Bill Text: MN HF990 | 2011-2012 | 87th Legislature | Introduced
Bill Title: Teacher licensing system new tier created.
Sponsorship: Partisan Bill (Democrat 2)
Status: (Introduced - Dead) 2011-03-14 - Author added Brynaert [HF990 Detail]
Download: Minnesota-2011-HF990-Introduced.html
1.2relating to education; creating a new tiered teacher licensing system;amending
1.3Minnesota Statutes 2010, section 122A.09, subdivision 4.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.6read:
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 successfully complete a skills
1.10examination in reading, writing, and mathematics as a requirement for initial teacher
1.11licensure. Such rules must require college and universities offering a board-approved
1.12teacher preparation program to provide remedial assistance to persons who did not
1.13achieve a qualifying score on the skills examination, including those for whom English is
1.14a second language.
1.15(c) The board must adopt rules to approve teacher preparation programs. The board,
1.16upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.17graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.18person and a postsecondary institution providing a teacher preparation program when the
1.19dispute involves an institution's recommendation for licensure affecting the person or the
1.20person's credentials. At the board's discretion, assistance may include the application
1.21of chapter 14.
1.22(d) The board must provide the leadership and shall adopt rules for the redesign of
1.23teacher education programs to implement a research based, results-oriented curriculum
1.24that focuses on the skills teachers need in order to be effective. The board shall implement
2.1new systems of teacher preparation program evaluation to assure program effectiveness
2.2based on proficiency of graduates in demonstrating attainment of program outcomes.
2.3(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.4complete an examination of general pedagogical knowledge and examinations of
2.5licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.6The rules under this paragraph also must require candidates for initial licenses to teach
2.7prekindergarten or elementary students to successfully complete, as part of the examination
2.8of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.9skill, and ability in comprehensive, scientifically based reading instruction under section
2.10122A.06
, subdivision 4, and their knowledge and understanding of the foundations of
2.11reading development, the development of reading comprehension, and reading assessment
2.12and instruction, and their ability to integrate that knowledge and understanding.
2.13(f) The board must adopt rules requiring teacher educators to work directly with
2.14elementary or secondary school teachers in elementary or secondary schools to obtain
2.15periodic exposure to the elementary or secondary teaching environment.
2.16(g) The board must grant licenses to interns and to candidates for initial licenses
2.17based on appropriate professional competencies that are aligned with the board's licensing
2.18system and students' diverse learning needs. The board must include these licenses in a
2.19statewide differentiated licensing system that creates new leadership roles for successful
2.20experienced teachers premised on a collaborative professional culture dedicated to meeting
2.21students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.22for newly licensed teachers that is provided through a teacher support framework.
2.23(h) The board must design and implement an assessment system which requires a
2.24candidate for an initial license and first continuing license to demonstrate the abilities
2.25necessary to perform selected, representative teaching tasks at appropriate levels.
2.26(i) The board must receive recommendations from local committees as established
2.27by the board for the renewal of teaching licenses.
2.28(j) The board must grant life licenses to those who qualify according to requirements
2.29established by the board, and suspend or revoke licenses pursuant to sections122A.20 and
2.30214.10
. The board must not establish any expiration date for application for life licenses.
2.31(k) The board must adopt rules that require all licensed teachers who are renewing
2.32their continuing license to include in their renewal requirements further preparation in
2.33the areas of using positive behavior interventions and in accommodating, modifying, and
2.34adapting curricula, materials, and strategies to appropriately meet the needs of individual
2.35students and ensure adequate progress toward the state's graduation rule.
3.1(l) In adopting rules to license public school teachers who provide health-related
3.2services for disabled children, the board shall adopt rules consistent with license or
3.3registration requirements of the commissioner of health and the health-related boards who
3.4license personnel who perform similar services outside of the school.
3.5(m) The board must adopt rules that require all licensed teachers who are renewing
3.6their continuing license to include in their renewal requirements further reading
3.7preparation, consistent with section122A.06, subdivision 4 . The rules do not take effect
3.8until they are approved by law. Teachers who do not provide direct instruction including, at
3.9least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.10directors and coordinators, and recreation personnel are exempt from this section.
3.11(n) The board must adopt rules that require all licensed teachers who are renewing
3.12their continuing license to include in their renewal requirements further preparation
3.13in understanding the key warning signs of early-onset mental illness in children and
3.14adolescents.
3.15EFFECTIVE DATE.This section is effective the day following final enactment
3.16and applies to newly issued and reissued teacher licenses beginning September 1, 2013.
