SF 3804

as introduced - 92nd Legislature (2021 - 2022) Posted on 03/10/2022 04:31pm

A bill for an act
relating to education; strengthening the Increase Teachers of Color Act; seeking
to increase the percentage of teachers of color and American Indian teachers in
Minnesota; amending the world's best workforce requirements; requiring reports;
appropriating money; amending Minnesota Statutes 2020, sections 120B.11,
subdivisions 1, 2, 3; 121A.031, subdivision 6; 122A.183, subdivision 1; 122A.184,
subdivision 1; 122A.185, subdivision 1; 122A.40, subdivision 5; 122A.41,
subdivision 2; 122A.635; 123B.147, subdivision 3; 124D.861, subdivision 2;
Minnesota Statutes 2021 Supplement, section 122A.70; Laws 2021, First Special
Session chapter 13, article 3, sections 7, subdivisions 4, 6; 8, subdivision 2;
proposing coding for new law in Minnesota Statutes, chapters 120B; 121A; 124D.

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

Section 1.

Minnesota Statutes 2020, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have all
third grade students achieve grade-level literacy; close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

(e) "Ethnic studies curriculum" means the critical and interdisciplinary study of race,
ethnicity, and indigeneity with a focus on the experiences and perspectives of People of
Color within and beyond the United States. Ethnic studies analyzes the ways in which race
and racism have been and continue to be powerful social, cultural, and political forces, and
the connection of race to the stratification of other groups, including stratification based on
gender, class, sexual orientation, gender identity, and legal status. The ethnic studies
curriculum may be integrated in existing curricular opportunities or provided through
additional curricular offerings.

(f) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.

(g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through schooling.

(h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that chronically favor white people and disadvantage
those who are Black, Indigenous, and People of Color.

Sec. 2.

Minnesota Statutes 2020, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

A school board, at a public meeting, shall must
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,; assess ethnic studies curriculum needs to determine priorities for
integrating ethnic studies into existing courses or developing new courses; and identifying
identify 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, including ethnic studies 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, including:

(i) the English and, where practicable, the native language development and the academic
achievement of English learners; and

(ii) access to ethnic studies curriculum using culturally responsive methodologies for
all learners;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
children in low-income and minority children families, children in families of People of
Color, and children in American Indian families are not taught at higher rates than other
children by inexperienced, ineffective, or out-of-field teachers;

(6) education effectiveness practices that:

(i) integrate high-quality instruction, rigorous curriculum, technology, and curriculum
that is rigorous, accurate, antiracist, and culturally sustaining;

(ii) ensure learning and work environments validate, affirm, embrace, and integrate
cultural and community strengths for all students, families, and employees; and

(iii) provide a collaborative professional culture that develops and supports seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supporting teacher quality, performance, and effectiveness; and

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

(8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.

EFFECTIVE DATE.

This section is effective for all strategic plans reviewed and
updated after June 30, 2023.

Sec. 3.

Minnesota Statutes 2020, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board shall must 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, shall must 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 shall must 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 shall must recommend to the school
board: rigorous academic standards,; student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35,; district
assessments,; means to improve students' equitable access to effective and more diverse
teachers,; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
sustaining; strategies to ensure that curriculum and learning and work environments validate,
affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic
groups; and program evaluations. School sites may expand upon district evaluations of
instruction, curriculum, assessments, or programs. Whenever possible, parents and other
community residents shall must comprise at least two-thirds of advisory committee members.

Sec. 4.

[120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.

Subdivision 1.

Grant program established.

The commissioner of education must
establish a grant program to support implementation of world's best workforce strategies
under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
address opportunity gaps resulting from curricular, environmental, and structural inequities
in schools experienced by students, families, and staff who are of color or who are American
Indian.

Subd. 2.

Definitions.

(a) For purposes of this section, the following terms have the
meanings given.

(b) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.

(c) "Curricular" means curriculum resources used and content taught as well as access
to levels of coursework or types of learning opportunities.

(d) "Environmental" means relating to the climate and culture of a school.

