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Minnesota Legislature

Office of the Revisor of Statutes

SF 1012

as introduced - 91st Legislature (2019 - 2020) Posted on 03/13/2019 04:28pm

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; providing funding for and strengthening the Increase Teachers
of Color Act; seeking to double the number of teachers of color and American
Indian teachers in Minnesota; requiring reports; appropriating money;amending
Minnesota Statutes 2018, sections 120B.11, subdivisions 2, 3; 122A.185,
subdivision 1; 122A.63, subdivisions 1, 4, 5, 6, by adding a subdivision; 122A.70;
124D.09, subdivision 10; 124D.861, subdivision 2; 136A.1275; 136A.1791,
subdivisions 1, 2, 3, 4, 5; proposing coding for new law in Minnesota Statutes,
chapters 120B; 122A; 136A.

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

Section 1.

Minnesota Statutes 2018, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, deleted text beginshalldeleted text endnew text begin mustnew text end
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, includingnew text begin:
(i)
new text end the English and, where practicable, the native language development and the academic
achievement of English learnersnew text begin and (ii) for all learners, access to culturally relevant or
ethnic studies curriculum using culturally responsive methodologies
new text end;

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

(6) education effectiveness practices that integrate high-quality instructiondeleted text begin,deleted text endnew text begin;new text end rigorous
curriculumdeleted text begin,deleted text endnew text begin;new text end technologydeleted text begin,deleted text endnew text begin; inclusive and respectful learning and work environments for all
students, families, and employees;
new text end and a collaborative professional culture that deleted text begindevelops
and supports
deleted text endnew text begin retains qualified, racially and ethnically diverse staff effective at working with
diverse students while developing and supporting
new text end teacher quality, performance, and
effectiveness; and

(7) an annual budget for continuing to implement the district plan.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all strategic plans reviewed and
updated after the day of final enactment.
new text end

Sec. 2.

Minnesota Statutes 2018, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

Each school board deleted text beginshalldeleted text endnew text begin mustnew text end 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, deleted text beginshalldeleted text endnew text begin mustnew text end 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 deleted text beginshalldeleted text endnew text begin mustnew text end 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 deleted text beginshalldeleted text endnew text begin mustnew text end recommend to the school
boardnew text begin:new text end rigorous academic standardsdeleted text begin,deleted text endnew text begin;new text end student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35deleted text begin,deleted text endnew text begin;new text end district
assessmentsdeleted text begin,deleted text endnew text begin;new text end means to improve students' equitable access to effective and more diverse
teachersdeleted text begin,deleted text endnew text begin; strategies to ensure the curriculum and learning and work environments are
inclusive and respectful toward all racial and ethnic groups;
new text end and program evaluations. School
sites may expand upon district evaluations of instruction, curriculum, assessments, or
programs. Whenever possible, parents and other community residents deleted text beginshalldeleted text endnew text begin mustnew text end comprise
at least two-thirds of advisory committee members.

Sec. 3.

new text begin [120B.113] INCLUSIVE SCHOOL 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 must establish a grant
program to support implementation of world's best workforce strategies under section
120B.11, subdivision 2, clauses (4) and (6), to support collaborative efforts to make school
climate and curriculum more inclusive and respectful toward all students, families, and
employees, especially those of diverse racial and ethnic backgrounds.
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 must determine application
procedures and deadlines, select schools to participate in the grant program, and determine
the payment process and amount of the grants. To the extent there are sufficient applications,
the commissioner should award an approximately equal number of grants between districts
in greater Minnesota and those in the Twin Cities metropolitan area. If there are an
insufficient number of applications received for either geographic area, then the commissioner
may award grants to meet the requests for funds wherever a district is located.
new text end

new text begin Subd. 3. new text end

new text begin Description. new text end

new text begin The grant program must provide funding that supports collaborative
efforts to make schools' curriculum and learning and work environments 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, consistent with the requirements
for long-term plans under section 124D.861, subdivision 2, paragraph (c).
new text end

new text begin Subd. 4. new text end

new text begin Report. 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, 2019.
new text end

Sec. 4.

new text begin [120B.117] INCREASING THE PERCENTAGE OF TEACHERS OF COLOR
AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin In order to address students' and families' persistent inequitable
access to diverse teachers, this section sets short-term and long-term state goals for increasing
the percentage of teachers of color and American Indian teachers in Minnesota toward
ensuring all students have equitable access to effective and diverse teachers who reflect the
diversity of students. The goals and report required under this section are also important
for meeting state goals for the world's best workforce under section 120B.11, achievement
and integration under section 124D.861, and higher education attainment under section
135A.012, all of which have been established to close persistent opportunity and achievement
gaps that limit students' success in school and life and impede the state's economic growth.
new text end

new text begin Subd. 2. new text end

new text begin Equitable access to diverse teachers. new text end

new text begin The percentage of teachers who are of
color or American Indian in Minnesota should increase at least two percentage points per
year to have a teaching workforce that more closely reflects the state's increasingly diverse
student population and ensure all students have equitable access to effective and diverse
teachers by 2040.
new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

new text begin The attainment goal in this section is not to the exclusion
of any other goals and does not confer a right or create a claim for any person.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Beginning in 2019 and every odd-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to collate and summarize reports from the
programs they each administer and any other programs receiving state appropriations that
have or include an explicit purpose of increasing the racial and ethnic diversity of the state's
teacher workforce to more closely reflect the diversity of students. The report must include
programs under sections 120B.113, 122A.2451, 122A.59, 122A.63, 122A.635, 122A.685,
122A.70, 124D.09, 124D.861, 136A.1274, 136A.1275, and 136A.1791, along with any
other programs or initiatives that receive state appropriations to address the shortage of
teachers of color and American Indian teachers. The board must report on the effectiveness
of state-funded programs to increase the recruitment, preparation, licensing, hiring, and
retention of racially and ethnically diverse teachers and the state's progress toward meeting
or exceeding the goals of this section. The report must also include recommendations for
state policy and funding needed to achieve the goals of this section, as well as plans for
sharing the report and activities of grant recipients, and opportunities among grant recipients
of various programs to share effective practices with each other. The 2019 report must
include a recommendation of whether or not a state advisory council should be established
to address the shortage of racially and ethnically diverse teachers and what the composition
and charge of such an advisory council would be if established. The board must consult
with the state Indian Affairs and ethnic councils along with other community and stakeholder
groups, including students of color, in developing the report. By October 1 of each
odd-numbered year, the board must submit the report to the chairs and ranking minority
members of the legislative committees with jurisdiction over education and higher education
policy and finance. The report must be available to the public on the board's website.
new text end

Sec. 5.

