnew text begin $273,000new text end each year is for the Center for Excellence in Urban Teaching at Hamline
University; deleted text beginand $272,500deleted text endnew text begin $273,000new text end each year is for the East Africa Student to Teacher
program at Augsburg Collegedeleted text begin.deleted text endnew text begin; $273,000 each year is for the Urban Teacher program at
Metropolitan State University; and $689,000 each year is for competitive grants for other
colleges and universities in Minnesota. Grant applications shall be made to the Department
of Education, which shall make award decisions. Grants may be used to provide financial
support to teacher candidates completing licensure programs but are intended to complement
scholarship and stipend programs created by the legislature for the purpose of addressing
the severe shortage of teachers in Minnesota who are of color or who are American Indian.
new text end

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

new text begin (d) new text endEach institution shall prepare for the legislature, by January 15 of each year, a detailed
report regarding the funds usednew text begin to recruit, retain, and induct teacher candidates who are of
color or who are American Indian
new text end. The report must include the new text begintotal new text endnumber of deleted text beginteachers
prepared as well as the diversity for each cohort of teachers produced.
deleted text endnew text begin teacher candidates
of color, broken down by race or ethnic group and by categories including those 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 also be reported as a percentage of total candidates seeking the same
licensure at the institution.
new text end The report must also 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.

new text begin (e) new text endThe base appropriation for fiscal year deleted text begin2018deleted text endnew text begin 2019new text end and later is deleted text begin$780,000deleted text endnew text begin $2,054,000new text end.
Grants new text beginin fiscal year 2019 and later new text endshall be awarded in equal amounts: deleted text begin$195,000deleted text end new text begin$273,000
new text end each year is for the Southeast Asian Teacher program at Concordia University, St. Paul;
deleted text begin $195,000deleted text endnew text begin $273,000new text end each year is for the Collaborative Urban Educator program at the
University of St. Thomas; deleted text begin$195,000deleted text endnew text begin $273,000new text end each year is for the Center for Excellence in
Urban Teaching at Hamline University; deleted text beginand $195,000deleted text endnew text begin $273,000new text end each year is for the East
Africa Student to Teacher program at Augsburg Collegedeleted text begin.deleted text endnew text begin; $273,000 each year is for the
Urban Teacher program at Metropolitan State University; and $689,000 each year is for
competitive grants for other colleges and universities in Minnesota to: (1) 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; and (2) support collaborative efforts involving people of color and
American Indians to make the climate and curriculum within programs more inclusive and
respectful toward teacher candidates, faculty, and staff who are of color or who are American
Indian. For fiscal year 2021 and later, continuing grants shall be awarded only to programs
at institutions that demonstrate success at recruiting, retaining, and inducting teacher
candidates who are of color or who are American Indian, and award amounts for maintenance
and expansion of programs shall be determined by the commissioner based on numbers of
candidates supported and funds available from the base 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

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

Sec. 11. new text beginINCLUSIVE SCHOOL CLIMATE AND CURRICULUM 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 shall
establish a grant program to support collaborative efforts to make school climate and
curriculum more inclusive and respectful toward students of diverse racial and ethnic
backgrounds under Minnesota Statutes, section 120B.11, subdivision 2, clause (5).
new text end

new text begin Subd. 2. new text end

new text begin Applications and grant awards. new text end

new text begin The commissioner shall determine application
procedures and deadlines, select schools to participate in the grant program, and determine
the payment process and amount of the grants.
new text end

new text begin Subd. 3. new text end

new text begin Description. new text end

new text begin The grant program shall provide funding that supports collaborative
efforts in schools to transform school climate and curriculum to be more inclusive and
respectful of students' racial and ethnic diversity and to address issues of structural inequities
in schools that create opportunity and achievement gaps for students, families, and staff
who are of color or who are American Indian. Examples of possible structural inequities
include, but are not limited to, policies and practices that unintentionally result in disparate
referrals and suspensions, inequitable access to advanced coursework, overrepresentation
in special education programs, and lack of access to diverse teachers. Funds may be used
for efforts which may include:
new text end

new text begin (1) creating opportunities for students, families, staff, and community members who are
of color or who are American Indian to share their experiences in the school setting with
school staff and administration and develop specific proposals for improving school climate
to be more inclusive and respectful toward all students and staff;
new text end

new text begin (2) developing or expanding ethnic studies course offerings to provide all students with
in-depth opportunities to learn about their own and others' cultures and historical experiences;
new text end

new text begin (3) examining and revising curricula in various subjects to be culturally relevant and
inclusive of various racial and ethnic groups;
new text end

new text begin (4) examining academic and discipline data, reexamining institutional policies and
practices that result in opportunity and achievement gaps between racial and ethnic groups,
and making necessary changes that close racial and ethnic gaps; or
new text end

new text begin (5) providing professional development opportunities to learn more about various racial
and ethnic groups' experiences, assets, and issues and developing cross-cultural competence.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. 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 as well as areas needed for further continuous improvement.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2017.
new text end