(e) "Equitable" means fairness by providing curriculum, instruction, support, and other
resources for learning based on the needs of individual students and groups of students to
succeed at school rather than treating all students the same despite the students having
different needs.

(f) "Institutional racism" means policies and practices within and across institutions that
produce outcomes that chronically favor white people and disadvantage those who are
Black, Indigenous, and People of Color.

(g) "Opportunity gap" means the inequitable distribution of resources that impacts
inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
of students.

(h) "Structural" means relating to the organization and systems of a school that have
been created to manage a school.

Subd. 3.

Applications and grant awards.

The commissioner must determine application
procedures and deadlines, select districts and charter schools to participate in the grant
program, and determine the award amount and payment process of the grants. To the extent
that there are sufficient applications, the commissioner must 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.

Subd. 4.

Description.

The grant program must provide funding that supports collaborative
efforts that close opportunity gaps by:

(1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
cultural and community strengths of students, families, and employees from all racial and
ethnic backgrounds; and

(2) addressing institutional racism with equitable school policies, structures, practices,
and curricular offerings, consistent with the requirements for long-term plans under section
124D.861, subdivision 2, paragraph (c).

Subd. 5.

Report.

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, and must identify any areas needed for further continuous improvement.
The commissioner must publish a report for the public summarizing the activities of grant
recipients and what was done to promote sharing of effective practices among grant recipients
and potential grant applicants.

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 5.

[120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR
AND AMERICAN INDIAN TEACHERS IN MINNESOTA.

Subdivision 1.

Purpose.

This section sets short-term and long-term attainment goals for
increasing the percentage of teachers of color and who are American Indian teachers in
Minnesota and for ensuring all students have equitable access to effective and racially and
ethnically diverse teachers who reflect the diversity of students. The goals and report required
under this section are important for meeting attainment 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.

Subd. 2.

Equitable access to racially and ethnically diverse teachers.

The percentage
of teachers in Minnesota who are of color or who are American Indian 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 to ensure all students have equitable
access to effective and diverse teachers by 2040.

Subd. 3.

Rights not created.

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.

Subd. 4.

Reporting.

Beginning in 2022 and every even-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to publish a summary report of each of
the programs they 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 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09,
124D.861, 136A.1274, 136A.1276, 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, in coordination with the Office of Higher
Education and Department of Education, provide policy and funding recommendations
related to 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 include recommendations
for state policy and funding needed to achieve the goals of this section, 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 2022 report must include
a recommendation of whether 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 Indian
Affairs Council and other ethnic councils along with other community partners, including
students of color and American Indian students, in developing the report. By November 1
of each even-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.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 6.

[120B.25] CURRICULUM POLICY.

A school board must adopt a written policy that prohibits discrimination or discipline
for a teacher or principal on the basis of incorporating into curriculum contributions by
persons in a federally protected class or protected class under section 363A.13, consistent
with local collective bargaining agreements.

Sec. 7.

Minnesota Statutes 2020, section 121A.031, subdivision 6, is amended to read:

Subd. 6.

State model policy.

(a) The commissioner, in consultation with the
commissioner of human rights, shall develop and maintain a state model policy. A district
or school that does not adopt and implement a local policy under subdivisions 3 to 5 must
implement and may supplement the provisions of the state model policy. The commissioner
must assist districts and schools under this subdivision to implement the state policy. The
state model policy must:

(1) define prohibited conduct, consistent with this section;

(2) apply the prohibited conduct policy components in this section;

(3) for a child with a disability, whenever an evaluation by an individualized education
program team or a section 504 team indicates that the child's disability affects the child's
social skills development or the child is vulnerable to prohibited conduct because of the
child's disability, the child's individualized education program or section 504 plan may
address the skills and proficiencies the child needs to not engage in and respond to such
conduct; and

(4) encourage violence prevention and character development education programs under
section 120B.232, subdivision 1.

