CHAPTER 5--S.F.No. 40
relating to education; amending teacher licensure provisions; establishing
an alternative teacher preparation program and limited-term teacher license;
requiring reports;amending Minnesota Statutes 2010, sections 122A.09,
subdivision 4; 122A.16; 122A.23, subdivision 1; proposing coding for new
law in Minnesota Statutes, chapter 122A; repealing Minnesota Statutes 2010,
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
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 successfully complete a skills
examination in reading, writing, and mathematics as a requirement for initial teacher
licensure. Such rules must require college and universities offering a board-approved
teacher preparation program to provide remedial assistance to persons who did not
achieve a qualifying score on the skills examination, including those for whom English is
a second language.
(c) The board must adopt rules to approve teacher preparation programs. The board,
upon the request of a postsecondary student preparing for teacher licensure or a licensed
graduate of a teacher preparation program, shall assist in resolving a dispute between the
person and a postsecondary institution providing a teacher preparation program when the
dispute involves an institution's recommendation for licensure affecting the person or the
person's credentials. At the board's discretion, assistance may include the application
of chapter 14.
(d) The board must provide the leadership and
adopt rules for the redesign of
teacher education programs to implement a research based, results-oriented curriculum
that focuses on the skills teachers need in order to be effective. The board shall implement
new systems of teacher preparation program evaluation to assure program effectiveness
based on proficiency of graduates in demonstrating attainment of program outcomes.
Teacher preparation programs including alternative teacher preparation programs
under section 122A.245, among other programs, must include a content-specific,
board-approved, performance-based assessment that measures teacher candidates in three
areas: planning for instruction and assessment; engaging students and supporting learning;
and assessing student learning.
(e) The board must adopt rules requiring candidates for initial licenses to successfully
complete 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 successfully complete, 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
, 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.
(h) The board must design and implement an assessment system which requires a
candidate for an initial license and first continuing license to demonstrate the abilities
necessary to perform selected, representative teaching tasks at appropriate levels.
(i) The board must receive recommendations from local committees as established
by the board for the renewal of teaching licenses.
(j) The board must grant life licenses to those who qualify according to requirements
established by the board, and suspend or revoke licenses pursuant to sections
. The board must not establish any expiration date for application for life licenses.
(k) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation in
the areas of using positive behavior interventions and in accommodating, modifying, and
adapting curricula, materials, and strategies to appropriately meet the needs of individual
students and ensure adequate progress toward the state's graduation rule.
(l) In adopting rules to license public school teachers who provide health-related
services for disabled children, the board shall adopt rules consistent with license or
registration requirements of the commissioner of health and the health-related boards who
license personnel who perform similar services outside of the school.
(m) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further reading
preparation, consistent with section
122A.06, subdivision 4
. The rules do not take effect
until they are approved by law. Teachers who do not provide direct instruction including, at
least, counselors, school psychologists, school nurses, school social workers, audiovisual
directors and coordinators, and recreation personnel are exempt from this section.
(n) The board must adopt rules that require all licensed teachers who are renewing
their continuing license to include in their renewal requirements further preparation
in understanding the key warning signs of early-onset mental illness in children and
EFFECTIVE DATE.This section is effective the day following final enactment
and applies to individuals who complete a teacher preparation program by the end of the
2013-2014 school year or later.
Sec. 2. Minnesota Statutes 2010, section 122A.16, is amended to read:
122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
(a) A qualified teacher is one holding a valid license, under this chapter, to perform
the particular service for which the teacher is employed in a public school.
(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
teacher is one who holds a valid license under this chapter, including under section
122A.245, among other sections,
to perform the particular service for which the teacher is
employed in a public school or who meets the requirements of a highly objective uniform
state standard of evaluation (HOUSSE).
All Minnesota teachers teaching in a core academic subject area, as defined by the
federal No Child Left Behind Act, in which they are not fully licensed may complete the
following HOUSSE process in the core subject area for which the teacher is requesting
highly qualified status by completing an application, in the form and manner described by
the commissioner, that includes:
(1) documentation of student achievement as evidenced by norm-referenced test
results that are objective and psychometrically valid and reliable;
(2) evidence of local, state, or national activities, recognition, or awards for
professional contribution to achievement;
(3) description of teaching experience in the teachers' core subject area in a public
school under a waiver, variance, limited license or other exception; nonpublic school; and
(4) test results from the Praxis II content test;
(5) evidence of advanced certification from the National Board for Professional
(6) evidence of the successful completion of course work or pedagogy courses; and
(7) evidence of the successful completion of high quality professional development
Districts must assign a school administrator to serve as a HOUSSE reviewer to
meet with teachers under this paragraph and, where appropriate, certify the teachers'
applications. Teachers satisfy the definition of highly qualified when the teachers receive
at least 100 of the total number of points used to measure the teachers' content expertise
under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
for more than one subject area.
(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
must obtain permission from the Board of Teaching in order to teach in a public school.
Sec. 3. Minnesota Statutes 2010, section 122A.23, subdivision 1, is amended to read:
Subdivision 1. Preparation equivalency.
When a license to teach is authorized to
be issued to any holder of a diploma or a degree of a Minnesota state university, or of the
University of Minnesota, or of a liberal arts university, or a technical training institution,
such license may also, in the discretion of the Board of Teaching or the commissioner of
education, whichever has jurisdiction, be issued to any holder of a diploma or a degree
of a teacher training institution of equivalent rank and standing of any other state. The
diploma or degree must be granted by virtue of
the completion of completing
a course in
teacher preparation essentially equivalent in content to that required by such Minnesota
state university or the University of Minnesota or a liberal arts university in Minnesota
or a technical training institution as preliminary to the granting of a diploma or a degree
of the same rank and class. For purposes of granting a Minnesota teaching license to a
person who receives a diploma or degree from a state-accredited, out-of-state teacher
training program leading to licensure, the Board of Teaching must establish criteria and
streamlined procedures to recognize the experience and professional credentials of the
person holding the out-of-state diploma or degree and allow that person to demonstrate to
the board the person's qualifications for receiving a Minnesota teaching license based on
performance measures the board adopts under this section.
