Bill Text: MN HF87 | 2011-2012 | 87th Legislature | Introduced
Bill Title: Teacher candidate preservice performance assessment established, and alternative teacher preparation program and limited-term teaching license established.
Sponsorship: Partisan Bill (Democrat 3)
Status: (Introduced - Dead) 2011-01-18 - Author added Champion [HF87 Detail]
Download: Minnesota-2011-HF87-Introduced.html
1.2relating to education; establishing a preservice performance assessment for
1.3teacher candidates; establishing an alternative teacher preparation program
1.4and limited-term teaching license;amending Minnesota Statutes 2010, section
1.5122A.09, subdivision 4; proposing coding for new law in Minnesota Statutes,
1.6chapter 122A.
1.7BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.8 Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.9read:
1.10 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.11teachers and interns subject to chapter 14.
1.12(b) The board must adopt rules requiring a person to successfully complete a skills
1.13examination in reading, writing, and mathematics as a requirement for initial teacher
1.14licensure. Such rules must require college and universities offering a board-approved
1.15teacher preparation program to provide remedial assistance to persons who did not
1.16achieve a qualifying score on the skills examination, including those for whom English is
1.17a second language.
1.18(c) The board must adopt rules to approve teacher preparation programs. The board,
1.19upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.20graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.21person and a postsecondary institution providing a teacher preparation program when the
1.22dispute involves an institution's recommendation for licensure affecting the person or the
1.23person's credentials. At the board's discretion, assistance may include the application
1.24of chapter 14.
2.1(d) The board must provide the leadership andshall adopt rules for the redesign of
2.2teacher education programs to implement a research based, results-oriented curriculum
2.3that focuses on the skills teachers need in order to be effective. The board shall implement
2.4new systems of teacher preparation program evaluation to assure program effectiveness
2.5based on proficiency of graduates in demonstrating attainment of program outcomes.
2.6Teacher preparation programs, including alternative teacher preparation programs under
2.7section 122A.245 among other programs, must include a performance-based assessment
2.8that measures a teacher candidate in at least three areas and that requires the candidate to:
2.9(1) plan instruction and assessment, and demonstrate the candidate's ability to
2.10organize curriculum, instruction, and assessment to help diverse students meet academic
2.11content standards and develop language for that content and to select, adapt, and design
2.12learning tasks and materials that offer students equitable access to content;
2.13(2) demonstrate how to develop student understanding of academic content, engage
2.14students in meaningful tasks, monitor student understanding of those tasks, and use
2.15student response to inform learning; and
2.16(3) develop evaluation criteria aligned with core academic standards and identified
2.17learning objectives, analyze student performance on assessments in the context of student
2.18needs and identified learning objectives, provide student feedback, and use the analysis
2.19to identify subsequent instructional content for individual students and classrooms of
2.20students.
2.21(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.22complete an examination of general pedagogical knowledge and examinations of
2.23licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.24The rules under this paragraph also must require candidates for initial licenses to teach
2.25prekindergarten or elementary students to successfully complete, as part of the examination
2.26of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.27skill, and ability in comprehensive, scientifically based reading instruction under section
2.28122A.06
, subdivision 4, and their knowledge and understanding of the foundations of
2.29reading development, the development of reading comprehension, and reading assessment
2.30and instruction, and their ability to integrate that knowledge and understanding.
2.31(f) The board must adopt rules requiring teacher educators to work directly with
2.32elementary or secondary school teachers in elementary or secondary schools to obtain
2.33periodic exposure to the elementary or secondary teaching environment.
2.34(g) The board must grant licenses to interns and to candidates for initial licenses.
3.1(h) The board must design and implement an assessment system which requires a
3.2candidate for an initial license and first continuing license to demonstrate the abilities
3.3necessary to perform selected, representative teaching tasks at appropriate levels.
3.4(i) The board must receive recommendations from local committees as established
3.5by the board for the renewal of teaching licenses.
3.6(j) The board must grant life licenses to those who qualify according to requirements
3.7established by the board, and suspend or revoke licenses pursuant to sections122A.20 and
3.8214.10
. The board must not establish any expiration date for application for life licenses.
3.9(k) The board must adopt rules that require all licensed teachers who are renewing
3.10their continuing license to include in their renewal requirements further preparation in
3.11the areas of using positive behavior interventions and in accommodating, modifying, and
3.12adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.13students and ensure adequate progress toward the state's graduation rule.
3.14(l) In adopting rules to license public school teachers who provide health-related
3.15services for disabled children, the board shall adopt rules consistent with license or
3.16registration requirements of the commissioner of health and the health-related boards who
3.17license personnel who perform similar services outside of the school.
