Bill Text: MN HF34 | 2013-2014 | 88th Legislature | Introduced
Bill Title: Teacher licensure requirements modified.
Spectrum: Partisan Bill (Republican 1-0)
Status: (Introduced - Dead) 2013-01-10 - Introduction and first reading, referred to Education Policy [HF34 Detail]
Download: Minnesota-2013-HF34-Introduced.html
1.2relating to education; modifying teacher licensure requirements; amending
1.3Minnesota Statutes 2012, sections 122A.09, subdivision 4; 122A.18, subdivision
1.42.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, section 122A.09, subdivision 4, is amended to read:
1.7 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.8teachers and interns subject to chapter 14.
1.9(b) The board must adopt rules requiring a person to pass a skills examination in
1.10reading, writing, and mathematics as a requirement for initial teacher licensure. Such
1.11rules must require college and universities offering a board-approved teacher preparation
1.12program to provide remedial assistance to persons who did not achieve a qualifying
1.13score on the skills examination, including those for whom English is a second language.
1.14 The board must adopt rules requiring a person who enters a board-approved teacher
1.15preparation program on or after January 1, 2015, to pass a skills examination in reading,
1.16writing, and mathematics as a requirement for entering that program.
1.17(c) The board must adopt rules to approve teacher preparation programs. The board,
1.18upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.19graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.20person and a postsecondary institution providing a teacher preparation program when the
1.21dispute involves an institution's recommendation for licensure affecting the person or the
1.22person's credentials. At the board's discretion, assistance may include the application
1.23of chapter 14.
2.1(d) The board must provide the leadership and adopt rules for the redesign of teacher
2.2education programs to implement a research based, results-oriented curriculum that
2.3focuses on the skills teachers need in order to be effective. The board shall implement new
2.4systems of teacher preparation program evaluation to assure program effectiveness based
2.5on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
2.6preparation programs including alternative teacher preparation programs under section
2.7122A.245
, among other programs, must include a content-specific, board-approved,
2.8performance-based assessment that measures teacher candidates in three areas: planning
2.9for instruction and assessment; engaging students and supporting learning; and assessing
2.10student learning.
2.11(e) The board must adopt rules requiring candidates for initial licenses to pass an
2.12examination of general pedagogical knowledge and examinations of licensure-specific
2.13teaching skills. The rules shall be effective by September 1, 2001. The rules under this
2.14paragraph also must require candidates for initial licenses to teach prekindergarten or
2.15elementary students to pass, as part of the examination of licensure-specific teaching
2.16skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
2.17scientifically based reading instruction under section122A.06 , subdivision 4, and their
2.18knowledge and understanding of the foundations of reading development, the development
2.19of reading comprehension, and reading assessment and instruction, and their ability to
2.20integrate that knowledge and understanding.
2.21(f) The board must adopt rules requiring teacher educators to work directly with
2.22elementary or secondary school teachers in elementary or secondary schools to obtain
2.23periodic exposure to the elementary or secondary teaching environment.
2.24(g) The board must grant licenses to interns and to candidates for initial licenses
2.25based on appropriate professional competencies that are aligned with the board's licensing
2.26system and students' diverse learning needs. The board must include these licenses in a
2.27statewide differentiated licensing system that creates new leadership roles for successful
2.28experienced teachers premised on a collaborative professional culture dedicated to meeting
2.29students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.30for newly licensed teachers that is provided through a teacher support framework.
2.31(h) The board must design and implement an assessment system which requires a
2.32candidate for an initial license and first continuing license to demonstrate the abilities
2.33necessary to perform selected, representative teaching tasks at appropriate levels.
2.34(i) The board must receive recommendations from local committees as established
2.35by the board for the renewal of teaching licenses.
3.1(j) The board must grant life licenses to those who qualify according to requirements
3.2established by the board, and suspend or revoke licenses pursuant to sections122A.20 and
3.3214.10
. The board must not establish any expiration date for application for life licenses.
3.4(k) The board must adopt rules that require all licensed teachers who are renewing
3.5their continuing license to include in their renewal requirements further preparation in
3.6the areas of using positive behavior interventions and in accommodating, modifying, and
3.7adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.8students and ensure adequate progress toward the state's graduation rule.
3.9(l) In adopting rules to license public school teachers who provide health-related
3.10services for disabled children, the board shall adopt rules consistent with license or
3.11registration requirements of the commissioner of health and the health-related boards who
3.12license personnel who perform similar services outside of the school.
3.13(m) The board must adopt rules that require all licensed teachers who are renewing
3.14their continuing license to include in their renewal requirements further reading
3.15preparation, consistent with section122A.06, subdivision 4 . The rules do not take effect
3.16until they are approved by law. Teachers who do not provide direct instruction including, at
3.17least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.18directors and coordinators, and recreation personnel are exempt from this section.
