Bill Text: MN SF260 | 2013-2014 | 88th Legislature | Introduced
Bill Title: Teacher licensure renewal mental illness in children and adolescents recognition requirements modification
Spectrum: Partisan Bill (Democrat 5-0)
Status: (Introduced - Dead) 2013-02-04 - Referred to Education [SF260 Detail]
Download: Minnesota-2013-SF260-Introduced.html
1.2relating to education; clarifying teacher licensure renewal requirements related
1.3to recognizing mental illness in children and adolescents;amending Minnesota
1.4Statutes 2012, section 122A.09, subdivision 4.
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 score
1.13on the skills examination, including those for whom English is a second language.
1.14(c) The board must adopt rules to approve teacher preparation programs. The board,
1.15upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.16graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.17person and a postsecondary institution providing a teacher preparation program when the
1.18dispute involves an institution's recommendation for licensure affecting the person or the
1.19person's credentials. At the board's discretion, assistance may include the application
1.20of chapter 14.
1.21(d) The board must provide the leadership and adopt rules for the redesign of teacher
1.22education programs to implement a research based, results-oriented curriculum that
1.23focuses on the skills teachers need in order to be effective. The board shall implement new
1.24systems of teacher preparation program evaluation to assure program effectiveness based
2.1on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
2.2preparation programs including alternative teacher preparation programs under section
2.3122A.245
, among other programs, must include a content-specific, board-approved,
2.4performance-based assessment that measures teacher candidates in three areas: planning
2.5for instruction and assessment; engaging students and supporting learning; and assessing
2.6student learning.
2.7(e) The board must adopt rules requiring candidates for initial licenses to pass an
2.8examination of general pedagogical knowledge and examinations of licensure-specific
2.9teaching skills. The rules shall be effective by September 1, 2001. The rules under this
2.10paragraph also must require candidates for initial licenses to teach prekindergarten or
2.11elementary students to pass, as part of the examination of licensure-specific teaching
2.12skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
2.13scientifically based reading instruction under section122A.06 , subdivision 4, and their
2.14knowledge and understanding of the foundations of reading development, the development
2.15of reading comprehension, and reading assessment and instruction, and their ability to
2.16integrate that knowledge and understanding.
2.17(f) The board must adopt rules requiring teacher educators to work directly with
2.18elementary or secondary school teachers in elementary or secondary schools to obtain
2.19periodic exposure to the elementary or secondary teaching environment.
2.20(g) The board must grant licenses to interns and to candidates for initial licenses
2.21based on appropriate professional competencies that are aligned with the board's licensing
2.22system and students' diverse learning needs. The board must include these licenses in a
2.23statewide differentiated licensing system that creates new leadership roles for successful
2.24experienced teachers premised on a collaborative professional culture dedicated to meeting
2.25students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.26for newly licensed teachers that is provided through a teacher support framework.
2.27(h) The board must design and implement an assessment system which requires a
2.28candidate for an initial license and first continuing license to demonstrate the abilities
2.29necessary to perform selected, representative teaching tasks at appropriate levels.
2.30(i) The board must receive recommendations from local committees as established
2.31by the board for the renewal of teaching licenses.
2.32(j) The board must grant life licenses to those who qualify according to requirements
2.33established by the board, and suspend or revoke licenses pursuant to sections122A.20 and
2.34214.10
. The board must not establish any expiration date for application for life licenses.
2.35(k) The board must adopt rules that require all licensed teachers who are renewing
2.36their continuing license to include in their renewal requirements further preparation in
3.1the areas of using positive behavior interventions and in accommodating, modifying, and
3.2adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.3students and ensure adequate progress toward the state's graduation rule.
3.4(l) In adopting rules to license public school teachers who provide health-related
3.5services for disabled children, the board shall adopt rules consistent with license or
3.6registration requirements of the commissioner of health and the health-related boards who
3.7license personnel who perform similar services outside of the school.
3.8(m) The board must adopt rules that require all licensed teachers who are renewing
3.9their continuing license to include in their renewal requirements further reading
3.10preparation, consistent with section122A.06, subdivision 4 . The rules do not take effect
3.11until they are approved by law. Teachers who do not provide direct instruction including, at
3.12least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.13directors and coordinators, and recreation personnel are exempt from this section.
3.14(n) The board must adopt rules that require all licensed teachers who are renewing
3.15their continuing license to include in their renewal requirements further preparation,
3.16first, in understanding the key warning signs of early-onset mental illness in children
3.17and adolescents and then, during subsequent licensure renewal periods, preparation may
3.18include providing a more in-depth understanding of students' mental illness trauma,
3.19accommodations for students' mental illness, parents' role in addressing students' mental
3.20illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
3.21governing restrictive procedures, and de-escalation methods, among other similar topics.