Sec. 12. new text beginTEACHER SHORTAGE TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Creation; membership. new text end

new text begin (a) The Department of Education must convene
an advisory task force to provide recommendations to the legislature regarding Minnesota's
teacher shortages in licensure fields, geographic regions, and underrepresented racial and
ethnic groups as reported under Minnesota Statutes, section 127A.05, subdivision 6.
new text end

new text begin (b) The Teacher Shortage Task Force consists of the following members, appointed by
the commissioner of education, unless otherwise specified:
new text end

new text begin (1) the commissioner of education or the commissioner's designee;
new text end

new text begin (2) one person representing colleges and universities offering a board-approved teacher
preparation program;
new text end

new text begin (3) one person designated by the Minnesota School Boards Association;
new text end

new text begin (4) one person designated by the Association of Metropolitan School Districts;
new text end

new text begin (5) one person designated by the Minnesota Association of School Administrators;
new text end

new text begin (6) one person designated by the Minnesota Rural Education Association;
new text end

new text begin (7) one person designated by Education Minnesota;
new text end

new text begin (8) one person designated by the Minnesota Business Partnership;
new text end

new text begin (9) one person designated by the Minnesota Association of Career and Technical
Administrators;
new text end

new text begin (10) one person designated by the Minnesota Association of Career and Technical
Education; and
new text end

new text begin (11) two persons who are members of other interested groups, as determined by the
commissioner of education.
new text end

new text begin The commissioner and designating authorities must make their initial appointments and
designations by August 1, 2017. The commissioner and designating authorities, to the extent
practicable, should make appointments balanced as to gender and reflecting the ethnic
diversity of the state population.
new text end

new text begin Subd. 2. new text end

new text begin Duties; report. new text end

new text begin The task force must review the current data available on teacher
recruitment and retention, including the supply and demand report submitted by the
commissioner of education and any other reports submitted to the legislature by recipients
of state grant programs to address shortage areas, identify factors that affect the supply of
teachers in Minnesota, and make recommendations on changes to laws and policies relating
to teacher recruitment and retention. The task force must report its findings and
recommendations, with draft legislation if needed to implement the recommendations, to
the chairs and ranking minority members of the legislative committees with jurisdiction
over kindergarten through grade 12 education and higher education by January 15, 2018,
and annually thereafter until the task force expires.
new text end

new text begin Subd. 3. new text end

new text begin First meeting. new text end

new text begin The commissioner of education or the commissioner's designee
must convene the first meeting of the task force by September 1, 2017.
new text end

new text begin Subd. 4. new text end

new text begin Administrative support. new text end

new text begin The commissioner of education must provide meeting
space and administrative services for the task force.
new text end

new text begin Subd. 5. new text end

new text begin Chair. new text end

new text begin The commissioner of education or the commissioner's designee shall
serve as chair of the task force.
new text end

new text begin Subd. 6. new text end

new text begin Compensation. new text end

new text begin The public members of the task force serve without
compensation or payment of expenses.
new text end

new text begin Subd. 7. new text end

new text begin Expiration. new text end

new text begin The task force expires January 16, 2020.
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. 13. 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 Expanded Grow Your Own pathways to teacher licensure. new text end

new text begin (a) For grants
to school districts and charter schools throughout Minnesota to develop or expand Grow
Your Own new teacher programs involving paraprofessionals, cultural liaisons, other
nonlicensed employees, secondary school students, or parents seeking initial teacher
licensure:
new text end

new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2018
new text end
new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2019
new text end

new text begin (b) The grants are for school districts where more than 25 percent of students are students
of color or who are American Indian to provide financial assistance, mentoring, and
experiences to 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 or other nonlicensed
employees who are of color or who are American Indian;
new text end