(b) The commissioner shall develop and post departmental procedures for:

(1) periodically reviewing district and school programs and policies for compliance with
this section;

(2) investigating, reporting, and responding to noncompliance with this section, which
may include an annual review of plans to improve and provide a safe and supportive school
climate; and

(3) allowing students, parents, and educators to file a complaint about noncompliance
with the commissioner.

(c) The commissioner must post on the department's website information indicating that
when districts and schools allow non-curriculum-related student groups access to school
facilities, the district or school must give all student groups equal access to the school
facilities regardless of the content of the group members' speech.

(d) The commissioner must develop and maintain resources to assist a district or school
in implementing strategies for creating a positive school climate and use evidence-based,
social-emotional learning to prevent and reduce discrimination and other improper conduct.

(e) The commissioner must develop and adopt state-level social-emotional learning
standards.

Sec. 8.

[121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.

Subdivision 1.

Prohibition.

(a) A public school may not have or adopt a name, symbol,
or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
within the district.

(b) A public school may seek an exemption to paragraph (a) by submitting a request in
writing to the Tribal Nations Education Committee and the Indian Affairs Council, which
jointly shall have discretion to grant such an exemption. A public school that has a mascot
prohibited by this section must request an exemption by January 1, 2023.

Subd. 2.

Definitions.

(a) For purposes of this section, the following terms have the
meanings given.

(b) "American Indian" means an individual who is:

(1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band,
including:

(i) any Tribe or band terminated since 1940; and

(ii) any Tribe or band recognized by the state in which the Tribe or band resides;

(2) a descendant, in the first or second degree, of an individual described in clause (1);

(3) considered by the United States Secretary of the Interior to be an American Indian
for any purpose;

(4) an Eskimo, Aleut, or other Alaska Native; or

(5) a member of an organized federal American Indian group that received a grant under
the Indian Education Act of 1988 as in effect the day preceding October 20, 1994.

(c) "District" means a district under section 120A.05, subdivision 8.

(d) "Mascot" means any human, nonhuman animal, or object used to represent a school
and its population.

(e) "Public school" or "school" means a public school under section 120A.05, subdivisions
9, 11, 13, and 17, and a charter school under chapter 124E.

Sec. 9.

Minnesota Statutes 2020, section 122A.183, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

(a) The Professional Educator Licensing and Standards
Board must issue a Tier 3 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets the educational or professional requirements in paragraphs (b)
and (c);

(2) the candidate has obtained a passing score on the required licensure exams under
section 122A.185; and

(3) the candidate has completed the coursework required under subdivision 2.

(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
course outside a career and technical education or career pathways course of study.

(c) A candidate for a Tier 3 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

In consultation with the governor's Workforce Development Board established under section
116L.665, the board must establish a list of qualifying certifications, and may add additional
professional certifications in consultation with school administrators, teachers, and other
stakeholders.

(d) The board must issue a Tier 3 license to a candidate who provides information
sufficient to demonstrate the following, regardless of whether the candidate meets other
requirements in this section:

(1) the candidate has completed a teacher preparation program from a culturally specific
Minority Serving Institution in the United States, such as Historically Black Colleges and
Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
those in Puerto Rico, and is eligible for a teacher license in another state; or

(2) the candidate has completed a university teacher preparation program in another
country and has taught at least two years.

The candidate must have completed student teaching comparable to the student teaching
expectations in Minnesota.

Sec. 10.

Minnesota Statutes 2020, section 122A.184, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

The Professional Educator Licensing and Standards
Board must issue a Tier 4 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
and has completed a teacher preparation program under section 122A.183, subdivision 2,
clause (1) or (2);

(2) the candidate has at least three years of teaching experience in Minnesota or another
state;

(3) the candidate has obtained a passing score on all required licensure exams under
section 122A.185; and

(4) the candidate's most recent summative teacher evaluation did not result in placing
or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
subdivision 8, or 122A.41, subdivision 5.

Sec. 11.

Minnesota Statutes 2020, 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. 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.

