Bill Text: MN SF40 | 2011-2012 | 87th Legislature | Comm Sub
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Alternative teacher preparation program and limited-term teacher license establishment
Sponsorship: Moderate Partisan Bill (Republican 10-2)
Status: (Passed) 2012-03-03 - House adopted conference committee report [SF40 Detail]
Download: Minnesota-2011-SF40-Comm_Sub.html
Bill Title: Alternative teacher preparation program and limited-term teacher license establishment
Sponsorship: Moderate Partisan Bill (Republican 10-2)
Status: (Passed) 2012-03-03 - House adopted conference committee report [SF40 Detail]
Download: Minnesota-2011-SF40-Comm_Sub.html
1.1CONFERENCE COMMITTEE REPORT ON S.F. No. 40
1.3relating to education; amending teacher licensure provisions; establishing
1.4an alternative teacher preparation program and limited-term teacher license;
1.5requiring reports;amending Minnesota Statutes 2010, section 122A.16;
1.6proposing coding for new law in Minnesota Statutes, chapter 122A; repealing
1.7Minnesota Statutes 2010, section 122A.24.
1.8March 1, 2011
1.9The Honorable Michelle L. Fischbach
1.10President of the Senate
1.11The Honorable Kurt Zellers
1.12Speaker of the House of Representatives
1.13We, the undersigned conferees for S.F. No. 40 report that we have agreed upon the
1.14items in dispute and recommend as follows:
1.15That the House recede from its amendments and that S.F. No. 40 be further amended
1.16as follows:
1.17Delete everything after the enacting clause and insert:
1.18 "Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.19read:
1.20 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.21teachers and interns subject to chapter 14.
1.22(b) The board must adopt rules requiring a person to successfully complete a skills
1.23examination in reading, writing, and mathematics as a requirement for initial teacher
1.24licensure. Such rules must require college and universities offering a board-approved
1.25teacher preparation program to provide remedial assistance to persons who did not
1.26achieve a qualifying score on the skills examination, including those for whom English is
1.27a second language.
1.28(c) The board must adopt rules to approve teacher preparation programs. The board,
1.29upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.30graduate of a teacher preparation program, shall assist in resolving a dispute between the
2.1person and a postsecondary institution providing a teacher preparation program when the
2.2dispute involves an institution's recommendation for licensure affecting the person or the
2.3person's credentials. At the board's discretion, assistance may include the application
2.4of chapter 14.
2.5(d) The board must provide the leadership andshall adopt rules for the redesign of
2.6teacher education programs to implement a research based, results-oriented curriculum
2.7that focuses on the skills teachers need in order to be effective. The board shall implement
2.8new systems of teacher preparation program evaluation to assure program effectiveness
2.9based on proficiency of graduates in demonstrating attainment of program outcomes.
2.10Teacher preparation programs including alternative teacher preparation programs
2.11under section 122A.245, among other programs, must include a content-specific,
2.12board-approved, performance-based assessment that measures teacher candidates in three
2.13areas: planning for instruction and assessment; engaging students and supporting learning;
2.14and assessing student learning.
2.15(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.16complete an examination of general pedagogical knowledge and examinations of
2.17licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.18The rules under this paragraph also must require candidates for initial licenses to teach
2.19prekindergarten or elementary students to successfully complete, as part of the examination
2.20of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.21skill, and ability in comprehensive, scientifically based reading instruction under section
2.22122A.06
, subdivision 4, and their knowledge and understanding of the foundations of
2.23reading development, the development of reading comprehension, and reading assessment
2.24and instruction, and their ability to integrate that knowledge and understanding.
2.25(f) The board must adopt rules requiring teacher educators to work directly with
2.26elementary or secondary school teachers in elementary or secondary schools to obtain
2.27periodic exposure to the elementary or secondary teaching environment.
2.28(g) The board must grant licenses to interns and to candidates for initial licenses.
2.29(h) The board must design and implement an assessment system which requires a
2.30candidate for an initial license and first continuing license to demonstrate the abilities
2.31necessary to perform selected, representative teaching tasks at appropriate levels.
2.32(i) The board must receive recommendations from local committees as established
2.33by the board for the renewal of teaching licenses.