3.17 Sec. 2. TIERED LICENSURE ADVISORY TASK FORCE.
3.18(a) The Board of Teaching and the commissioner of education must jointly convene
3.19and facilitate an advisory task force to develop recommendations for a statewide tiered
3.20teacher licensure system, consistent with Minnesota Statutes, section 122A.09, subdivision
3.214, paragraph (g), that is premised on:
3.22(1) appropriate research-based professional competencies that include content skills,
3.23adaptive expertise, college-readiness preparation, multicultural skills, use of student
3.24performance data, and skills for fostering citizenship, among other competencies that
3.25improve all students' learning outcomes;
3.26(2) ongoing teacher professional growth to enable teachers to develop multiple
3.27professional competencies;
3.28(3) an assessment system for evaluating teachers' performance that is aligned with
3.29student expectations and value-added measures of student outcomes and includes an
3.30emphasis on developing students' reading and literacy skills, among other measures and
3.31outcomes, and recognizes and rewards successful teachers;
3.32(4) an expectation that teachers progress through various stages of teaching
3.33practice throughout their teaching careers and receive opportunities for leadership roles
3.34commensurate with their practice and competency; and
4.1(5) a periodic evaluation of the licensing structure to determine its effectiveness in
4.2meeting students' learning needs.
4.3When developing its recommendations, the task force is encouraged to consider, among
4.4other resources, the draft "Model Core Teaching Standards" developed by the Interstate
4.5Teacher Assessment and Support Consortium.
4.6(b) Each of the following entities shall appoint a member to the advisory task force:
4.7Education Minnesota, the Minnesota Association of School Administrators, the Minnesota
4.8Association for Colleges of Teacher Education, the Minnesota Association of School
4.9Personnel Administrators, the Minnesota Elementary School Principals Association, the
4.10Minnesota Secondary School Principals Association, the Parents United Network, the
4.11Minnesota Business Partnership, the Minnesota Chamber of Commerce, the Minnesota
4.12School Boards Association, and the Minnesota Association of Career and Technical
4.13Educators. The executive director of the Board of Teaching or the commissioner may
4.14appoint additional advisory task force members. Task force members may seek advice
4.15from the Educator Development and Resource Center at the University of Minnesota on
4.16developing a research-based framework for a differentiated licensure system in Minnesota.
4.17(c) Upon request, the commissioner must provide the task force with technical,
4.18fiscal, and other support services.
4.19(d) Task force members' terms and other task force matters are subject to Minnesota
4.20Statutes, section 15.059. The commissioner may reimburse task force members from the
4.21Department of Education's current operating budget but may not compensate task force
4.22members for task force activities.
4.23(e) The executive director of the Board of Teaching and the commissioner must
4.24submit by February 15, 2012, a joint report to the education policy and finance committees
4.25of the legislature recommending a differentiated statewide teacher licensing structure.
4.26(f) The advisory task force expires on February 16, 2012.
4.27EFFECTIVE DATE.This section is effective the day following final enactment.
1.3Minnesota Statutes 2010, section 122A.09, subdivision 4.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.6read:
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 successfully complete a skills
1.10examination in reading, writing, and mathematics as a requirement for initial teacher
1.11licensure. Such rules must require college and universities offering a board-approved
1.12teacher preparation program to provide remedial assistance to persons who did not
1.13achieve a qualifying score on the skills examination, including those for whom English is
1.14a second language.
1.15(c) The board must adopt rules to approve teacher preparation programs. The board,
1.16upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.17graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.18person and a postsecondary institution providing a teacher preparation program when the
1.19dispute involves an institution's recommendation for licensure affecting the person or the
1.20person's credentials. At the board's discretion, assistance may include the application
1.21of chapter 14.
1.22(d) The board must provide the leadership and shall adopt rules for the redesign of
1.23teacher education programs to implement a research based, results-oriented curriculum
1.24that focuses on the skills teachers need in order to be effective. The board shall implement
2.1new systems of teacher preparation program evaluation to assure program effectiveness
2.2based on proficiency of graduates in demonstrating attainment of program outcomes.
2.3(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.4complete an examination of general pedagogical knowledge and examinations of
2.5licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.6The rules under this paragraph also must require candidates for initial licenses to teach
2.7prekindergarten or elementary students to successfully complete, as part of the examination
2.8of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.9skill, and ability in comprehensive, scientifically based reading instruction under section
2.11reading development, the development of reading comprehension, and reading assessment
2.12and instruction, and their ability to integrate that knowledge and understanding.
2.13(f) The board must adopt rules requiring teacher educators to work directly with
2.14elementary or secondary school teachers in elementary or secondary schools to obtain
2.15periodic exposure to the elementary or secondary teaching environment.
2.16(g) The board must grant licenses to interns and to candidates for initial licenses
2.17based on appropriate professional competencies that are aligned with the board's licensing
2.18system and students' diverse learning needs. The board must include these licenses in a
2.19statewide differentiated licensing system that creates new leadership roles for successful
2.20experienced teachers premised on a collaborative professional culture dedicated to meeting
2.21students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.22for newly licensed teachers that is provided through a teacher support framework.