Minnesota Statutes 2018, section 122A.185, subdivision 1, is amended to read:


Subdivision 1.

Tests.

(a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. new text beginAn employing school or district may verify
through satisfactory overall job performance a Tier 3 teacher's skills in reading, writing,
and mathematics for teaching in the licensure field so the teacher may obtain a Tier 4 license.
new text end Candidates may obtain a Tier 1, Tier 2, or Tier 3 license to provide direct instruction to
pupils in elementary, secondary, or special education programs if candidates meet the other
requirements in section 122A.181, 122A.182, or 122A.183, respectively.new text begin All testing centers
must provide monthly opportunities for untimed skills examinations and must advertise
those opportunities on the test registration website.
new text end

(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
pass an examination of general pedagogical knowledge and examinations of licensure field
specific content. The content examination requirement does not apply if no relevant content
exam exists.new text begin All testing centers must provide monthly opportunities for untimed pedagogy
and content examinations and must advertise those opportunities on the test registration
website.
new text end

(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
and understanding of the foundations of reading development, development of reading
comprehension and reading assessment and instruction, and the ability to integrate that
knowledge and understanding into instruction strategies under section 122A.06, subdivision
4.

(d) 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 and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2020.
new text end

Sec. 6.

new text begin [122A.59] COME TEACH IN MINNESOTA HIRING BONUSES.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section establishes a program to support districts and
schools recruiting and offering hiring bonuses for licensed teachers from another state in
order to meet staffing needs in shortage areas in economic development regions in Minnesota.
new text end

new text begin Subd. 2. new text end

new text begin Eligibility. new text end

new text begin Districts or schools must verify that the hiring bonus is given to
teachers licensed in another state who:
new text end

new text begin (1) qualify for a Tier 3 Minnesota license;
new text end

new text begin (2) have moved to the economic development region in Minnesota where they were
hired; and
new text end

new text begin (3) belong to a racial or ethnic group that is underrepresented among teachers compared
to students in the district or school under section 120B.35, subdivision 3, paragraph (b),
clause (2).
new text end

new text begin Subd. 3. new text end

new text begin Bonus amount. new text end

new text begin Districts or schools may offer a signing and retention bonus
of up to $5,000 to teachers who meet the eligibility requirements. Teachers who meet
eligibility requirements and meet a licensure shortage area in the economic development
region of the state where the school is located may be offered a signing bonus of up to
$8,000. Teachers must be paid half of the bonus when starting employment and half after
completing four years of service in the hiring district or school. Teachers who do not complete
their first school year upon receiving a hiring bonus must repay the hiring bonus.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must establish a process for districts or
schools to seek reimbursement for hiring bonuses given to teachers in shortage areas moving
to and working in Minnesota schools experiencing specific shortages.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section applies to teacher contracts entered into on or after
July 1, 2019.
new text end

Sec. 7.

Minnesota Statutes 2018, section 122A.63, subdivision 1, is amended to read:


Subdivision 1.

Establishment.

(a) A grant program is established to assist American
Indian people to become teachers and to provide additional education for American Indian
teachers. The commissioner may award a joint grant to each of the following:

(1) the Duluth campus of the University of Minnesota and Independent School District
No. 709, Duluth;

(2) Bemidji State University and Independent School District No. 38, Red Lake;

(3) Moorhead State University and one of the school districts located within the White
Earth Reservation; and

(4) Augsburg College, Independent School District No. 625, St. Paul, and Special School
District No. 1, Minneapolis.

(b) If additional funds are available, the commissioner may award additional joint grants
to other postsecondary institutions and school districts.

new text begin (c) Grantees may enter into contracts with tribal, technical, and community colleges and
four-year postsecondary institutions to identify and provide grants to students at those
institutions interested in the field of education. Each grantee is eligible to and may contract
with partner institutions to provide professional development and supplemental services to
a tribal, technical, or community college or four-year postsecondary institution, including
identification of prospective students, provision of instructional supplies and materials, and
provision of grant money to students. A contract with a tribal, technical, or community
college or four-year postsecondary institution includes coordination of student identification,
professional development, and mentorship services.
new text end

Sec. 8.

Minnesota Statutes 2018, section 122A.63, subdivision 4, is amended to read:


Subd. 4.

Grant amount.

The commissioner may award a joint grant in the amount it
determines to be appropriate. The grant deleted text beginshalldeleted text endnew text begin mustnew text end include money for the postsecondary
institution, school district,new text begin andnew text end student scholarshipsdeleted text begin, and student loansdeleted text end.

Sec. 9.

Minnesota Statutes 2018, section 122A.63, subdivision 5, is amended to read:


Subd. 5.

Information to student applicants.

At the time a student applies for a
scholarship deleted text beginand loandeleted text end, the student deleted text beginshalldeleted text endnew text begin mustnew text end be provided information about the fields of
licensure needed by school districts in the part of the state within which the district receiving
the joint grant is located. The information deleted text beginshalldeleted text endnew text begin mustnew text end be acquired and periodically updated
by the recipients of the joint grantnew text begin and their contracted partner institutionsnew text end. Information
provided to students deleted text beginshalldeleted text endnew text begin mustnew text end clearly state that scholarship deleted text beginand loandeleted text end decisions are not
based upon the field of licensure selected by the student.

Sec. 10.

Minnesota Statutes 2018, section 122A.63, subdivision 6, is amended to read:


Subd. 6.