2.34(j) The board must grant life licenses to those who qualify according to requirements
2.35established by the board, and suspend or revoke licenses pursuant to sections122A.20 and
2.36214.10
. The board must not establish any expiration date for application for life licenses.
3.1(k) The board must adopt rules that require all licensed teachers who are renewing
3.2their continuing license to include in their renewal requirements further preparation in
3.3the areas of using positive behavior interventions and in accommodating, modifying, and
3.4adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.5students and ensure adequate progress toward the state's graduation rule.
3.6(l) In adopting rules to license public school teachers who provide health-related
3.7services for disabled children, the board shall adopt rules consistent with license or
3.8registration requirements of the commissioner of health and the health-related boards who
3.9license personnel who perform similar services outside of the school.
3.10(m) The board must adopt rules that require all licensed teachers who are renewing
3.11their continuing license to include in their renewal requirements further reading
3.12preparation, consistent with section122A.06, subdivision 4 . The rules do not take effect
3.13until they are approved by law. Teachers who do not provide direct instruction including, at
3.14least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.15directors and coordinators, and recreation personnel are exempt from this section.
3.16(n) The board must adopt rules that require all licensed teachers who are renewing
3.17their continuing license to include in their renewal requirements further preparation
3.18in understanding the key warning signs of early-onset mental illness in children and
3.19adolescents.
3.20EFFECTIVE DATE.This section is effective the day following final enactment
3.21and applies to individuals who complete a teacher preparation program by the end of the
3.222013-2014 school year or later.
3.23 Sec. 2. Minnesota Statutes 2010, section 122A.16, is amended to read:
3.24122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
3.25(a) A qualified teacher is one holding a valid license, under this chapter, to perform
3.26the particular service for which the teacher is employed in a public school.
3.27(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
3.28teacher is one who holds a valid license under this chapter, including under section
3.29122A.245, among other sections, to perform the particular service for which the teacher is
3.30employed in a public school or who meets the requirements of a highly objective uniform
3.31state standard of evaluation (HOUSSE).
3.32All Minnesota teachers teaching in a core academic subject area, as defined by the
3.33federal No Child Left Behind Act, in which they are not fully licensed may complete the
3.34following HOUSSE process in the core subject area for which the teacher is requesting
4.1highly qualified status by completing an application, in the form and manner described by
4.2the commissioner, that includes:
4.3(1) documentation of student achievement as evidenced by norm-referenced test
4.4results that are objective and psychometrically valid and reliable;
4.5(2) evidence of local, state, or national activities, recognition, or awards for
4.6professional contribution to achievement;
4.7(3) description of teaching experience in the teachers' core subject area in a public
4.8school under a waiver, variance, limited license or other exception; nonpublic school; and
4.9postsecondary institution;
4.10(4) test results from the Praxis II content test;
4.11(5) evidence of advanced certification from the National Board for Professional
4.12Teaching Standards;
4.13(6) evidence of the successful completion of course work or pedagogy courses; and
4.14(7) evidence of the successful completion of high quality professional development
4.15activities.
4.16Districts must assign a school administrator to serve as a HOUSSE reviewer to
4.17meet with teachers under this paragraph and, where appropriate, certify the teachers'
4.18applications. Teachers satisfy the definition of highly qualified when the teachers receive
4.19at least 100 of the total number of points used to measure the teachers' content expertise
4.20under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
4.21to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
4.22for more than one subject area.
4.23(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
4.24must obtain permission from the Board of Teaching in order to teach in a public school.
4.25 Sec. 3. Minnesota Statutes 2010, section 122A.23, subdivision 1, is amended to read:
4.26 Subdivision 1. Preparation equivalency. When a license to teach is authorized to
4.27be issued to any holder of a diploma or a degree of a Minnesota state university, or of the
4.28University of Minnesota, or of a liberal arts university, or a technical training institution,
4.29such license may also, in the discretion of the Board of Teaching or the commissioner of
4.30education, whichever has jurisdiction, be issued to any holder of a diploma or a degree
4.31of a teacher training institution of equivalent rank and standing of any other state. The
4.32diploma or degree must be granted by virtue ofthe completion of completing a course in
4.33teacher preparation essentially equivalent in content to that required by such Minnesota
4.34state university or the University of Minnesota or a liberal arts university in Minnesota
4.35or a technical training institution as preliminary to the granting of a diploma or a degree
5.1of the same rank and class. For purposes of granting a Minnesota teaching license to a
5.2person who receives a diploma or degree from a state-accredited, out-of-state teacher
5.3training program leading to licensure, the Board of Teaching must establish criteria and
5.4streamlined procedures to recognize the experience and professional credentials of the
5.5person holding the out-of-state diploma or degree and allow that person to demonstrate to
5.6the board the person's qualifications for receiving a Minnesota teaching license based on
5.7performance measures the board adopts under this section.
