as introduced - 92nd Legislature (2021 - 2022) Posted on 08/17/2021 03:04pm
A bill for an act
relating to education; requiring school districts to establish teacher mentoring
programs; modifying allowed uses of staff development revenue; amending
Minnesota Statutes 2020, sections 122A.61, subdivision 1; 122A.70.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Minnesota Statutes 2020, section 122A.61, subdivision 1, is amended to read:
A district is required to reserve an amount
equal to at least two percent of the basic revenue under section 126C.10, subdivision 2, for:
(1) teacher development and evaluation under section 122A.40, subdivision 8, or 122A.41,
subdivision 5;
(2) principal development and evaluation under section 123B.147, subdivision 3;
(3) professional development under section 122A.60; deleted text begin and
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(4) in-service education for programs under section 120B.22, subdivision 2deleted text begin .deleted text end new text begin ; and
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(5) teacher mentorship under section 122A.70, subdivision 1.
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To the extent extra funds remain, staff development revenue may be used for staff
development plans, including plans for challenging instructional activities and experiences
under section 122A.60, and for curriculum development and programs, other in-service
education, deleted text begin teachers' mentoring under section 122A.70 and evaluation,deleted text end teachers' workshops,
teacher conferences, the cost of substitute teachers for staff development purposes, preservice
and in-service education for special education professionals and paraprofessionals, and
other related costs for staff development efforts. A district may annually waive the
requirement to reserve their basic revenue under this section if a majority vote of the licensed
teachers in the district and a majority vote of the school board agree to a resolution to waive
the requirement. A district in statutory operating debt is exempt from reserving basic revenue
according to this section. Districts may expend an additional amount of unreserved revenue
for staff development based on their needs.
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This section is effective July 1, 2021.
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Minnesota Statutes 2020, section 122A.70, is amended to read:
(a) School
districts deleted text begin are encouraged todeleted text end new text begin mustnew text end develop teacher mentoring programs for teachers new to
the profession or district, including teaching residents, teachers of color, teachers who are
American Indian, teachers in license shortage areas, teachers with special needs, or
experienced teachers in need of peer coaching.
(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:
(1) additional stipends as incentives to mentors of color or who are American Indian;
(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. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;
(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
(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.
(c) A school or district that receives a grant must negotiate additional retention strategies
or protection from unrequested leave of absences 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.
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(d) The commissioner of education must collaborate with Education Minnesota, the
Minnesota School Boards Association, the Minnesota Association of School Administrators,
the Minnesota Elementary School Principals' Association, and the Minnesota Association
of Secondary School Principals to develop a teacher mentorship model and make resources
for implementing the model available to school districts and charter schools. Resources
may include planning, planning guides, media, training, conferences, institutes, and regional
and statewide networking meetings. The commissioner may charge districts and charter
schools fees for meals, materials, and similar expenses.
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The Professional Educator Licensing and Standards
Board must make new text begin grant new text end application forms available to sites interested in developing or
expanding a mentorship program. A school district; a group of school districts; a coalition
of districts, teachers, and teacher education institutions; or a coalition of schools, teachers,
or nonlicensed educators may apply for a 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 mentoring, professional development, and retention components, 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.
At a minimum, applicants new text begin for grants under subdivision
2 new text end 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 color and teachers who are American Indian.
new text begin Grant new text end applicants deleted text begin are required todeleted text end new text begin mustnew text end seek additional
funding and assistance from sources such as school districts, postsecondary institutions,
foundations, and the private sector.
New and expanding mentorship sites that deleted text begin are fundeddeleted text end new text begin
receive a board grant under subdivision 2new text end to design, develop, implement, and evaluate their
program must participate in activities that support program development and implementation.
deleted text begin 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.
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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.
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This section is effective July 1, 2021.
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