new text begin (2) a nonconventional teacher residency pilot program established under Minnesota
Statutes, section 122A.09, subdivision 10, paragraph (a). The program shall provide tuition
scholarships or stipends to enable education or teaching assistants or other nonlicensed
employees of a first class city school district who hold a bachelor's degree from an accredited
college or university and who seek an education license to participate in a Board of
Teaching-approved nonconventional teacher residency program under Minnesota Statutes,
section 122A.09, subdivision 10, paragraph (a). Any funds not awarded by June 1, 2019,
may be reallocated among the remaining districts if the total cost of the program exceeds
the original allocation;
new text end

new text begin (3) supporting the development of residency programs at any school or district in the
state where at least 25 percent of students are students of color or who are American Indian
for prospective teachers of color or who are American Indian who seek an education license
to participate in a Board of Teaching-approved program under Minnesota Statutes, section
122A.09, subdivision 10, paragraph (a).
new text end

new text begin (c) School districts and charter schools may also apply for grants to develop innovative
expanded Grow Your Own programs that encourage other diverse racial and ethnic members
of the school community who are not employees to pursue teaching, including:
new text end

new text begin (1) tuition scholarships to outstanding graduating students planning to major in a teaching
field who demonstrate exceptional skills in working with younger students;
new text end

new text begin (2) developing and supporting future teacher clubs focused on encouraging 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 (3) 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 10; and
new text end

new text begin (4) developing pathway programs that provide stipends and tuition scholarships to parents
and community members who are of color or who are American Indian to change careers,
work in schools, and obtain a teaching license.
new text end

new text begin (d) 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.
new text end

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

new text begin (f) The base appropriation for fiscal year 2020 and later is $........
new text end

new text begin Subd. 3. new text end

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

new text begin 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 2018
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 2019
new text end

new text begin Subd. 4. new text end

new text begin Expanded concurrent enrollment grants. new text end

new text begin 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 .......
new text end
new text begin .....
new text end
new text begin 2018
new text end
new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2019
new text end

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

new text begin Subd. 5. 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 the development and expansion of mentoring and induction programs for
teachers of color or who are American Indian under Minnesota Statutes, section 122A.70:
new text end

new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2018
new text end
new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2019
new text end

new text begin (b) Grant recipients must submit by June 30 of each year after receiving a grant a report
to the Board of Teaching and the commissioner on program efforts that describes mentoring
and induction activities and assesses the impact of these programs on teacher effectiveness
and retention.
new text end

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

new text begin (d) The base appropriation for fiscal year 2020 and later is $........
new text end

new text begin Subd. 6. new text end

new text begin Inclusive school climate and curriculum enhancement grants. new text end

new text begin For schools
to make school climate and curriculum more inclusive and respectful toward students of
diverse racial and ethnic backgrounds under section 11:
new text end

new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2018
new text end
new text begin $
new text end
new text begin .......
new text end
new text begin .....
new text end
new text begin 2019
new text end

new text begin Up to five percent of this appropriation may be used by the Department of Education to
administer the grant program.
new text end

new text begin Subd. 7. new text end

new text begin Teacher shortage loan forgiveness. new text end

new text begin For the loan forgiveness program under
Minnesota Statutes, section 136A.1791:
new text end

new text begin $
new text end
new text begin 2,500,000
new text end
new text begin .....
new text end
new text begin 2018
new text end

new text begin The commissioner may use no more than five percent of this appropriation to administer
the program under this subdivision. The base appropriation for fiscal year 2019 and later is
$2,500,000.
new text end

new text begin Subd. 8. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (a) The commissioner of education
must issue a request for proposals to develop and implement an outreach and marketing
campaign to recruit and retain teachers, especially teachers in identified shortage areas,
including teachers of color and teachers who are American Indian.
new text end

new text begin (b) The outreach and marketing campaign must target groups of individuals who may
be interested in teaching in Minnesota public schools, including:
new text end

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

new text begin (2) persons from underrepresented racial or ethnic groups; and
new text end

new text begin (3) persons with professional experience in areas identified as subject-matter shortage
areas by the commissioner of education.
new text end

new text begin (c) For a contract to develop and implement the marketing campaign under this
subdivision:
new text end

new text begin $
new text end
new text begin 200,000
new text end
new text begin .....
new text end
new text begin 2018
new text end
new text begin $
new text end
new text begin 200,000
new text end
new text begin .....
new text end
new text begin 2019
new text end

new text begin (d) The grant recipient is encouraged to seek matching funds or in-kind contributions
from nonstate sources to supplement the grant awards.
new text end

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