Eligibility for scholarships deleted text beginand loansdeleted text end.

new text begin(a) new text endThe following new text beginAmerican new text endIndian
people are eligible for scholarships:

new text begin (1) a student having origins in any of the original peoples of North America and
maintaining cultural identification through tribal affiliation or community recognition;
new text end

deleted text begin (1)deleted text endnew text begin (2)new text end a student, including a teacher aide employed by a district receiving a joint grantnew text begin
or their contracted partner school
new text end, who intends to become a teacher new text beginor who is interested in
the field of education
new text endand who is enrolled in a postsecondary institution new text beginor their contracted
partner institutions
new text endreceiving a joint grant;

deleted text begin (2)deleted text endnew text begin (3)new text end a licensed employee of a district receiving a joint grantnew text begin or a contracted partner
institution
new text end, who is enrolled in a master of education program; and

deleted text begin (3)deleted text endnew text begin (4)new text end a student who, after applying for federal and state financial aid and an Indian
scholarship according to section 136A.126, has financial needs that remain unmet. Financial
need deleted text beginshalldeleted text endnew text begin mustnew text end be determined according to the congressional methodology for needs
determination or as otherwise set in federal law.

deleted text begin A person who has actual living expenses in addition to those addressed by the
congressional methodology for needs determination, or as otherwise set in federal law, may
receive a loan according to criteria established by the commissioner. A contract shall be
executed between the state and the student for the amount and terms of the loan.
deleted text end new text begin (b) Priority
must be given to a student who is tribally enrolled and then to first- and second-generation
descendants.
new text end

Sec. 11.

Minnesota Statutes 2018, section 122A.63, is amended by adding a subdivision
to read:


new text begin Subd. 9. new text end

new text begin Eligible programming. new text end

new text begin (a) The grantee institutions and their contracted partner
institutions may provide scholarships to students progressing toward educational goals in
any area of teacher licensure, including an associate of arts, bachelor's, master's, or doctoral
degree in the following:
new text end

new text begin (1) any educational certification necessary for employment;
new text end

new text begin (2) early childhood family education or prekindergarten licensure;
new text end

new text begin (3) elementary and secondary education;
new text end

new text begin (4) school administration; or
new text end

new text begin (5) any educational program that provides services to American Indian students in
prekindergarten through grade 12.
new text end

new text begin (b) For purposes of recruitment, the grantees or their contracted partner institutions must
agree to work with their respective organizations to hire an American Indian work-study
student or other American Indian staff to conduct initial information queries and to contact
persons working in schools to provide programming regarding education professions to
high school students who may be interested in education as a profession.
new text end

new text begin (c) At least 80 percent of the grants awarded under this section must be used for student
scholarships. No more than 20 percent of the grants awarded under this section may be used
for recruitment or administration of the student scholarships.
new text end

Sec. 12.

new text begin [122A.635] COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin Competitive grants awarded to higher education institutions
under this section are to develop, expand, and maintain targeted recruitment, retention, and
induction support directly to teacher candidates who are of color or who are American
Indian in collaboration with local schools and communities in order to address the wide gap
between the demographics of students and teachers and to ensure that all students from
early childhood through grade 12 have equitable access to effective and diverse teachers
under section 120B.11, subdivision 3.
new text end

new text begin Subd. 2. new text end

new text begin Competitive grants. new text end

new text begin (a) The Professional Educator Licensing and Standards
Board must award grants to maximize the number of teacher candidates who are of color
or are American Indian and who are well-prepared to enter the profession with Tier 3
licensure and to support the development and learning of children and youth from early
childhood through grade 12. Grants must only be awarded to institutions offering teacher
preparation programs approved by the Professional Educator Licensing and Standards Board.
Grants must be awarded based on:
new text end

new text begin (1) the number of teacher candidates being supported in the program who are of color
or who are American Indian;
new text end

new text begin (2) program outcomes, including graduation or program completion rates, licensure
rates, and placement rates, and, for each outcome measure, the number of those teacher
candidates who are of color or who are American Indian; and
new text end

new text begin (3) the percent of racially and ethnically diverse teacher candidates participating at the
institution compared to:
new text end

new text begin (i) the total percent of students of color and American Indian students enrolled at the
institution, regardless of major; and
new text end

new text begin (ii) the percent of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 127A.05, subdivision 6.
new text end

new text begin (b) Priority for awarding continuing grants under this section must be given to sustain
and strengthen existing programs at institutions that have received program grants in the
past and have demonstrated continuing success at recruiting, retaining, graduating, and
inducting teacher candidates who are of color or who are American Indian.
new text end

new text begin (c) Award amounts for maintenance and expansion of programs must be determined by
the board based on the number of candidates supported, sustaining support for those
candidates, and the funds available.
new text end

new text begin (d) Development of new, innovative programs must be awarded competitive grants under
this section as determined by the board, and subsequent funding must be determined based
on the same criteria for continuing grants under paragraph (b).
new text end

new text begin Subd. 3. new text end

new text begin Grant program administration. new text end

new text begin The Professional Educator Licensing and
Standards Board may enter in an interagency agreement with the Office of Higher Education,
including a transfer of funds to the Office of Higher Education, to help establish and
administer the competitive grant process. The board must award grants to both public and
private institutions as well as institutions located in various economic development regions
throughout the state, but must not predetermine the number of institutions to be awarded
grants under this section or set a limit for the amount that any one institution may receive
as part of the competitive grant application process. All grants must be awarded by August
15 of the fiscal year in which the grants are to be used except that, for initial competitive
grants awarded for fiscal year 2020, grants must be awarded by September 15. Grant money
may be used over a two- to four-year period to support teacher candidates.
new text end

new text begin Subd. 4. new text end

new text begin Account established. new text end

new text begin A collaborative urban and greater Minnesota educator
of color account is created in the special revenue fund for depositing money appropriated
to or received by the board for the program. Money deposited in the account is appropriated
to the board, does not cancel, and is continuously available for grants under this section.
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin By January 15 of each year, each institution awarded a grant under
this section must prepare for the legislature and the board a detailed report regarding the
funds used to recruit, retain, and induct teacher candidates who are of color or who are
American Indian. The report must include the total number of teacher candidates of color,
disaggregated by race or ethnic group, who are recruited to the institution, are newly admitted
to the licensure program, are enrolled in the licensure program, have completed student
teaching, have graduated, are licensed, and are newly employed as Minnesota teachers in
their licensure field. The total number of teacher candidates who are of color or who are
American Indian at each stage from recruitment to licensed teaching must be reported as a
percentage of total candidates seeking the same licensure at the institution. The board must
also publish a report for the public that summarizes the activities and outcomes of grant
recipients and what was done to promote sharing of effective practices among grant
recipients.
new text end