2.23(h) The board must design and implement an assessment system which requires a
2.24candidate for an initial license and first continuing license to demonstrate the abilities
2.25necessary to perform selected, representative teaching tasks at appropriate levels.
2.26(i) The board must receive recommendations from local committees as established
2.27by the board for the renewal of teaching licenses.
2.28(j) The board must grant life licenses to those who qualify according to requirements
2.29established by the board, and suspend or revoke licenses pursuant to sections
2.31(k) The board must adopt rules that require all licensed teachers who are renewing
2.32their continuing license to include in their renewal requirements further preparation in
2.33the areas of using positive behavior interventions and in accommodating, modifying, and
2.34adapting curricula, materials, and strategies to appropriately meet the needs of individual
2.35students and ensure adequate progress toward the state's graduation rule.
3.1(l) In adopting rules to license public school teachers who provide health-related
3.2services for disabled children, the board shall adopt rules consistent with license or
3.3registration requirements of the commissioner of health and the health-related boards who
3.4license personnel who perform similar services outside of the school.
3.5(m) The board must adopt rules that require all licensed teachers who are renewing
3.6their continuing license to include in their renewal requirements further reading
3.7preparation, consistent with section
3.8until they are approved by law. Teachers who do not provide direct instruction including, at
3.9least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.10directors and coordinators, and recreation personnel are exempt from this section.
3.11(n) The board must adopt rules that require all licensed teachers who are renewing
3.12their continuing license to include in their renewal requirements further preparation
3.13in understanding the key warning signs of early-onset mental illness in children and
3.14adolescents.
3.15EFFECTIVE DATE.This section is effective the day following final enactment
3.16and applies to newly issued and reissued teacher licenses beginning September 1, 2013.
3.17 Sec. 2. TIERED LICENSURE ADVISORY TASK FORCE.
3.18(a) The Board of Teaching and the commissioner of education must jointly convene
3.19and facilitate an advisory task force to develop recommendations for a statewide tiered
3.20teacher licensure system, consistent with Minnesota Statutes, section 122A.09, subdivision
3.214, paragraph (g), that is premised on:
3.22(1) appropriate research-based professional competencies that include content skills,
3.23adaptive expertise, college-readiness preparation, multicultural skills, use of student
3.24performance data, and skills for fostering citizenship, among other competencies that
3.25improve all students' learning outcomes;
3.26(2) ongoing teacher professional growth to enable teachers to develop multiple
3.27professional competencies;
3.28(3) an assessment system for evaluating teachers' performance that is aligned with
3.29student expectations and value-added measures of student outcomes and includes an
3.30emphasis on developing students' reading and literacy skills, among other measures and
3.31outcomes, and recognizes and rewards successful teachers;
3.32(4) an expectation that teachers progress through various stages of teaching
3.33practice throughout their teaching careers and receive opportunities for leadership roles
3.34commensurate with their practice and competency; and
4.1(5) a periodic evaluation of the licensing structure to determine its effectiveness in
4.2meeting students' learning needs.
4.3When developing its recommendations, the task force is encouraged to consider, among
4.4other resources, the draft "Model Core Teaching Standards" developed by the Interstate
4.5Teacher Assessment and Support Consortium.
4.6(b) Each of the following entities shall appoint a member to the advisory task force:
4.7Education Minnesota, the Minnesota Association of School Administrators, the Minnesota
4.8Association for Colleges of Teacher Education, the Minnesota Association of School
4.9Personnel Administrators, the Minnesota Elementary School Principals Association, the
4.10Minnesota Secondary School Principals Association, the Parents United Network, the
4.11Minnesota Business Partnership, the Minnesota Chamber of Commerce, the Minnesota
4.12School Boards Association, and the Minnesota Association of Career and Technical
4.13Educators. The executive director of the Board of Teaching or the commissioner may
4.14appoint additional advisory task force members. Task force members may seek advice
4.15from the Educator Development and Resource Center at the University of Minnesota on
4.16developing a research-based framework for a differentiated licensure system in Minnesota.
4.17(c) Upon request, the commissioner must provide the task force with technical,
4.18fiscal, and other support services.
4.19(d) Task force members' terms and other task force matters are subject to Minnesota
4.20Statutes, section 15.059. The commissioner may reimburse task force members from the
4.21Department of Education's current operating budget but may not compensate task force
4.22members for task force activities.
4.23(e) The executive director of the Board of Teaching and the commissioner must
4.24submit by February 15, 2012, a joint report to the education policy and finance committees
4.25of the legislature recommending a differentiated statewide teacher licensing structure.
4.26(f) The advisory task force expires on February 16, 2012.
4.27EFFECTIVE DATE.This section is effective the day following final enactment.