(b) (a) The board must adopt and revise rules requiring candidates applicants for Tier 3
and Tier 4 licenses to pass an examination of general pedagogical knowledge and
examinations of licensure field specific content. if the applicant has not completed a
board-approved preparation program assuring that candidates from the program recommended
for licensure meet content and pedagogy licensure standards in Minnesota. Candidates who
have satisfactorily completed board-approved programs in Minnesota with required
coursework and clinical field experiences that include learning opportunities and assessments
aligned to content and pedagogy licensure standards are not additionally required to pass
content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily
completed a preparation program in another state and passed licensure examinations in that
state are not additionally required to pass similar examinations required in Minnesota. The
content examination requirement does not apply if no relevant content exam exists.

(c) (b) 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.

(c) All testing centers in the state must provide monthly opportunities for untimed content
and pedagogy examinations. These opportunities must be advertised on the test registration
website. The board must require the exam vendor to provide other equitable opportunities
to pass exams, including: (1) waiving testing fees for test takers who qualify for federal
grants; (2) providing free, multiple, full-length practice tests for each exam and free,
comprehensive study guides on the test registration website; (3) making content and pedagogy
exams available in languages other than English for teachers seeking licensure to teach in
language immersion programs; and (4) providing free, detailed exam results analysis by
test objective to assist candidates who do not pass an exam in identifying areas for
improvement. Any candidate who has not passed a required exam after two attempts must
be allowed to retake the exam, including new versions of the exam, without being charged
an additional fee.

(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.

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 12.

Minnesota Statutes 2020, section 122A.40, subdivision 5, is amended to read:

Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's first
teaching experience in Minnesota in a single district is deemed to be a probationary period
of employment, and, the probationary period in each district in which the teacher is thereafter
employed shall be one year. The school board must adopt a plan for written evaluation of
teachers during the probationary period that is consistent with subdivision 8. Evaluation
must occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
must not be included in determining the number of school days on which a teacher performs
services. Except as otherwise provided in paragraph (b), during the probationary period any
annual contract with any teacher may or may not be renewed as the school board shall see
fit. However, the board must give any such teacher whose contract it declines to renew for
the following school year written notice to that effect before July 1. If the teacher requests
reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason
in writing, including a statement that appropriate supervision was furnished describing the
nature and the extent of such supervision furnished the teacher during the employment by
the board, within ten days after receiving such request. The school board may, after a hearing
held upon due notice, discharge a teacher during the probationary period for cause, effective
immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon receipt
of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(d) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(e) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

(f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.

EFFECTIVE DATE.

This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.

Sec. 13.

Minnesota Statutes 2020, section 122A.41, subdivision 2, is amended to read:

Subd. 2.

Probationary period; discharge or demotion.

(a) All teachers in the public
schools in cities of the first class during the first three years of consecutive employment
shall be deemed to be in a probationary period of employment during which period any
annual contract with any teacher may, or may not, be renewed as the school board, after
consulting with the peer review committee charged with evaluating the probationary teachers
under subdivision 3, shall see fit. The school site management team or the school board if
there is no school site management team, shall adopt a plan for a written evaluation of
teachers during the probationary period according to subdivisions 3 and 5. Evaluation by
the peer review committee charged with evaluating probationary teachers under subdivision
3 shall occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
shall not be included in determining the number of school days on which a teacher performs
services. The school board may, during such probationary period, discharge or demote a
teacher for any of the causes as specified in this code. A written statement of the cause of
such discharge or demotion shall be given to the teacher by the school board at least 30
days before such removal or demotion shall become effective, and the teacher so notified
shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(d) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

(e) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.

EFFECTIVE DATE.

This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.

Sec. 14.

Minnesota Statutes 2020, section 122A.635, is amended to read:

122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.

Subdivision 1.

Establishment.