Sec. 13.

new text begin [122A.685] GROW YOUR OWN PATHWAYS TO TEACHER LICENSURE
GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin Grants awarded under this section are for school districts and
charter schools throughout Minnesota to develop or expand Grow Your Own teacher
programs.
new text end

new text begin Subd. 2. new text end

new text begin Definition. new text end

new text begin For purposes of this section, "Grow Your Own programs" means
programs within schools, districts, or communities in partnership with Professional Educator
Licensing and Standards Board-approved teacher preparation programs and often with
community-based organizations designed to provide a pathway to teaching at any level from
early childhood to secondary school for paraprofessionals, cultural liaisons, other nonlicensed
employees, secondary school students, parents, or members of the local communities served
by the school or district.
new text end

new text begin Subd. 3. new text end

new text begin Nonconventional teacher residency programs. new text end

new text begin (a) School districts, charter
schools, or cooperatives may apply for grants under this section to fund established and
effective Professional Educator Licensing and Standards Board-approved nonconventional
teacher residency programs. The programs must provide tuition scholarships or stipends to
enable school district and charter school employees or community members seeking a
teaching license who are of color or American Indian to participate in a nonconventional
teacher preparation program. If extra awarded grant funds are available, districts and schools
may use remaining grant funds to provide tuition scholarships to employees who are not
persons of color or American Indian if they are seeking to teach in a licensure area that is
identified by the board as experiencing a shortage within the economic development region
where the district or school is located.
new text end

new text begin (b) School districts and charter schools that receive funds under this subdivision must
have a program to recruit and retain candidates of color or American Indian candidates so
that at least 50 percent of those who participate in the residency programs are persons of
color or American Indian. Priority for awarding grants must be given to programs with the
highest total numbers and percentages of participants who are of color or American Indian
and those that have a percentage of participants who are of color or American Indian that
meets or exceeds the overall percentage of students of color or American Indian students
in the district, school, or cooperative.
new text end

new text begin (c) School districts and charter schools providing financial support to new teacher
candidates under this subdivision may require a commitment from the candidates, as
determined by each district or school, to teach in the district or school for a reasonable
amount of time not to exceed five years.
new text end

new text begin Subd. 4. new text end

new text begin Expanded Grow Your Own programs. new text end

new text begin (a) School districts, charter schools,
cooperatives as defined in section 123A.21, community-based organizations led by and for
communities of color or American Indian communities, and Head Start programs under
section 119A.50 may apply for grants under this section to provide financial assistance,
mentoring, and other experiences to enable persons who are of color or who are American
Indian to become teachers.
new text end

new text begin (b) Grants awarded under this subdivision must be used for:
new text end

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

new text begin (2) developing and implementing innovative school-based residency programs or other
types of programs emphasizing clinical experiences in any district, cooperative, or charter
school for nonlicensed employees who are of color or who are American Indian seeking a
teaching license in collaboration with a conventional or nonconventional Professional
Educator Licensing and Standards Board-approved program;
new text end

new text begin (3) 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
and obtain a Tier 3 license to teach in schools or other credential needed to teach in a Head
Start program; or
new text end

new text begin (4) developing innovative programs that encourage secondary school students to pursue
teaching, including developing and offering dual-credit postsecondary course options in
schools for "Introduction to Teaching" or "Introduction to Education" courses consistent
with section 124D.09, subdivision 10, and supporting future teacher clubs involving middle
and high school students who are of color or who are American Indian to have experiential
learning supporting the success of younger students or peers and to increase their interest
in pursuing a teaching career.
new text end

new text begin (c) School districts, charter schools, and Head Start programs providing financial
assistance to individuals under this subdivision may require a commitment from the
individuals, as determined by each district or school, to teach in the district or school for a
reasonable amount of time not to exceed five years.
new text end

new text begin Subd. 5. new text end

new text begin Grant procedure. new text end

new text begin (a) A school district, charter school, cooperative, or Head
Start program must apply for a grant under this section in the form and manner specified
by the commissioner of education. To be eligible, grant recipients must ensure that the
percentage of participants who are of color or American Indian is at least equivalent to the
percentage of students who are of color or American Indian enrolled in the district, school,
cooperative, or program. Where a majority of students are of color or American Indian,
then a majority of those who participate in the program must be persons of color or American
Indian. Priority for awarding grants must be given to programs with the highest total numbers
and percentages of participants who are of color or American Indian.
new text end

new text begin (b) For the 2019-2020 school year only, the commissioner must review all applications
by existing programs for continuing grants by August 1, 2019, and must notify grant
recipients of the amount of the grants awarded by August 15, 2019.
new text end

new text begin (c) For the 2020-2021 school year and later, grant applications for new and existing
programs must be received by the commissioner no later than December 1 of the year prior
to the school year in which the grant will be used. The commissioner must review all
applications and notify grant recipients by February 1 of the amount awarded.
new text end

new text begin (d) Grant recipients must spend any amounts received under this section within 18
months of receiving the grant money.
new text end

new text begin Subd. 6. new text end

new text begin Report. new text end

new text begin Programs must annually report to the commissioner of education 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. The department must also publish a report for the public that
summarizes the activities and outcomes of grant recipients and what was done to promote
sharing of effective practices among grant recipients.
new text end

Sec. 14.