3.19(n) The board must adopt rules that require all licensed teachers who are renewing
3.20their continuing license to include in their renewal requirements further preparation
3.21in understanding the key warning signs of early-onset mental illness in children and
3.22adolescents.
3.23 Sec. 2. Minnesota Statutes 2012, section 122A.18, subdivision 2, is amended to read:
3.24 Subd. 2. Teacher and support personnel qualifications. (a) The Board of
3.25Teaching must issue licenses under its jurisdiction to persons the board finds to be
3.26qualified and competent for their respective positions.
3.27(b) The board must require a person who enters a board-approved teacher preparation
3.28program before January 1, 2015, to pass an examination of skills in reading, writing, and
3.29mathematics before being granted an initial teaching license to provide direct instruction
3.30to pupils in prekindergarten, elementary, secondary, or special education programs. The
3.31board must require a person who enters a board-approved teacher preparation program
3.32on or after January 1, 2015, to pass an examination of skills in reading, writing, and
3.33mathematics before being admitted to a board-approved teacher preparation program if
3.34that person seeks to qualify for an initial teaching license to provide direct instruction to
3.35pupils in prekindergarten, elementary, secondary, or special education programs. The
4.1board must require colleges and universities offering a board approved teacher preparation
4.2program to provide remedial assistance that includes a formal diagnostic component to
4.3persons enrolled in their institution who did not achieve a qualifying score on the skills
4.4examination, including those for whom English is a second language. The colleges and
4.5universities must provide assistance in the specific academic areas of deficiency in which
4.6the person did not achieve a qualifying score. The Board of Teaching shall report annually
4.7to the education committees of the legislature on the total number of teacher candidates
4.8during the most recent school year taking the skills examination, the number who achieve
4.9a qualifying score on the examination, the number who do not achieve a qualifying score
4.10on the examination, the distribution of all candidates' scores, the number of candidates
4.11who have taken the examination at least once before, and the number of candidates who
4.12have taken the examination at least once before and achieve a qualifying score.
4.13(c) The Board of Teaching must grant continuing licenses only to those persons who
4.14have met board criteria for granting a continuing license, which includes passing the skills
4.15examination in reading, writing, and mathematics.
4.16(d) All colleges and universities approved by the board of teaching to prepare
4.17persons for teacher licensure must include in their teacher preparation programs a common
4.18core of teaching knowledge and skills to be acquired by all persons recommended
4.19for teacher licensure. This common core shall meet the standards developed by the
4.20interstate new teacher assessment and support consortium in its 1992 "model standards for
4.21beginning teacher licensing and development." Amendments to standards adopted under
4.22this paragraph are covered by chapter 14. The board of teaching shall report annually to
4.23the education committees of the legislature on the performance of teacher candidates
4.24on common core assessments of knowledge and skills under this paragraph during the
4.25most recent school year.
1.3Minnesota Statutes 2012, sections 122A.09, subdivision 4; 122A.18, subdivision
1.42.
1.5BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.6 Section 1. Minnesota Statutes 2012, section 122A.09, subdivision 4, is amended to read:
1.7 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.8teachers and interns subject to chapter 14.
1.9(b) The board must adopt rules requiring a person to pass a skills examination in
1.10reading, writing, and mathematics as a requirement for initial teacher licensure. Such
1.11rules must require college and universities offering a board-approved teacher preparation
1.12program to provide remedial assistance to persons who did not achieve a qualifying
1.13score on the skills examination, including those for whom English is a second language.
1.14 The board must adopt rules requiring a person who enters a board-approved teacher
1.15preparation program on or after January 1, 2015, to pass a skills examination in reading,
1.16writing, and mathematics as a requirement for entering that program.
1.17(c) The board must adopt rules to approve teacher preparation programs. The board,
1.18upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.19graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.20person and a postsecondary institution providing a teacher preparation program when the
1.21dispute involves an institution's recommendation for licensure affecting the person or the
1.22person's credentials. At the board's discretion, assistance may include the application
1.23of chapter 14.
2.1(d) The board must provide the leadership and adopt rules for the redesign of teacher
2.2education programs to implement a research based, results-oriented curriculum that
2.3focuses on the skills teachers need in order to be effective. The board shall implement new
2.4systems of teacher preparation program evaluation to assure program effectiveness based
2.5on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
2.6preparation programs including alternative teacher preparation programs under section
2.8performance-based assessment that measures teacher candidates in three areas: planning
2.9for instruction and assessment; engaging students and supporting learning; and assessing
2.10student learning.
2.11(e) The board must adopt rules requiring candidates for initial licenses to pass an
2.12examination of general pedagogical knowledge and examinations of licensure-specific
2.13teaching skills. The rules shall be effective by September 1, 2001. The rules under this
2.14paragraph also must require candidates for initial licenses to teach prekindergarten or
2.15elementary students to pass, as part of the examination of licensure-specific teaching
2.16skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
2.17scientifically based reading instruction under section
2.18knowledge and understanding of the foundations of reading development, the development
2.19of reading comprehension, and reading assessment and instruction, and their ability to
2.20integrate that knowledge and understanding.