The Professional Educator Licensing and Standards
Board must award competitive grants to increase the number of teacher candidates who are
of color or who are American Indian, complete teacher preparation programs, and meet the
requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
section is limited to public or private higher education institutions that offer a teacher
preparation program approved by the Professional Educator Licensing and Standards Board.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards
Board must award competitive grants to a variety of higher education institution types under
this section. The board must require an applicant institution to submit a plan describing how
it would use grant funds to increase the number of teachers who are of color or who are
American Indian, and must award grants based on the following criteria, listed in descending
order of priority:

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

(2) (1) program outcomes, including graduation or program completion rates, and
licensure recommendation rates, and placement rates for candidates who are of color or
who are American Indian compared to all candidates enrolled in a teacher preparation
program at the institution and, for each outcome measure, the number of those teacher
candidates who are of color or who are American Indian; and

(3) the percent of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:

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

(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 122A.091, subdivision 5.

(2) the extent to which an institution's plan is clear in describing how the institution
would use grant funds for implementing explicit research-based practices to provide
programmatic support to teacher candidates who are of color or who are American Indian.
Plans for grant funds may include:

(i) recruiting more racially and ethnically diverse candidates for admission to teacher
preparation programs;

(ii) providing differentiated advising, mentoring, or other supportive community-building
activities in addition to what the institution provides to all candidates enrolled in the
institution;

(iii) providing academic tutoring or support to help teacher candidates pass required
assessments; and

(iv) providing for program staffing expenses;

(3) an institution's plan to provide direct financial assistance as scholarships or stipends
within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), to teacher candidates who are of color or who are American Indian;

(b) The board must give priority in awarding grants under this section to institutions that
received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
and inducting (4) whether the institution has previously received a competitive grant under
this section and has demonstrated positive outcomes from the use of grant funds for efforts
helping teacher candidates who are of color or who are American Indian. to enroll in and
successfully complete teacher preparation programs and be recommended for licensure;

(5) geographic diversity among the institutions. In order to expand the number of grant
recipients throughout the state, whenever there is at least a 20 percent increase in the base
appropriation for this grant program, the board must prioritize awarding grants to institutions
outside of the Twin Cities metropolitan area. If the board awards a competitive grant based
on the criteria in paragraph (a) to a program that has not previously received funding, the
board must thereafter give priority to the program equivalent to other programs given priority
under this paragraph. that have received grants and demonstrated positive outcomes; and

(6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:

(i) the aggregate percentage of students of color and American Indian students enrolled
in the institution, regardless of major; and

(ii) the percentage 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 122A.091, subdivision 5.

(b) The board must not penalize an applicant institution in the grant review process for
using grant funds only to provide direct financial support to teacher candidates if that is the
institution's priority and the institution uses other resources to provide programmatic support
to candidates.

(c) The board must determine award amounts for development, maintenance and, or
expansion of programs based only on the degree to which applicants meet the criteria in
this subdivision, the number of candidates who are of color or who are American Indian
supported by an applicant program, sustaining support for those candidates, and funds
available.

(d) The board must determine grant awards in part by multiplying the number of teacher
candidates to be provided direct financial assistance by the average amount the institution
proposes per candidate that is within the allowable dollar range. After assessing an
institution's adherence to grant criteria and funds available, the board may grant an institution
a lower average amount per candidate and the institution may decide to award less per
candidate or provide financial assistance to fewer candidates within the allowable range.
Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
programmatic support as described in paragraph (a), clause (3). If the board does not award
an applicant institution's full request, the board must allow the institution to modify how it
uses grant funds to maximize program outcomes consistent with the requirements of this
section.

Subd. 3.

Grant program administration.

(a) The Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education. The agreement may include 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 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.

(b) The board must establish a standard allowable dollar range for the amount of direct
financial assistance an applicant institution may provide to each candidate. To determine
the range, the board may collect de-identified data from institutions that received a grant
during the previous grant period and calculate the average scholarship amount awarded to
all candidates across all institutions using the most recent fiscal year data available. The
calculation may be used to determine a scholarship range that is no more than 25 percent
than this amount and no less than half the average of this amount. The purpose of direct
financial assistance is to assist candidates matriculating through completing licensure
programs if they demonstrate financial need after considering other grants and scholarships
provided.