Minnesota Statutes 2018, 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, teachers in license shortage areas,
new text endteachers with special needs, or
experienced teachers in need of peer coaching.

new text begin (b) Teacher mentoring programs must be included in or aligned with districts' teacher
evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
subdivision 5. A district may use staff development revenue under section 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend to
a mentor who may be a current or former teacher who has taught at least three years and is
not on an improvement plan. Other initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:
new text end

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

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

new text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups; or
new text end

new text begin (4) grants supporting licensed and nonlicensed educator participation in professional
development, such as workshops and graduate courses, related to increasing student
achievement for students of color and American Indian students in order to close opportunity
and achievement gaps.
new text end

new text begin (c) Schools or districts may negotiate additional retention strategies or protection from
layoffs in the beginning years of employment for teachers of color and teachers who are
American Indian. Retention strategies may include providing financial incentives for teachers
of color and teachers who are American Indian to work in the school or district for at least
five years and placing American Indian educators at sites with other American Indian
educators and educators of color at sites with other educators of color to reduce isolation
and increase opportunity for collegial support.
new text end

Subd. 2.

Applications.

The Professional Educator Licensing and Standards Board must
make application forms available to sites interested in developing or expanding a mentorship
program. A school districtdeleted text begin,deleted text endnew text begin;new text end a group of school districtsdeleted text begin, ordeleted text endnew text begin;new text end a coalition of districts, teachersnew text begin,new text end
and teacher education institutionsnew text begin; or a coalition of schools, teachers, or nonlicensed educatorsnew text end
may apply for a deleted text beginteacher mentorshipdeleted text end program grant. The Professional Educator Licensing
and Standards Board, in consultation with the teacher mentoring task force, must approve
or disapprove the applications. To the extent possible, the approved applications must reflect
effective mentoringnew text begin, professional development, and retentionnew text end components, deleted text begininclude a variety
of coalitions
deleted text end and be geographically distributed throughout the state. The Professional
Educator Licensing and Standards Board must encourage the selected sites to consider the
use of its assessment procedures.

Subd. 3.

Criteria for selection.

At a minimum, applicants must express commitment
to:

(1) allow staff participation;

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

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

(4) provide leadership to the effort;

(5) cooperate with higher education institutions;

(6) provide facilities and other resources;

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

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

Subd. 4.

Additional funding.

Applicants are required to seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

New and expanding mentorship sites that are funded
to design, develop, implement, and evaluate their program must participate in activities that
support program development and implementation. The Professional Educator Licensing
and Standards Board must provide resources and assistance to support new sites in their
program efforts. These activities and services may include, but are not limited to: planning,
planning guides, media, training, conferences, institutes, and regional and statewide
networking meetings. Nonfunded schools or districts interested in getting started may
participate. Fees may be charged for meals, materials, and the like.

new text begin Subd. 6. new text end

new text begin Report. new text end

new text begin By June 30 of each year after receiving a grant, recipients must submit
a report to the Professional Educator Licensing and Standards Board on program efforts
that describes mentoring and induction activities and assesses the impact of these programs
on teacher effectiveness and retention.
new text end

Sec. 15.

Minnesota Statutes 2018, section 124D.09, subdivision 10, is amended to read:


Subd. 10.

Courses according to agreements.

(a) An 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 deleted text beginshalldeleted text end apply to a pupil, public school
board, district, and the governing body of a postsecondary institution, except as otherwise
provided.

(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. deleted text beginAn institution that receives adeleted text endnew text begin For
the purpose of applying for grants under this paragraph, "eligible institution" includes schools
and districts that partner with an accredited college or university in addition to postsecondary
institutions identified in subdivision 3, paragraph (a).
new text end Grant deleted text beginto develop a coursedeleted text endnew text begin recipientsnew text end
under this paragraph must annually report to the commissioner in a form and manner
determined by the commissioner on the participation rates of students in courses under this
paragraph, including the number of students who apply for admission to colleges or
universities with teacher preparation programsnew text begin and the number of students of color and
American Indian students who earned postsecondary credit
new text end.new text begin Grant recipients must also
describe recruiting efforts intended to ensure that the percentage of participating students
who are of color or American Indian meets or exceeds the overall percentage of students
of color or American Indian students in the school.
new text end

Sec. 16.

Minnesota Statutes 2018, section 124D.861, subdivision 2, is amended to read:


Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
Plan components may include:

new text begin (1)new text end innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices;

new text begin (2)new text end family engagement initiatives that involve families in their students' academic life
and success;

new text begin (3)new text end professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including teachers and administrators
who are members of populations underrepresented among the licensed teachers or
administrators in the district or school and who reflect the diversity of students under section
120B.35, subdivision 3, paragraph (b), clause (2), who are enrolled in the district or school;

new text begin (4)new text end increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for underserved students, including students
enrolled in alternative learning centers under section 123A.05, public alternative programs
under section 126C.05, subdivision 15, and contract alternative programs under section
124D.69, among other underserved students; or

new text begin (5)new text end recruitment and retention of teachers deleted text beginanddeleted text endnew text begin,new text end administrators deleted text beginwith diversedeleted text endnew text begin, cultural and
family liaisons, paraprofessionals, and other nonlicensed staff from
new text end racial and ethnic
backgroundsnew text begin represented in the student populationnew text end.