5.8 Sec. 4. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
5.9AND LIMITED-TERM TEACHER LICENSE.
5.10 Subdivision 1. Requirements. (a) To improve academic excellence, improve ethnic
5.11and cultural diversity in the classroom, and close the academic achievement gap, the
5.12Board of Teaching must approve qualified teacher preparation programs under this section
5.13that are a means to acquire a two-year limited-term license, which the board may renew
5.14one time for an additional one-year term, and to prepare for acquiring a standard license.
5.15The following entities are eligible to participate under this section:
5.16(1) a school district or charter school that forms a partnership with a college or
5.17university that has a board-approved alternative teacher preparation program; or
5.18(2) a school district or charter school, after consulting with a college or university
5.19with a board-approved teacher preparation program, forms a partnership with a nonprofit
5.20corporation organized under chapter 317A for an education-related purpose that has a
5.21board-approved teacher preparation program.
5.22(b) Before participating in this program, a candidate must:
5.23(1) have a bachelor's degree with a 3.0 or higher grade point average unless the
5.24board waives the grade point average requirement based on board-adopted criteria;
5.25(2) pass the reading, writing, and mathematics skills examination under section
5.26122A.09, subdivision 4, paragraph (b); and
5.27(3) obtain qualifying scores on applicable board-approved rigorous content area and
5.28pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).
5.29(c) The Board of Teaching must issue a two-year limited-term license to a person
5.30who enrolls in an alternative teacher preparation program.
5.31 Subd. 2. Characteristics. An alternative teacher preparation program under this
5.32section must include:
5.33(1) a minimum 200-hour instructional phase that provides intensive preparation and
5.34student teaching before the teacher candidate assumes classroom responsibilities;
6.1(2) a research-based and results-oriented approach focused on best teaching practices
6.2to increase student proficiency and growth measured against state academic standards;
6.3(3) strategies to combine pedagogy and best teaching practices to better inform
6.4teacher candidates' classroom instruction;
6.5(4) assessment, supervision, and evaluation of teacher candidates to determine
6.6their specific needs throughout the program and to support their efforts to successfully
6.7complete the program;
6.8(5) intensive, ongoing, and multiyear professional learning opportunities that
6.9accelerate teacher candidates' professional growth, support student learning, and provide a
6.10workplace orientation, professional staff development, and mentoring and peer review
6.11focused on standards of professional practice and continuous professional growth; and
6.12(6) a requirement that teacher candidates demonstrate to the local site team under
6.13subdivision 5 satisfactory progress toward acquiring a standard license from the Board of
6.14Teaching.
6.15 Subd. 3. Program approval; disapproval. (a) The Board of Teaching must approve
6.16alternative teacher preparation programs under this section based on board-adopted criteria
6.17that reflect best practices for alternative teacher preparation programs, consistent with this
6.18section. The board must permit teacher candidates to demonstrate mastery of pedagogy
6.19and content standards in school-based settings and through other nontraditional means.
6.20(b) If the Board of Teaching determines that a teacher preparation program under
6.21this section does not meet the requirements of this section, it may revoke its approval
6.22of the program after it notifies the program provider of any deficiencies and gives the
6.23program provider an opportunity to remedy the deficiencies.
6.24 Subd. 4. Employment conditions. Where applicable, teacher candidates with a
6.25limited-term license under this section are members of the local employee organization
6.26representing teachers and subject to the terms of the local collective bargaining agreement
6.27between the exclusive representative of the teachers and the school board. A collective
6.28bargaining agreement between a school board and the exclusive representative of the
6.29teachers must not prevent or restrict or otherwise interfere with a school district's ability to
6.30employ a teacher prepared under this section.