2.21(f) The board must adopt rules requiring teacher educators to work directly with
2.22elementary or secondary school teachers in elementary or secondary schools to obtain
2.23periodic exposure to the elementary or secondary teaching environment.
2.24(g) The board must grant licenses to interns and to candidates for initial licenses
2.25based on appropriate professional competencies that are aligned with the board's licensing
2.26system and students' diverse learning needs. The board must include these licenses in a
2.27statewide differentiated licensing system that creates new leadership roles for successful
2.28experienced teachers premised on a collaborative professional culture dedicated to meeting
2.29students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.30for newly licensed teachers that is provided through a teacher support framework.
2.31(h) The board must design and implement an assessment system which requires a
2.32candidate for an initial license and first continuing license to demonstrate the abilities
2.33necessary to perform selected, representative teaching tasks at appropriate levels.
2.34(i) The board must receive recommendations from local committees as established
2.35by the board for the renewal of teaching licenses.
3.1(j) The board must grant life licenses to those who qualify according to requirements
3.2established by the board, and suspend or revoke licenses pursuant to sections
3.4(k) The board must adopt rules that require all licensed teachers who are renewing
3.5their continuing license to include in their renewal requirements further preparation in
3.6the areas of using positive behavior interventions and in accommodating, modifying, and
3.7adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.8students and ensure adequate progress toward the state's graduation rule.
3.9(l) In adopting rules to license public school teachers who provide health-related
3.10services for disabled children, the board shall adopt rules consistent with license or
3.11registration requirements of the commissioner of health and the health-related boards who
3.12license personnel who perform similar services outside of the school.
3.13(m) The board must adopt rules that require all licensed teachers who are renewing
3.14their continuing license to include in their renewal requirements further reading
3.15preparation, consistent with section
3.16until they are approved by law. Teachers who do not provide direct instruction including, at
3.17least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.18directors and coordinators, and recreation personnel are exempt from this section.
3.19(n) The board must adopt rules that require all licensed teachers who are renewing
3.20their continuing license to include in their renewal requirements further preparation
3.21in understanding the key warning signs of early-onset mental illness in children and
3.22adolescents.
3.23 Sec. 2. Minnesota Statutes 2012, section 122A.18, subdivision 2, is amended to read:
3.24 Subd. 2. Teacher and support personnel qualifications. (a) The Board of
3.25Teaching must issue licenses under its jurisdiction to persons the board finds to be
3.26qualified and competent for their respective positions.
3.27(b) The board must require a person who enters a board-approved teacher preparation
3.28program before January 1, 2015, to pass an examination of skills in reading, writing, and
3.29mathematics before being granted an initial teaching license to provide direct instruction
3.30to pupils in prekindergarten, elementary, secondary, or special education programs. The
3.31board must require a person who enters a board-approved teacher preparation program
3.32on or after January 1, 2015, to pass an examination of skills in reading, writing, and
3.33mathematics before being admitted to a board-approved teacher preparation program if
3.34that person seeks to qualify for an initial teaching license to provide direct instruction to
3.35pupils in prekindergarten, elementary, secondary, or special education programs. The
4.1board must require colleges and universities offering a board approved teacher preparation
4.2program to provide remedial assistance that includes a formal diagnostic component to
4.3persons enrolled in their institution who did not achieve a qualifying score on the skills
4.4examination, including those for whom English is a second language. The colleges and
4.5universities must provide assistance in the specific academic areas of deficiency in which
4.6the person did not achieve a qualifying score. The Board of Teaching shall report annually
4.7to the education committees of the legislature on the total number of teacher candidates
4.8during the most recent school year taking the skills examination, the number who achieve
4.9a qualifying score on the examination, the number who do not achieve a qualifying score
4.10on the examination, the distribution of all candidates' scores, the number of candidates
4.11who have taken the examination at least once before, and the number of candidates who
4.12have taken the examination at least once before and achieve a qualifying score.
4.13(c) The Board of Teaching must grant continuing licenses only to those persons who
4.14have met board criteria for granting a continuing license, which includes passing the skills
4.15examination in reading, writing, and mathematics.
4.16(d) All colleges and universities approved by the board of teaching to prepare
4.17persons for teacher licensure must include in their teacher preparation programs a common
4.18core of teaching knowledge and skills to be acquired by all persons recommended
4.19for teacher licensure. This common core shall meet the standards developed by the
4.20interstate new teacher assessment and support consortium in its 1992 "model standards for
4.21beginning teacher licensing and development." Amendments to standards adopted under
4.22this paragraph are covered by chapter 14. The board of teaching shall report annually to
4.23the education committees of the legislature on the performance of teacher candidates
4.24on common core assessments of knowledge and skills under this paragraph during the
4.25most recent school year.