new text begin (b)new text end The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

new text begin (c) The plan must include strategies to make schools' curriculum and learning and work
environments 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, and
program revenues may be used to implement such strategies. Examples of possible structural
inequities include but are not limited to policies and practices that unintentionally result in
disparate referrals and suspension, inequitable access to advanced coursework,
overrepresentation in lower level coursework, participation in cocurricular activities, parent
involvement, and lack of access to diverse teachers. Plans may include but are not limited
to the following activities that may involve collaboration with or support from regional
centers of excellence:
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 to develop specific proposals for improving school
environments to be more inclusive and respectful toward all students, families, and staff;
new text end

new text begin (2) implementing creative programs for increased parent engagement and improving
relations between home and school;
new text end

new text begin (3) 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 (4) 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 (5) examining academic and discipline data, reexamining institutional policies and
practices that result in opportunity and achievement disparities between racial and ethnic
groups, and making necessary changes that increase access, meaningful participation,
representation, and positive outcomes for students of color, American Indian students, and
students who qualify for free or reduced-price lunch;
new text end

new text begin (6) providing professional development opportunities to learn more about various racial
and ethnic groups' experiences, assets, and issues and developing cross-cultural competence
with knowledge, collaborations, and relationships needed to serve students effectively who
are from diverse racial and ethnic backgrounds; or
new text end

new text begin (7) hiring more cultural liaisons to strengthen relationships with students, families, and
other members of the community.
new text end

deleted text begin (b)deleted text endnew text begin (d)new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include formative assessment practices to reduce the
disparities in student academic performance among the specific categories of students as
measured by student progress and growth on state reading and math assessments and as
aligned with section 120B.11.

deleted text begin (c)deleted text endnew text begin (e)new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

Sec. 17.

new text begin [136A.1274] ASPIRING MINNESOTA TEACHERS OF COLOR
SCHOLARSHIP PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Scholarship program established. new text end

new text begin The commissioner must establish a
scholarship program to support undergraduate or graduate students preparing to become
teachers and belonging to a racial or ethnic group underrepresented in the teacher workforce
who have demonstrated financial need.
new text end

new text begin Subd. 2. new text end

new text begin Eligibility. new text end

new text begin To be eligible for a scholarship under this section, a teacher candidate
must:
new text end

new text begin (1) be admitted and enrolled in a teacher preparation program approved by the
Professional Educator Licensing and Standards Board and be seeking initial licensure or
enrolled in an eligible institution under section 136A.103, completing a two-year program
specifically designed to prepare early childhood educators;
new text end

new text begin (2) self-identify to the teacher preparation program as a person of color or American
Indian;
new text end

new text begin (3) be meeting satisfactory academic progress as defined under section 136A.101,
subdivision 10; and
new text end

new text begin (4) have an adjusted gross family income of $125,000 or less and demonstrate financial
need.
new text end

new text begin Subd. 3. new text end

new text begin Administration. new text end

new text begin (a) The commissioner must establish an application process
for individual students and institutions on behalf of all eligible students at the institution
and other guidelines for implementing the scholarship program.
new text end

new text begin (b) The maximum scholarship amount is $10,000 per year for full-time study prior to
student teaching defined as 12 or more undergraduate credits or the number of credits
determined by the institution for full-time graduate student status. If a student is admitted
and enrolled in a program for one term during the academic year, the maximum scholarship
amount is $5,000. The minimum scholarship under this section for full-time study must be
no less than $1,000 per year. The amount determined must be reduced and prorated per
credit for part-time study. The maximum total amount of a scholarship per candidate is
$25,000 in a lifetime.
new text end

new text begin (c) Established amounts are not rulemaking for purposes of chapter 14 or section 14.386.
new text end

new text begin (d) Scholarships must be paid to the teacher preparation institution on behalf of the
candidate after the institution has informed the office of candidates' names, self-identified
racial and ethnic identities, gender, licensure area sought, and full-time or part-time status.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019, and initial grants must be
awarded by November 1, 2019.
new text end

Sec. 18.

Minnesota Statutes 2018, section 136A.1275, is amended to read:


136A.1275 new text beginSTUDENT new text endTEACHER CANDIDATE GRANTSnew text begin IN SHORTAGE
AREAS
new text end.

Subdivision 1.

Establishment.

(a) The commissioner of the Office of Higher Education
must establish a grant program for student teaching stipends for low-income students enrolled
in a Professional Educator Licensing and Standards Board-approved teacher preparation
program who deleted text beginintend to teachdeleted text endnew text begin are student teachingnew text end in a new text beginlicensure new text endshortage area deleted text beginafter graduating
and receiving their teaching license
deleted text end or belong to deleted text beginan underrepresenteddeleted text endnew text begin anew text end racial or ethnic groupnew text begin
underrepresented in the teacher workforce
new text end.

(b) deleted text begin"Shortagedeleted text endnew text begin For purposes of this grant program, "licensure shortagenew text end area" means a
license field deleted text beginor economic development region within Minnesota defined as a shortage area
by the Department of Education using
deleted text endnew text begin determined by the Professional Educator Licensing
and Standards Board in which the number of surveyed districts or schools within an economic
development region reporting or predicting hiring a teacher for a specific licensure area as
"very difficult" is equal to or greater than the number of districts or schools reporting or
predicting such hiring as "easy" in
new text end data collected for the teacher supply and demand report
under section 127A.05, subdivision 6, or other surveys conducted by the Department of
Education new text beginor Professional Educator Licensing and Standards Board new text endthat provide indicators
for teacher supply and demand.

Subd. 2.

Eligibility.

To be eligible for a grant under this section, a new text beginstudent new text endteacher
candidate must:

(1) be enrolled in a Professional Educator Licensing and Standards Board-approved
teacher preparation program that requires at least 12 weeks of student teaching new text beginto complete
the program
new text endin order to be recommended for deleted text begina full professionaldeleted text endnew text begin any Tier 3new text end teaching licensenew text begin
from early childhood through grade 12
new text end;

(2) demonstrate financial need based on criteria established by the commissioner under
subdivision 3;

(3) deleted text beginintend to teach indeleted text endnew text begin be completing a program innew text end a new text beginlicensure new text endshortage areanew text begin existing
within the economic development region where either the candidate's preparation program
or permanent residence is located,
new text end or belong to deleted text beginan underrepresenteddeleted text endnew text begin anew text end racial or ethnic groupnew text begin
underrepresented in Minnesota's teacher workforce
new text end; and

(4) be meeting satisfactory academic progress as defined under section 136A.101,
subdivision 10.

Subd. 3.

Administration; repayment.

(a) The commissioner must establish an
application process and other guidelines for implementing this program, including repayment
responsibilities for stipend recipients who do not complete student teaching or who leave
Minnesota to teach in another state during the first year after student teaching.