(c) 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. An institution that receives a grant under this section
may use the grant funds over a two- to four-year period to sustain support for teacher
candidates at any stage from recruitment and program admission to graduation and licensure
application.

Subd. 4.

Report.

(a) By January July 15 of each year, an institution awarded a grant
under this section must prepare for the legislature and the board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and induct
support teacher candidates of color or who are American Indian teacher candidates to
complete programs and be recommended for licensure. The report must include:

(1) the total number of teacher candidates of color, disaggregated by race or ethnic group,
who and American Indian teacher candidates who:

(i) are enrolled in the institution;

(ii) are supported by grant funds with direct financial assistance during the academic
reporting year;

(iii) are supported with other programmatic supports;

(iv) are recruited to the institution, are and newly admitted to the a licensure program,
are enrolled in the;

(v) are enrolled in a licensure program;

(vi) have completed a licensure program, have completed student teaching, have
graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
field. A grant recipient must report; and

(vii) were recommended for licensure in the field for which they were prepared;

(2) the total number of teacher candidates of color or who are American Indian teacher
candidates at each stage from recruitment program admission to licensed teaching licensure
recommendation as a percentage of total all candidates seeking the same licensure at the
institution.; and

(3) a brief narrative describing the successes and challenges of efforts proposed in the
grant application to support candidates with grant funds, and lessons learned for future
efforts.

(b) By September 1 of each year, the board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices and lessons learned among grant recipients.

Sec. 15.

Minnesota Statutes 2021 Supplement, section 122A.70, is amended to read:

122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
TEACHERS.

Subdivision 1.

Teacher mentoring, induction, and retention programs.

(a) School
districts must 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.

Subd. 2.

Board grants.

The Professional Educator Licensing and Standards Board must
make grant application forms available to sites interested in developing, sustaining, or
expanding a mentorship program. A school district; a or group of school districts; a coalition
of districts, teachers, and teacher education institutions; or, a school or coalition of schools,
or a coalition of teachers, or nonlicensed educators may apply for a program grant. A higher
education institution or nonprofit organization may partner with a grant applicant but is not
eligible as a sole applicant for grant funds. 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.

Subd. 2a.

Funded work.

(a) Grant funds may be used for the following:

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

(2) financial supports for professional learning community affinity groups across schools
within and between districts for educators from underrepresented racial and ethnic groups
to come together throughout the school year. For purposes of this section, "affinity groups"
mean groups of licensed and nonlicensed educators who share a common racial or ethnic
identity in society as persons who are 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;

(4) professional development focused on ways to close opportunity and achievement
gaps for students of color and American Indian students; or

(5) for teachers of color and American Indian teachers, graduate courses toward a first
master's degree in a field related to their licensure or toward an additional license.

(b) A charter school or district that receives a grant must negotiate additional retention
strategies or protection from unrequested leaves of absence in the beginning years of
employment for teachers who are of color or 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.

Subd. 3.

Criteria for selection.

(a) At a minimum, applicants for grants under subdivision
2 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 or teacher educators;

(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.

(b) The Professional Educator Licensing and Standards Board must give priority to
applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
areas within the applicant's economic development region.

Subd. 4.

Additional funding.

Grant applicants must seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

A grant recipient may use grant funds on
implementing activities over a period of time up to 24 months. New and expanding
mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
and evaluate their program must participate in activities that support program development
and implementation.

Subd. 6.

Report.

By June September 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.

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 16.

Minnesota Statutes 2020, section 123B.147, subdivision 3, is amended to read:

Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative, supervisory,
and instructional leadership services, under the supervision of the superintendent of schools
of the district and according to the policies, rules, and regulations of the school board, for
the planning, management, operation, and evaluation of the education program of the building
or buildings to which the principal is assigned.