3.18(m) The board must adopt rules that require all licensed teachers who are renewing
3.19their continuing license to include in their renewal requirements further reading
3.20preparation, consistent with section122A.06, subdivision 4 . The rules do not take effect
3.21until they are approved by law. Teachers who do not provide direct instruction including, at
3.22least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.23directors and coordinators, and recreation personnel are exempt from this section.
3.24(n) The board must adopt rules that require all licensed teachers who are renewing
3.25their continuing license to include in their renewal requirements further preparation
3.26in understanding the key warning signs of early-onset mental illness in children and
3.27adolescents.
3.28EFFECTIVE DATE.This section is effective August 1, 2012, and applies to
3.29individuals who first enroll in a teacher preparation program in the 2012-2013 school
3.30year or later.
3.31 Sec. 2. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
3.32AND LIMITED-TERM TEACHING LICENSE.
3.33 Subdivision 1. Requirements. (a) The Board of Teaching must approve qualified
3.34teacher preparation programs under this section that are a means to acquire a two-year
4.1limited-term license and to prepare for acquiring a standard entrance license. An eligible
4.2program provider under this section is a school district or charter school and either:
4.3(1) a college or university with a board-approved alternative teacher preparation
4.4program; or
4.5(2) a nonprofit corporation formed for an education-related purpose that is subject to
4.6chapter 317A and forms a partnership with a college or university with a board-approved
4.7alternative teacher preparation program. An eligible program provider may offer this
4.8program if:
4.9(i) a need for teachers exists based on the determination by a participating school
4.10district or charter school that in the previous school year too few qualified candidates
4.11applied for posted, available teaching positions;
4.12(ii) the chief administrator of the district or charter school determines that teaching
4.13staff does not reflect the ethnic and cultural diversity of the student population of the
4.14district or charter school; or
4.15(iii) the school district or charter school identifies a need to reduce or eliminate a
4.16student achievement gap based on school performance report card data under section
4.17120B.36, subdivision 1.
4.18(b) To participate in this program, a candidate must:
4.19(1) have a bachelor's degree with a minimum 3.0 grade point average, or have a
4.20bachelor's degree and meet other board-adopted criteria;
4.21(2) pass the reading, writing, and mathematics skills examination under section
4.22122A.18, subdivision 2; and
4.23(3) pass the board-approved content area and pedagogy tests.
4.24 Subd. 2. Characteristics. An alternative teacher preparation program under this
4.25section must include:
4.26(1) a minimum 200-hour instructional phase that provides intensive preparation
4.27before the teacher candidate assumes classroom responsibilities;
4.28(2) a research-based and results-oriented approach focused on best teaching practices
4.29to increase student proficiency and growth measured against state academic standards;
4.30(3) strategies to combine pedagogy and best teaching practices to better inform
4.31teacher classroom instruction;
4.32(4) assessment, supervision, and evaluation of the program participant to determine
4.33the teacher candidate's specific needs throughout the program and to support the
4.34participant in successfully completing the program;
4.35(5) formal instruction and intensive peer coaching throughout the school year that
4.36provide structured guidance and regular ongoing support;
5.1(6) high-quality, sustained, intensive, classroom-embedded staff development
5.2opportunities, conducted by a mentor or by a mentorship team that may include school
5.3administrators, teachers, and postsecondary faculty members, that are directed at
5.4improving student learning and achievement; and
5.5(7) a requirement that a teacher candidate participating in the program demonstrate
5.6to the local site team under subdivision 5 that the candidate is making satisfactory progress
5.7toward acquiring a standard entrance license from the Board of Teaching.
5.8 Subd. 3. Program approval. The Board of Teaching must approve alternative
5.9teacher preparation programs under this section based on board-adopted criteria that
5.10reflect best practices for alternative teacher preparation programs consistent with this
5.11section. The board must permit a teacher candidate to demonstrate licensure competencies
5.12in a school-based setting and through other nontraditional means.
5.13 Subd. 4. Employment conditions. Where applicable, a teacher with a limited-term
5.14license under this section is subject to the terms of the local collective bargaining
5.15agreement between the local representative of the teachers and the school board.
5.16 Subd. 5. Approval for standard entrance license. A local site team that may
5.17include teachers, school administrators, postsecondary faculty, and nonprofit staff must
5.18evaluate the performance of the teacher candidate using the Minnesota State Standards of
5.19Effective Practice for Teachers established in rule and submit to the board an evaluation
5.20report recommending whether or not to issue the teacher candidate a standard entrance
5.21license.
5.22 Subd. 6. Standard entrance license. The Board of Teaching must issue a standard
5.23entrance license to an otherwise qualified teacher candidate under this section who
5.24successfully performs throughout the program and is recommended for licensure under
5.25subdivision 5.