(b) The commissioner must determine each academic year the stipend amount up to
$7,500 based on the amount of available funding, the number of eligible applicants, and the
financial need of the applicants.

(c) new text beginIn order to help improve all students' access to effective and diverse teachers, new text endthe
percentage of the total award reserved for teacher candidates who identify as belonging to
deleted text begin an underrepresenteddeleted text endnew text begin anew text end racial or ethnic group new text beginunderrepresented in the Minnesota teacher
workforce
new text endmust be equal to or greater than the total percentage of students deleted text beginofdeleted text endnew text begin from all suchnew text end
underrepresented racial or ethnic groups as measured under section 120B.35, subdivision
3
. If this percentage cannot be met because of a lack of qualifying candidates, the remaining
amount may be awarded to teacher candidates who intend to teach in a shortage area.new text begin Student
teacher candidates who are of color or American Indian who have made satisfactory academic
progress must have priority for receiving a grant from available funds to student teach and
complete their preparation programs if they meet eligibility requirements and participated
in the aspiring Minnesota teachers of color scholarship program under section 136A.1274.
new text end

Sec. 19.

Minnesota Statutes 2018, section 136A.1791, subdivision 1, is amended to read:


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 Professional
Educator Licensing and Standards Board who is employed by a school district to provide
classroom instructionnew text begin or a Head Start or Early Head Start nonlicensed early childhood
professional employed by a Head Start program under section 119A.50
new text end.

(e) "Teacher shortage area" meansnew text begin any of the following experiencing a teacher shortage
as reported by the Professional Educator Licensing and Standards Board
new text end:

(1) the licensure fields deleted text beginanddeleted text endnew text begin specific to particularnew text end economic development regions deleted text beginreported
by the commissioner of education as experiencing a teacher shortage; and
deleted text endnew text begin;
new text end

(2) new text beginindividual economic development regions; or
new text end

new text begin (3) new text endeconomic development regions where there is a shortage of licensed teachers who
deleted text begin reflect the racial or ethnic diversity ofdeleted text endnew text begin are of color or who are American Indian where the
aggregate percentage of this group of teachers is lower than the aggregate percentage of
students of color and American Indian
new text end students in the region deleted text beginas reported by the commissioner
of education
deleted text end.

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

Sec. 20.

Minnesota Statutes 2018, section 136A.1791, subdivision 2, is amended to read:


Subd. 2.

Program established; administration.

The commissioner deleted text beginshalldeleted text endnew text begin mustnew text end establish
and administer a teacher shortage loan forgiveness program. A teacher is eligible for the
program if the teacher is teaching in an identified teacher shortage area new text beginfor the economic
development region in which the teacher works as defined in subdivision 1 and reported
new text end under subdivision 3 and complies with the requirements of this section.

Sec. 21.

Minnesota Statutes 2018, section 136A.1791, subdivision 3, is amended to read:


Subd. 3.

Use of report on teacher shortage areas.

The deleted text begincommissioner of education
shall
deleted text endnew text begin Professional Educator Licensing and Standards Board mustnew text end use the teacher supply and
demand report to the legislature to identify the licensure fields and new text beginracial or ethnic groups
in
new text endeconomic development regions in Minnesota experiencing a teacher shortage.

Sec. 22.

Minnesota Statutes 2018, section 136A.1791, subdivision 4, is amended to read:


Subd. 4.

Application for loan forgiveness.

Each applicant for loan forgiveness, according
to rules adopted by the commissioner, deleted text beginshalldeleted text endnew text begin mustnew text end:

(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 is teaching indeleted text begin: (i) a licensure field identified by the commissioner as
experiencing a teacher shortage; or (ii) an economic development region identified by the
commissioner as experiencing a teacher shortage
deleted text endnew text begin a shortage areanew text end.

Sec. 23.

Minnesota Statutes 2018, section 136A.1791, subdivision 5, is amended to read:


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 deleted text beginshalldeleted text endnew text begin as a teacher in
any shortage area must
new text end 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.new text begin To
support the retention of teachers who are of color or American Indian and to the extent there
are sufficient applications, the percentage of loan repayments granted to teachers of color
and American Indian teachers must at least be equivalent to the aggregated percentage of
students of color and American Indian students in the state.
new text end

new text begin (b) Notwithstanding paragraph (a), applicants who meet both licensure field and
underrepresented racial or ethnic group eligibility in their economic development region
may receive an annual amount of up to $4,000 or the cumulative balance of the applicant's
qualified educational loans, including principal and interest, whichever amount is less.
new text end

deleted text begin (b)deleted text endnew text begin (c)new text end 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.

deleted text begin (c)deleted text endnew text begin (d)new text end No teacher deleted text beginshalldeleted text endnew text begin maynew text end receive more than deleted text beginfivedeleted text endnew text begin tennew text end annual awards.

Sec. 24. 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 Inclusive school enhancement grants. new text end

new text begin (a) To support schools in their efforts
to close opportunity and achievement gaps under Minnesota Statutes, section 120B.113:
new text end

new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 3,000,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The department may use up to five percent of this appropriation to administer the
grant program.
new text end

new text begin Subd. 3. new text end

new text begin Come Teach in Minnesota hiring bonuses. new text end

new text begin (a) For the Come Teach in
Minnesota hiring bonuses program under Minnesota Statutes, section 122A.59:
new text end

new text begin $
new text end
new text begin 1,050,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 1,050,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The department may use up to five percent of the appropriation amount to administer
the program under this subdivision.
new text end