3.22EFFECTIVE DATE.This section is effective August 1, 2014.
1.3to recognizing mental illness in children and adolescents;amending Minnesota
1.4Statutes 2012, section 122A.09, subdivision 4.
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 score
1.13on the skills examination, including those for whom English is a second language.
1.14(c) The board must adopt rules to approve teacher preparation programs. The board,
1.15upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.16graduate of a teacher preparation program, shall assist in resolving a dispute between the
1.17person and a postsecondary institution providing a teacher preparation program when the
1.18dispute involves an institution's recommendation for licensure affecting the person or the
1.19person's credentials. At the board's discretion, assistance may include the application
1.20of chapter 14.
1.21(d) The board must provide the leadership and adopt rules for the redesign of teacher
1.22education programs to implement a research based, results-oriented curriculum that
1.23focuses on the skills teachers need in order to be effective. The board shall implement new
1.24systems of teacher preparation program evaluation to assure program effectiveness based
2.1on proficiency of graduates in demonstrating attainment of program outcomes. Teacher
2.2preparation programs including alternative teacher preparation programs under section
2.4performance-based assessment that measures teacher candidates in three areas: planning
2.5for instruction and assessment; engaging students and supporting learning; and assessing
2.6student learning.
2.7(e) The board must adopt rules requiring candidates for initial licenses to pass an
2.8examination of general pedagogical knowledge and examinations of licensure-specific
2.9teaching skills. The rules shall be effective by September 1, 2001. The rules under this
2.10paragraph also must require candidates for initial licenses to teach prekindergarten or
2.11elementary students to pass, as part of the examination of licensure-specific teaching
2.12skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
2.13scientifically based reading instruction under section
2.14knowledge and understanding of the foundations of reading development, the development
2.15of reading comprehension, and reading assessment and instruction, and their ability to
2.16integrate that knowledge and understanding.
2.17(f) The board must adopt rules requiring teacher educators to work directly with
2.18elementary or secondary school teachers in elementary or secondary schools to obtain
2.19periodic exposure to the elementary or secondary teaching environment.
2.20(g) The board must grant licenses to interns and to candidates for initial licenses
2.21based on appropriate professional competencies that are aligned with the board's licensing
2.22system and students' diverse learning needs. The board must include these licenses in a
2.23statewide differentiated licensing system that creates new leadership roles for successful
2.24experienced teachers premised on a collaborative professional culture dedicated to meeting
2.25students' diverse learning needs in the 21st century and formalizes mentoring and induction
2.26for newly licensed teachers that is provided through a teacher support framework.
2.27(h) The board must design and implement an assessment system which requires a
2.28candidate for an initial license and first continuing license to demonstrate the abilities
2.29necessary to perform selected, representative teaching tasks at appropriate levels.
2.30(i) The board must receive recommendations from local committees as established
2.31by the board for the renewal of teaching licenses.
2.32(j) The board must grant life licenses to those who qualify according to requirements
2.33established by the board, and suspend or revoke licenses pursuant to sections
2.35(k) The board must adopt rules that require all licensed teachers who are renewing
2.36their continuing license to include in their renewal requirements further preparation in
3.1the areas of using positive behavior interventions and in accommodating, modifying, and
3.2adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.3students and ensure adequate progress toward the state's graduation rule.
3.4(l) In adopting rules to license public school teachers who provide health-related
3.5services for disabled children, the board shall adopt rules consistent with license or
3.6registration requirements of the commissioner of health and the health-related boards who
3.7license personnel who perform similar services outside of the school.
3.8(m) The board must adopt rules that require all licensed teachers who are renewing
3.9their continuing license to include in their renewal requirements further reading
3.10preparation, consistent with section
3.11until they are approved by law. Teachers who do not provide direct instruction including, at
3.12least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.13directors and coordinators, and recreation personnel are exempt from this section.
3.14(n) The board must adopt rules that require all licensed teachers who are renewing
3.15their continuing license to include in their renewal requirements further preparation,
3.16first, in understanding the key warning signs of early-onset mental illness in children
3.17and adolescents and then, during subsequent licensure renewal periods, preparation may
3.18include providing a more in-depth understanding of students' mental illness trauma,
3.19accommodations for students' mental illness, parents' role in addressing students' mental
3.20illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
3.21governing restrictive procedures, and de-escalation methods, among other similar topics.
3.22EFFECTIVE DATE.This section is effective August 1, 2014.
