1.1 	A bill for an act
1.2 	relating to education; making school year-long student teaching programs part 
1.3 	of teacher preparation; requiring a report on a tax credit for student teachers; 
1.4 	appropriating money;amending Minnesota Statutes 2014, section 122A.09, 
1.5 	subdivision 4.
1.6 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.7 	Section 1. Minnesota Statutes 2014, section 122A.09, subdivision 4, is amended to read:
1.8 		Subd. 4.License and rules. (a) The board must adopt rules to license public school 
1.9 	teachers and interns subject to chapter 14.
1.10 	(b) The board must adopt rules requiring a person to pass a skills examination in 
1.11 	reading, writing, and mathematics or attain either a composite score composed of the 
1.12 	average of the scores in English and writing, reading, and mathematics on the ACT 
1.13 	Plus Writing recommended by the board, or an equivalent composite score composed 
1.14 	of the average of the scores in critical reading, mathematics, and writing on the SAT 
1.15 	recommended by the board, as a requirement for initial teacher licensure, except that the 
1.16 	board may issue up to two temporary, one-year teaching licenses to an otherwise qualified 
1.17 	candidate who has not yet passed the skills exam or attained the requisite composite score 
1.18 	on the ACT Plus Writing or SAT. Such rules must require college and universities offering 
1.19 	a board-approved teacher preparation program to provide remedial assistance to persons 
1.20 	who did not achieve a qualifying score on the skills examination or attain the requisite 
1.21 	composite score on the ACT Plus Writing or SAT, including those for whom English is 
1.22 	a second language. The requirement to pass a reading, writing, and mathematics skills 
1.23 	examination or attain the requisite composite score on the ACT Plus Writing or SAT does 
1.24 	not apply to nonnative English speakers, as verified by qualified Minnesota school district 
1.25 	personnel or Minnesota higher education faculty, who, after meeting the content and 
2.1 	pedagogy requirements under this subdivision, apply for a teaching license to provide direct 
2.2 	instruction in their native language or world language instruction under section 120B.022, 
2.3 	subdivision 1. A teacher candidate's official ACT Plus Writing or SAT composite score 
2.4 	report to the board must not be more than ten years old at the time of licensure.
2.5 	(c) The board must adopt rules to approve teacher preparation programs. The board, 
2.6 	upon the request of a postsecondary student preparing for teacher licensure or a licensed 
2.7 	graduate of a teacher preparation program, shall assist in resolving a dispute between the 
2.8 	person and a postsecondary institution providing a teacher preparation program when the 
2.9 	dispute involves an institution's recommendation for licensure affecting the person or the 
2.10 	person's credentials. At the board's discretion, assistance may include the application 
2.11 	of chapter 14.
2.12 	(d) The board must provide the leadership and adopt rules for the redesign of teacher 
2.13 	education programs to implement a research based, results-oriented curriculum that 
2.14 	focuses on the skills teachers need in order to be effective. Among other components, 
2.15 	teacher preparation programs must use the Minnesota State Colleges and Universities 
2.16 	program model to provide a school year-long student teaching program that combines 
2.17 	clinical opportunities with academic course work and in-depth student teaching 
2.18 	experiences to offer students ongoing mentorship, coaching and assessment, help to 
2.19 	prepare a professional development plan, and structured learning experiences. The board 
2.20 	shall implement new systems of teacher preparation program evaluation to assure program 
2.21 	effectiveness based on proficiency of graduates in demonstrating attainment of program 
2.22 	outcomes. Teacher preparation programs including alternative teacher preparation 
2.23 	programs under section 122A.245, among other programs, must include a content-specific, 
2.24 	board-approved, performance-based assessment that measures teacher candidates in three 
2.25 	areas: planning for instruction and assessment; engaging students and supporting learning; 
2.26 	and assessing student learning. The board's redesign rules must include creating flexible, 
2.27 	specialized teaching licenses, credentials, and other endorsement forms to increase 
2.28 	students' participation in language immersion programs, world language instruction, 
2.29 	career development opportunities, work-based learning, early college courses and careers, 
2.30 	career and technical programs, Montessori schools, and project and place-based learning, 
2.31 	among other career and college ready learning offerings.
2.32 	(e) The board must adopt rules requiring candidates for initial licenses to pass an 
2.33 	examination of general pedagogical knowledge and examinations of licensure-specific 
2.34 	teaching skills. The rules shall be effective by September 1, 2001. The rules under this 
2.35 	paragraph also must require candidates for initial licenses to teach prekindergarten or 
2.36 	elementary students to pass, as part of the examination of licensure-specific teaching 
3.1 	skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive, 
3.2 	scientifically based reading instruction under section 122A.06, subdivision 4, and their 
3.3 	knowledge and understanding of the foundations of reading development, the development 
3.4 	of reading comprehension, and reading assessment and instruction, and their ability to 
3.5 	integrate that knowledge and understanding.
3.6 	(f) The board must adopt rules requiring teacher educators to work directly with 
3.7 	elementary or secondary school teachers in elementary or secondary schools to obtain 
3.8 	periodic exposure to the elementary or secondary teaching environment.
3.9 	(g) The board must grant licenses to interns and to candidates for initial licenses 
3.10 	based on appropriate professional competencies that are aligned with the board's licensing 
3.11 	system and students' diverse learning needs. All teacher candidates must have preparation 
3.12 	in English language development and content instruction for English learners in order to be 
3.13 	able to effectively instruct the English learners in their classrooms. The board must include 
3.14 	these licenses in a statewide differentiated licensing system that creates new leadership 
3.15 	roles for successful experienced teachers premised on a collaborative professional culture 
3.16 	dedicated to meeting students' diverse learning needs in the 21st century, recognizes the 
3.17 	importance of cultural and linguistic competencies, including the ability to teach and 
3.18 	communicate in culturally competent and aware ways, and formalizes mentoring and 
3.19 	induction for newly licensed teachers provided through a teacher support framework.
3.20 	(h) The board must design and implement an assessment system which requires a 
3.21 	candidate for an initial license and first continuing license to demonstrate the abilities 
3.22 	necessary to perform selected, representative teaching tasks at appropriate levels.
3.23 	(i) The board must receive recommendations from local committees as established 
3.24 	by the board for the renewal of teaching licenses. The board must require licensed teachers 
3.25 	who are renewing a continuing license to include in the renewal requirements further 
3.26 	preparation in English language development and specially designed content instruction 
3.27 	in English for English learners.
3.28 	(j) The board must grant life licenses to those who qualify according to requirements 
3.29 	established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and 
3.30 	214.10. The board must not establish any expiration date for application for life licenses.
3.31 	(k) The board must adopt rules that require all licensed teachers who are renewing 
3.32 	their continuing license to include in their renewal requirements further preparation in 
3.33 	the areas of using positive behavior interventions and in accommodating, modifying, and 
3.34 	adapting curricula, materials, and strategies to appropriately meet the needs of individual 
3.35 	students and ensure adequate progress toward the state's graduation rule.
4.1 	(l) In adopting rules to license public school teachers who provide health-related 
4.2 	services for disabled children, the board shall adopt rules consistent with license or 
4.3 	registration requirements of the commissioner of health and the health-related boards who 
4.4 	license personnel who perform similar services outside of the school.
4.5 	(m) The board must adopt rules that require all licensed teachers who are renewing 
4.6 	their continuing license to include in their renewal requirements further reading 
4.7 	preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect 
4.8 	until they are approved by law. Teachers who do not provide direct instruction including, at 
4.9 	least, counselors, school psychologists, school nurses, school social workers, audiovisual 
4.10 	directors and coordinators, and recreation personnel are exempt from this section.
4.11 	(n) The board must adopt rules that require all licensed teachers who are renewing 
4.12 	their continuing license to include in their renewal requirements further preparation, 
4.13 	first, in understanding the key warning signs of early-onset mental illness in children 
4.14 	and adolescents and then, during subsequent licensure renewal periods, preparation may 
4.15 	include providing a more in-depth understanding of students' mental illness trauma, 
4.16 	accommodations for students' mental illness, parents' role in addressing students' mental 
4.17 	illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942 
4.18 	governing restrictive procedures, and de-escalation methods, among other similar topics.