(b) To enhance a principal's culturally responsive leadership skills and support and
improve teaching practices, school performance, and student achievement for diverse student
populations, including at-risk students, children with disabilities, English learners, and gifted
students, among others, a district must develop and implement a performance-based system
for annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational management,
and professional development, and strengthen the principal's capacity in the areas of
instruction, supervision, evaluation, and teacher development;

(2) support and improve a principal's culturally responsive leadership practices that
create inclusive and respectful teaching and learning environments for all students, families,
and employees;

(2) (3) include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;

(3) (4) be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum, school
performance, and high-quality instruction;

(4) (5) include on-the-job observations and previous evaluations;

(5) (6) allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school success;

(6) (7) use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

(7) (8) be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, culturally responsive leadership
practices, and a collaborative professional culture; and

(8) (9) for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and specify
the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient flexibility
to accommodate district needs and goals related to developing, supporting, and evaluating
principals.

EFFECTIVE DATE.

This section is effective July 1, 2023.

Sec. 17.

[124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
OBJECTS OF CULTURAL SIGNIFICANCE.

A school district or charter school must not prohibit an American Indian student from
wearing American Indian regalia, Tribal regalia, or objects of cultural significance at
graduation ceremonies.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 18.

Minnesota Statutes 2020, 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: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; 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; 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 recruitment and retention of teachers and administrators with
diverse racial and ethnic backgrounds.

(b) 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.

(c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.

(d) School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:

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

(2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school;

(3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;

(4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;

(5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;

(6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;

(7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;

(8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
all students with opportunities to learn about their own and others' cultures and historical
experiences; or

(9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.

(b) (e) Among other requirements, an eligible district must implement effective,
research-based interventions that include formative multiple measures of assessment practices
and engagement in order to reduce the eliminate academic 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 for students impacted by racial, gender,
linguistic, and economic inequities as aligned with section 120B.11.

(c) (f) 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.

EFFECTIVE DATE.

This section is effective for all plans reviewed and updated after
the day following final enactment.

Sec. 19.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 4,
is amended to read:

Subd. 4.

Grow Your Own.

(a) For grants to develop, continue, or expand Grow Your
Own new teacher programs under Minnesota Statutes, section 122A.73:

	$	6,500,000	.....	2022
	$	6,500,000 27,000,000	.....	2023

(b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.73, subdivision 5.

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

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 20.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 6,
is amended to read:

Subd. 6.

Expanded concurrent enrollment grants.

(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):

	$	500,000	.....	2022
	$	500,000 1,000,000	.....	2023

(b) The department may retain up to five percent of the appropriation amount to monitor
and administer the grant program.

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

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 21.

Laws 2021, First Special Session chapter 13, article 3, section 8, subdivision 2,
is amended to read:

Subd. 2.

Collaborative urban and greater Minnesota educators of color grants.

(a)
For collaborative urban and greater Minnesota educators of color grants under Minnesota
Statutes, section 122A.635:

	$	1,000,000	.....	2022
	$	1,000,000 3,000,000	.....	2023

(b) The board may retain up to $30,000 of the appropriation amount in each fiscal year
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
the commissioner to support the administration of the program.

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

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 22. APPROPRIATIONS; DEPARTMENT OF EDUCATION.

Subdivision 1.

Department of Education.

The sum indicated in this section is
appropriated from the general fund to the Department of Education for the fiscal year
designated.

Subd. 2.

Closing educational opportunity gaps grants.

(a) To support schools in their
efforts to close opportunity gaps under Minnesota Statutes, section 120B.113:

$

5,000,000

.....

2023

(b) The department may retain up to five percent of this appropriation to administer the
grant program.

EFFECTIVE DATE.

This section is effective July 1, 2022.

Sec. 23. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
STANDARDS BOARD.

Subdivision 1.

Professional Educator Licensing and Standards Board.

The sum
indicated in this section is appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal year designated.

Subd. 2.

Reports on increasing percentage of teachers of color and American Indian
teachers.

For a report on the efforts and impact of all state-funded programs to increase the
percentage of teachers of color and American Indian teachers in Minnesota schools developed
in consultation with the Department of Education, Office of Higher Education, grant
recipients, and stakeholders:

$

15,000

.....

2023

EFFECTIVE DATE.

This section is effective July 1, 2022.