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

new text begin (d) The base appropriation for fiscal years 2022 and 2023 is $1,050,000. The base
appropriation for fiscal year 2024 and later when retention bonuses can start being paid
through this program is $2,100,000.
new text end

new text begin Subd. 4. new text end

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

new text begin (a) 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 2020
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 2021
new text end

new text begin (b) The department may use up to five percent of the appropriation amount to administer
the grant program.
new text end

new text begin Subd. 5. new text end

new text begin Collaborative urban and greater Minnesota educators of color grants. new text end

new text begin (a)
For transfer to the collaborative urban and greater Minnesota educators of color competitive
account under Minnesota Statutes, section 122A.635, subdivision 4:
new text end

new text begin $
new text end
new text begin 6,000,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 6,000,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The board may retain up to three percent of the appropriation amount to monitor and
administer the grant program, and a portion of these funds may be transferred to the Office
of Higher Education as determined by the executive director of the board and commissioner
to support the administration of the program.
new text end

new text begin Subd. 6. new text end

new text begin Grow Your Own pathways to teacher licensure grants. new text end

new text begin (a) For grants to
develop or expand Grow Your Own new teacher programs under Minnesota Statutes, section
122A.685:
new text end

new text begin $
new text end
new text begin 8,500,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 8,500,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) Of this amount in each fiscal year, $3,500,000 is for nonconventional teacher
residency programs under Minnesota Statutes, section 122A.685, subdivision 3.
new text end

new text begin (c) Of this amount in each fiscal year, $5,000,000 is for expanded Grow Your Own
programs under Minnesota Statutes, section 122A.685, subdivision 4.
new text end

new text begin (d) The department may retain up to three percent of the appropriation amount to monitor
and administer the grant program.
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

new text begin (f) The base appropriation for fiscal year 2022 and later is $10,000,000.
new text end

new text begin Subd. 7. 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 transfer to the Professional Educator Licensing and Standards Board for
the development and expansion of mentoring, induction, and retention programs for teachers
of color or American Indian teachers under Minnesota Statutes, section 122A.70:
new text end

new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The board must be allocated no more than five percent of the appropriation amount
for monitoring and administering the grant program, and may have an interagency agreement
with the Department of Education including transfer of funds to help administer the program.
new text end

new text begin (c) The base appropriation for fiscal year 2022 and later is $2,000,000.
new text end

new text begin Subd. 8. new text end

new text begin Expanded concurrent enrollment grants. new text end

new text begin (a) 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 500,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The department must 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. 9. new text end

new text begin Aspiring Minnesota teachers of color scholarships. new text end

new text begin (a) For transfer to the
Office of Higher Education for scholarships to candidates preparing to teach in licensure
or demographic shortage areas under Minnesota Statutes, section 136A.1274:
new text end

new text begin $
new text end
new text begin 10,150,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 16,150,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The Office of Higher Education may use no more than $150,000 of the appropriation
amount to administer the program under this subdivision.
new text end

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

new text begin (d) The base appropriation for fiscal year 2022 and later is $16,150,000.
new text end

new text begin Subd. 10. new text end

new text begin Student teacher candidate grants in shortage areas. new text end

new text begin (a) For transfer to the
Office of Higher Education for the student teacher candidate grants in shortage areas program
under Minnesota Statutes, section 136A.1275, directed to support candidates belonging to
a racial or ethnic group underrepresented in the teacher workforce and meeting other
eligibility requirements:
new text end

new text begin $
new text end
new text begin 2,317,500
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 3,100,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The Office of Higher Education may use no more than $100,000 of the appropriation
amount to administer the program under this subdivision.
new text end

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

new text begin (d) The base appropriation for fiscal year 2022 and later for candidates belonging to a
racial or ethnic group underrepresented in the teacher workforce is $4,600,000.
new text end

new text begin Subd. 11. new text end

new text begin Teacher shortage loan forgiveness program. new text end

new text begin (a) For transfer to the Office
of Higher Education for the teacher shortage loan forgiveness program under Minnesota
Statutes, section 136A.1791, specific to teachers defined in Minnesota Statutes, section
136A.1791, subdivision 1, paragraph (e), clause (3):
new text end

new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The Office of Higher Education may use no more than three percent of the
appropriation amount to administer the program under this subdivision.
new text end

new text begin (c) The base appropriation for fiscal year 2022 and later is $5,000,000.
new text end

new text begin Subd. 12. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (a) For transfer to the Professional
Educator Licensing and Standards Board for developing two contracts to develop and
implement an outreach and marketing campaign under this subdivision:
new text end

new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2020
new text end
new text begin $
new text end
new text begin 500,000
new text end
new text begin .....
new text end
new text begin 2021
new text end

new text begin (b) The Professional Educator Licensing and Standards Board must issue a request for
proposals to develop and implement an outreach and marketing campaign to elevate the
profession and recruit teachers, especially teachers of color and American Indian teachers.
Outreach efforts should include and support current and former Teacher of the Year finalists
interested in being recruitment fellows to encourage prospective educators throughout the
state.
new text end

new text begin (c) The outreach and marketing campaign must focus on making the following individuals
become interested in teaching in Minnesota public schools:
new text end

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

new text begin (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
may be seeking to change careers.
new text end

new text begin (d) The board must award two $250,000 grants each year to firms or organizations that
demonstrate capacity to reach wide and varied audiences of prospective teachers based on
a work plan with quarterly deliverables. Preferences should be given to firms or organizations
that are led by people of color and that have people of color working on the campaign with
a proven record of success. The grant recipients must recognize current pathways or programs
to become a teacher and must partner with educators, schools, institutions, and racially
diverse communities. The grant recipients are encouraged to provide in-kind contributions
or seek funds from nonstate sources to supplement the grant award.
new text end

new text begin (e) The board may use no more than three percent of the appropriation amount to
administer the program under this subdivision, and may have an interagency agreement
with the Department of Education including transfer of funds to help administer the program.
new text end

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

new text begin Subd. 13. new text end

new text begin Reports on increasing percentage of teachers of color and American
Indian teachers.
new text end

new text begin (a) For transfer to the Professional Educator Licensing and Standards
Board for annual reports regarding efforts to increase the percentage of teachers of color
and American Indian teachers in Minnesota schools pursuant to Minnesota Statutes, section
120B.117, subdivision 4:
new text end

new text begin $
new text end
new text begin 15,000
new text end
new text begin .....
new text end
new text begin 2020
new text end

new text begin (b) The base appropriation for fiscal year 2022 and each even-numbered later fiscal year
is $15,000.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end