4.19 	EFFECTIVE DATE. This section is effective for the 2016-2017 school year and 
4.20 	later.

4.21 	Sec. 2. TAX CREDIT FOR STUDENT TEACHERS REPORT.
 4.22 	The commissioner of revenue, in consultation with the commissioner of the Office 
4.23 	of Higher Education, the executive director of the Board of Teaching, and the director 
4.24 	of the licensing division of the Department of Education, must report to the legislature 
4.25 	on allowing an individual income tax credit for student teachers who participate in a full 
4.26 	school year of student teaching at the undergraduate or graduate level. The report must 
4.27 	be completed on or before February 1, 2016, and provided to the chairs of the legislative 
4.28 	committees with jurisdiction over taxes, higher education, and K-12 education, in 
4.29 	compliance with Minnesota Statutes, sections 3.195 and 3.197. The report must include:
4.30 	(1) information on the number of teacher candidates who currently participate in 
4.31 	student teaching programs for a full school year, and the number estimated to participate if 
4.32 	a tax credit were allowed;
4.33 	(2) whether a flat credit amount or a credit set at a percentage of student teaching 
4.34 	program expenses to the student would be more effective at encouraging participation; and
5.1 	(3) draft legislation for an income tax credit for student teachers who participate 
5.2 	in a full school year of student teaching, to be effective for tax year 2016, for teacher 
5.3 	candidates beginning a full school year of student teaching after June 30, 2016.

5.4 	EFFECTIVE DATE. This section is effective the day following final enactment.

5.5 	Sec. 3. SCHOOL YEAR-LONG STUDENT TEACHER PROGRAM GRANTS; 
5.6 	APPROPRIATION.
 5.7 	$400,000 in fiscal year 2016 is appropriated from the general fund to the Minnesota 
5.8 	State Colleges and Universities Board of Trustees to award up to two grants to system 
5.9 	institutions with a Board of Teaching-approved teacher preparation program to provide a 
5.10 	school year-long student teaching program, consistent with the student teaching program 
5.11 	requirements under Minnesota Statutes, section 122A.09, subdivision 4, paragraph (d). 
5.12 	The Board of Trustees must report to the K-12 and higher education committees of the 
5.13 	legislature by March 1, 2016, on the experiences of the grant recipients and the student 
5.14 	teachers with the school year-long student teaching program.

5.15 	EFFECTIVE DATE. This section is effective July 1, 2016.