HF 1956

as introduced - 89th Legislature (2015 - 2016) Posted on 03/17/2015 11:37am

A bill for an act
relating to education; making school year-long student teaching programs part
of teacher preparation; requiring a report on a tax credit for student teachers;
appropriating money; amending Minnesota Statutes 2014, section 122A.09,
subdivision 4.

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

Section 1.

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

Subd. 4.

License and rules.

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

(b) The board must adopt rules requiring a person to pass a skills examination in
reading, writing, and mathematics or attain either a composite score composed of the
average of the scores in English and writing, reading, and mathematics on the ACT
Plus Writing recommended by the board, or an equivalent composite score composed
of the average of the scores in critical reading, mathematics, and writing on the SAT
recommended by the board, as a requirement for initial teacher licensure, except that the
board may issue up to two temporary, one-year teaching licenses to an otherwise qualified
candidate who has not yet passed the skills exam or attained the requisite composite score
on the ACT Plus Writing or SAT. Such rules must require college and universities offering
a board-approved teacher preparation program to provide remedial assistance to persons
who did not achieve a qualifying score on the skills examination or attain the requisite
composite score on the ACT Plus Writing or SAT, including those for whom English is
a second language. The requirement to pass a reading, writing, and mathematics skills
examination or attain the requisite composite score on the ACT Plus Writing or SAT does
not apply to nonnative English speakers, as verified by qualified Minnesota school district
personnel or Minnesota higher education faculty, who, after meeting the content and
pedagogy requirements under this subdivision, apply for a teaching license to provide direct
instruction in their native language or world language instruction under section 120B.022,
subdivision 1. A teacher candidate's official ACT Plus Writing or SAT composite score
report to the board must not be more than ten years old at the time of licensure.

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

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

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

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

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2016-2017 school year and
later.
new text end

Sec. 2. new text begin TAX CREDIT FOR STUDENT TEACHERS REPORT.
new text end

new text begin The commissioner of revenue, in consultation with the commissioner of the Office
of Higher Education, the executive director of the Board of Teaching, and the director
of the licensing division of the Department of Education, must report to the legislature
on allowing an individual income tax credit for student teachers who participate in a full
school year of student teaching at the undergraduate or graduate level. The report must
be completed on or before February 1, 2016, and provided to the chairs of the legislative
committees with jurisdiction over taxes, higher education, and K-12 education, in
compliance with Minnesota Statutes, sections 3.195 and 3.197. The report must include:
new text end

new text begin (1) information on the number of teacher candidates who currently participate in
student teaching programs for a full school year, and the number estimated to participate if
a tax credit were allowed;
new text end

new text begin (2) whether a flat credit amount or a credit set at a percentage of student teaching
program expenses to the student would be more effective at encouraging participation; and
new text end

new text begin (3) draft legislation for an income tax credit for student teachers who participate
in a full school year of student teaching, to be effective for tax year 2016, for teacher
candidates beginning a full school year of student teaching after June 30, 2016.
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. 3. new text begin SCHOOL YEAR-LONG STUDENT TEACHER PROGRAM GRANTS;
APPROPRIATION.
new text end

new text begin $400,000 in fiscal year 2016 is appropriated from the general fund to the Minnesota
State Colleges and Universities Board of Trustees to award up to two grants to system
institutions with a Board of Teaching-approved teacher preparation program to provide a
school year-long student teaching program, consistent with the student teaching program
requirements under Minnesota Statutes, section 122A.09, subdivision 4, paragraph (d).
The Board of Trustees must report to the K-12 and higher education committees of the
legislature by March 1, 2016, on the experiences of the grant recipients and the student
teachers with the school year-long student teaching program.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2016.
new text end