5.26 Subd. 7. Qualified teacher. A person with a valid limited-term license under this
5.27section is the teacher of record and a qualified teacher within the meaning of section
5.28122A.16.
5.29 Subd. 8. Reports. The Board of Teaching must submit an interim report on the
5.30efficacy of this program to the committees of the legislature dealing with education policy
5.31and finance by February 15, 2013, and a final report by February 15, 2015.
5.32EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
5.33later.
1.3teacher candidates; establishing an alternative teacher preparation program
1.4and limited-term teaching license;amending Minnesota Statutes 2010, section
1.5122A.09, subdivision 4; proposing coding for new law in Minnesota Statutes,
1.6chapter 122A.
1.7BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.8 Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.9read:
1.10 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.11teachers and interns subject to chapter 14.
1.12(b) The board must adopt rules requiring a person to successfully complete a skills
1.13examination in reading, writing, and mathematics as a requirement for initial teacher
1.14licensure. Such rules must require college and universities offering a board-approved
1.15teacher preparation program to provide remedial assistance to persons who did not
1.16achieve a qualifying score on the skills examination, including those for whom English is
1.17a second language.
1.18(c) The board must adopt rules to approve teacher preparation programs. The board,
1.19upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.20graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.21person and a postsecondary institution providing a teacher preparation program when the
1.22dispute involves an institution's recommendation for licensure affecting the person or the
1.23person's credentials. At the board's discretion, assistance may include the application
1.24of chapter 14.
2.1(d) The board must provide the leadership and
2.2teacher education programs to implement a research based, results-oriented curriculum
2.3that focuses on the skills teachers need in order to be effective. The board shall implement
2.4new systems of teacher preparation program evaluation to assure program effectiveness
2.5based on proficiency of graduates in demonstrating attainment of program outcomes.
2.6Teacher preparation programs, including alternative teacher preparation programs under
2.7section 122A.245 among other programs, must include a performance-based assessment
2.8that measures a teacher candidate in at least three areas and that requires the candidate to:
2.9(1) plan instruction and assessment, and demonstrate the candidate's ability to
2.10organize curriculum, instruction, and assessment to help diverse students meet academic
2.11content standards and develop language for that content and to select, adapt, and design
2.12learning tasks and materials that offer students equitable access to content;
2.13(2) demonstrate how to develop student understanding of academic content, engage
2.14students in meaningful tasks, monitor student understanding of those tasks, and use
2.15student response to inform learning; and
2.16(3) develop evaluation criteria aligned with core academic standards and identified
2.17learning objectives, analyze student performance on assessments in the context of student
2.18needs and identified learning objectives, provide student feedback, and use the analysis
2.19to identify subsequent instructional content for individual students and classrooms of
2.20students.
2.21(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.22complete an examination of general pedagogical knowledge and examinations of
2.23licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.24The rules under this paragraph also must require candidates for initial licenses to teach
2.25prekindergarten or elementary students to successfully complete, as part of the examination
2.26of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.27skill, and ability in comprehensive, scientifically based reading instruction under section
2.29reading development, the development of reading comprehension, and reading assessment
2.30and instruction, and their ability to integrate that knowledge and understanding.
2.31(f) The board must adopt rules requiring teacher educators to work directly with
2.32elementary or secondary school teachers in elementary or secondary schools to obtain
2.33periodic exposure to the elementary or secondary teaching environment.
2.34(g) The board must grant licenses to interns and to candidates for initial licenses.
3.1(h) The board must design and implement an assessment system which requires a
3.2candidate for an initial license and first continuing license to demonstrate the abilities
3.3necessary to perform selected, representative teaching tasks at appropriate levels.
3.4(i) The board must receive recommendations from local committees as established
3.5by the board for the renewal of teaching licenses.
3.6(j) The board must grant life licenses to those who qualify according to requirements
3.7established by the board, and suspend or revoke licenses pursuant to sections
3.9(k) The board must adopt rules that require all licensed teachers who are renewing
3.10their continuing license to include in their renewal requirements further preparation in
3.11the areas of using positive behavior interventions and in accommodating, modifying, and
3.12adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.13students and ensure adequate progress toward the state's graduation rule.
3.14(l) In adopting rules to license public school teachers who provide health-related
3.15services for disabled children, the board shall adopt rules consistent with license or
3.16registration requirements of the commissioner of health and the health-related boards who
3.17license personnel who perform similar services outside of the school.
3.18(m) The board must adopt rules that require all licensed teachers who are renewing
3.19their continuing license to include in their renewal requirements further reading
3.20preparation, consistent with section
3.21until they are approved by law. Teachers who do not provide direct instruction including, at
3.22least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.23directors and coordinators, and recreation personnel are exempt from this section.