Sec. 4. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
AND LIMITED-TERM TEACHER LICENSE.
Subdivision 1. Requirements. (a) To improve academic excellence, improve ethnic
and cultural diversity in the classroom, and close the academic achievement gap, the
Board of Teaching must approve qualified teacher preparation programs under this section
that are a means to acquire a two-year limited-term license, which the board may renew
one time for an additional one-year term, and to prepare for acquiring a standard license.
The following entities are eligible to participate under this section:
(1) a school district or charter school that forms a partnership with a college or
university that has a board-approved alternative teacher preparation program; or
(2) a school district or charter school, after consulting with a college or university
with a board-approved teacher preparation program, forms a partnership with a nonprofit
corporation organized under chapter 317A for an education-related purpose that has a
board-approved teacher preparation program.
(b) Before participating in this program, a candidate must:
(1) have a bachelor's degree with a 3.0 or higher grade point average unless the
board waives the grade point average requirement based on board-adopted criteria;
(2) pass the reading, writing, and mathematics skills examination under section
122A.09, subdivision 4, paragraph (b); and
(3) obtain qualifying scores on applicable board-approved rigorous content area and
pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).
(c) The Board of Teaching must issue a two-year limited-term license to a person
who enrolls in an alternative teacher preparation program.
Subd. 2. Characteristics. An alternative teacher preparation program under this
section must include:
(1) a minimum 200-hour instructional phase that provides intensive preparation and
student teaching before the teacher candidate assumes classroom responsibilities;
(2) a research-based and results-oriented approach focused on best teaching practices
to increase student proficiency and growth measured against state academic standards;
(3) strategies to combine pedagogy and best teaching practices to better inform
teacher candidates' classroom instruction;
(4) assessment, supervision, and evaluation of teacher candidates to determine
their specific needs throughout the program and to support their efforts to successfully
complete the program;
(5) intensive, ongoing, and multiyear professional learning opportunities that
accelerate teacher candidates' professional growth, support student learning, and provide a
workplace orientation, professional staff development, and mentoring and peer review
focused on standards of professional practice and continuous professional growth; and
(6) a requirement that teacher candidates demonstrate to the local site team under
subdivision 5 satisfactory progress toward acquiring a standard license from the Board of
Subd. 3. Program approval; disapproval. (a) The Board of Teaching must approve
alternative teacher preparation programs under this section based on board-adopted criteria
that reflect best practices for alternative teacher preparation programs, consistent with this
section. The board must permit teacher candidates to demonstrate mastery of pedagogy
and content standards in school-based settings and through other nontraditional means.
(b) If the Board of Teaching determines that a teacher preparation program under
this section does not meet the requirements of this section, it may revoke its approval
of the program after it notifies the program provider of any deficiencies and gives the
program provider an opportunity to remedy the deficiencies.
Subd. 4. Employment conditions. Where applicable, teacher candidates with a
limited-term license under this section are members of the local employee organization
representing teachers and subject to the terms of the local collective bargaining agreement
between the exclusive representative of the teachers and the school board. A collective
bargaining agreement between a school board and the exclusive representative of the
teachers must not prevent or restrict or otherwise interfere with a school district's ability to
employ a teacher prepared under this section.
Subd. 5. Approval for standard license. A school board or its designee must
appoint members to a local site team that includes teachers, school administrators,
and postsecondary faculty under subdivision 1, paragraph (a), clause (1), or staff of a
participating nonprofit corporation under subdivision 1, paragraph (a), clause (2), to
evaluate the performance of the teacher candidate. The evaluation must be consistent with
board-adopted performance measures, use the Minnesota state standards of effective
practice and subject matter content standards for teachers established in Minnesota Rules,
and include a report to the board recommending whether or not to issue the teacher
candidate a standard license.
Subd. 6. Applicants trained in other states. A person who successfully completes
another state's alternative teacher preparation program, consistent with section 122A.23,
subdivision 1, may apply to the Board of Teaching for a standard license under subdivision
Subd. 7. Standard license. The Board of Teaching must issue a standard
license to an otherwise qualified teacher candidate under this section who successfully
performs throughout a program under this section, successfully completes all required
skills, pedagogy, and content area examinations under section 122A.09, subdivision
4, paragraphs (a) and (e), and is recommended for licensure under subdivision 5 or
successfully demonstrates to the board qualifications for licensure under subdivision 6.
Subd. 8. Highly qualified teacher. A person holding a valid limited-term license
under this section is a highly qualified teacher and the teacher of record under section
Subd. 9. Exchange of best practices. By July 31 in an even-numbered year, a
program participant and the Minnesota State Colleges and Universities, the University of
Minnesota, the Minnesota Private College Council, and the Department of Education must
exchange information about best practices and educational innovations.
Subd. 10. Reports. The Board of Teaching must submit an interim report on the
efficacy of this program to the policy and finance committees of the legislature with
jurisdiction over kindergarten through grade 12 education by February 15, 2013, and a
final report by February 15, 2015.
EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
Sec. 5. REPEALER.
Minnesota Statutes 2010, section 122A.24, is repealed.
EFFECTIVE DATE.This section is effective August 1, 2011.
Presented to the governor March 4, 2011
Signed by the governor March 7, 2011, 9:30 a.m.