3.24(n) The board must adopt rules that require all licensed teachers who are renewing
3.25their continuing license to include in their renewal requirements further preparation
3.26in understanding the key warning signs of early-onset mental illness in children and
3.27adolescents.
3.28EFFECTIVE DATE.This section is effective August 1, 2012, and applies to
3.29individuals who first enroll in a teacher preparation program in the 2012-2013 school
3.30year or later.
3.31 Sec. 2. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
3.32AND LIMITED-TERM TEACHING LICENSE.
3.33 Subdivision 1. Requirements. (a) The Board of Teaching must approve qualified
3.34teacher preparation programs under this section that are a means to acquire a two-year
4.1limited-term license and to prepare for acquiring a standard entrance license. An eligible
4.2program provider under this section is a school district or charter school and either:
4.3(1) a college or university with a board-approved alternative teacher preparation
4.4program; or
4.5(2) a nonprofit corporation formed for an education-related purpose that is subject to
4.6chapter 317A and forms a partnership with a college or university with a board-approved
4.7alternative teacher preparation program. An eligible program provider may offer this
4.8program if:
4.9(i) a need for teachers exists based on the determination by a participating school
4.10district or charter school that in the previous school year too few qualified candidates
4.11applied for posted, available teaching positions;
4.12(ii) the chief administrator of the district or charter school determines that teaching
4.13staff does not reflect the ethnic and cultural diversity of the student population of the
4.14district or charter school; or
4.15(iii) the school district or charter school identifies a need to reduce or eliminate a
4.16student achievement gap based on school performance report card data under section
4.17120B.36, subdivision 1.
4.18(b) To participate in this program, a candidate must:
4.19(1) have a bachelor's degree with a minimum 3.0 grade point average, or have a
4.20bachelor's degree and meet other board-adopted criteria;
4.21(2) pass the reading, writing, and mathematics skills examination under section
4.22122A.18, subdivision 2; and
4.23(3) pass the board-approved content area and pedagogy tests.
4.24 Subd. 2. Characteristics. An alternative teacher preparation program under this
4.25section must include:
4.26(1) a minimum 200-hour instructional phase that provides intensive preparation
4.27before the teacher candidate assumes classroom responsibilities;
4.28(2) a research-based and results-oriented approach focused on best teaching practices
4.29to increase student proficiency and growth measured against state academic standards;
4.30(3) strategies to combine pedagogy and best teaching practices to better inform
4.31teacher classroom instruction;
4.32(4) assessment, supervision, and evaluation of the program participant to determine
4.33the teacher candidate's specific needs throughout the program and to support the
4.34participant in successfully completing the program;
4.35(5) formal instruction and intensive peer coaching throughout the school year that
4.36provide structured guidance and regular ongoing support;
5.1(6) high-quality, sustained, intensive, classroom-embedded staff development
5.2opportunities, conducted by a mentor or by a mentorship team that may include school
5.3administrators, teachers, and postsecondary faculty members, that are directed at
5.4improving student learning and achievement; and
5.5(7) a requirement that a teacher candidate participating in the program demonstrate
5.6to the local site team under subdivision 5 that the candidate is making satisfactory progress
5.7toward acquiring a standard entrance license from the Board of Teaching.
5.8 Subd. 3. Program approval. The Board of Teaching must approve alternative
5.9teacher preparation programs under this section based on board-adopted criteria that
5.10reflect best practices for alternative teacher preparation programs consistent with this
5.11section. The board must permit a teacher candidate to demonstrate licensure competencies
5.12in a school-based setting and through other nontraditional means.
5.13 Subd. 4. Employment conditions. Where applicable, a teacher with a limited-term
5.14license under this section is subject to the terms of the local collective bargaining
5.15agreement between the local representative of the teachers and the school board.
5.16 Subd. 5. Approval for standard entrance license. A local site team that may
5.17include teachers, school administrators, postsecondary faculty, and nonprofit staff must
5.18evaluate the performance of the teacher candidate using the Minnesota State Standards of
5.19Effective Practice for Teachers established in rule and submit to the board an evaluation
5.20report recommending whether or not to issue the teacher candidate a standard entrance
5.21license.
5.22 Subd. 6. Standard entrance license. The Board of Teaching must issue a standard
5.23entrance license to an otherwise qualified teacher candidate under this section who
5.24successfully performs throughout the program and is recommended for licensure under
5.25subdivision 5.
5.26 Subd. 7. Qualified teacher. A person with a valid limited-term license under this
5.27section is the teacher of record and a qualified teacher within the meaning of section
5.28122A.16.
5.29 Subd. 8. Reports. The Board of Teaching must submit an interim report on the
5.30efficacy of this program to the committees of the legislature dealing with education policy
5.31and finance by February 15, 2013, and a final report by February 15, 2015.
5.32EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
5.33later.