6.31 Subd. 5. Approval for standard license. A school board or its designee must
6.32appoint members to a local site team that includes teachers, school administrators,
6.33and postsecondary faculty under subdivision 1, paragraph (a), clause (1), or staff of a
6.34participating nonprofit corporation under subdivision 1, paragraph (a), clause (2), to
6.35evaluate the performance of the teacher candidate. The evaluation must be consistent with
6.36board-adopted performance measures, use the Minnesota state standards of effective
7.1practice and subject matter content standards for teachers established in Minnesota Rules,
7.2and include a report to the board recommending whether or not to issue the teacher
7.3candidate a standard license.
7.4 Subd. 6. Applicants trained in other states. A person who successfully completes
7.5another state's alternative teacher preparation program, consistent with section 122A.23,
7.6subdivision 1, may apply to the Board of Teaching for a standard license under subdivision
7.77.
7.8 Subd. 7. Standard license. The Board of Teaching must issue a standard
7.9license to an otherwise qualified teacher candidate under this section who successfully
7.10performs throughout a program under this section, successfully completes all required
7.11skills, pedagogy, and content area examinations under section 122A.09, subdivision
7.124, paragraphs (a) and (e), and is recommended for licensure under subdivision 5 or
7.13successfully demonstrates to the board qualifications for licensure under subdivision 6.
7.14 Subd. 8. Highly qualified teacher. A person holding a valid limited-term license
7.15under this section is a highly qualified teacher and the teacher of record under section
7.16122A.16.
7.17 Subd. 9. Exchange of best practices. By July 31 in an even-numbered year, a
7.18program participant and the Minnesota State Colleges and Universities, the University of
7.19Minnesota, the Minnesota Private College Council, and the Department of Education must
7.20exchange information about best practices and educational innovations.
7.21 Subd. 10. Reports. The Board of Teaching must submit an interim report on the
7.22efficacy of this program to the policy and finance committees of the legislature with
7.23jurisdiction over kindergarten through grade 12 education by February 15, 2013, and a
7.24final report by February 15, 2015.
7.25EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
7.26later.
7.27 Sec. 5. REPEALER.
7.28Minnesota Statutes 2010, section 122A.24, is repealed.
7.29EFFECTIVE DATE.This section is effective August 1, 2011."
7.30Delete the title and insert:
7.32relating to education; amending teacher licensure provisions; establishing
7.33an alternative teacher preparation program and limited-term teacher license;
7.34requiring reports;amending Minnesota Statutes 2010, sections 122A.09,
7.35subdivision 4; 122A.16; 122A.23, subdivision 1; proposing coding for new
8.1law in Minnesota Statutes, chapter 122A; repealing Minnesota Statutes 2010,
8.2section 122A.24."
1.3relating to education; amending teacher licensure provisions; establishing
1.4an alternative teacher preparation program and limited-term teacher license;
1.5requiring reports;amending Minnesota Statutes 2010, section 122A.16;
1.6proposing coding for new law in Minnesota Statutes, chapter 122A; repealing
1.7Minnesota Statutes 2010, section 122A.24.
1.8March 1, 2011
1.9The Honorable Michelle L. Fischbach
1.10President of the Senate
1.11The Honorable Kurt Zellers
1.12Speaker of the House of Representatives
1.13We, the undersigned conferees for S.F. No. 40 report that we have agreed upon the
1.14items in dispute and recommend as follows:
1.15That the House recede from its amendments and that S.F. No. 40 be further amended
1.16as follows:
1.17Delete everything after the enacting clause and insert:
1.18 "Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to
1.19read:
1.20 Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.21teachers and interns subject to chapter 14.
1.22(b) The board must adopt rules requiring a person to successfully complete a skills
1.23examination in reading, writing, and mathematics as a requirement for initial teacher
1.24licensure. Such rules must require college and universities offering a board-approved
1.25teacher preparation program to provide remedial assistance to persons who did not
1.26achieve a qualifying score on the skills examination, including those for whom English is
1.27a second language.
1.28(c) The board must adopt rules to approve teacher preparation programs. The board,
1.29upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.30graduate of a teacher preparation program, shall assist in resolving a dispute between the
2.1person and a postsecondary institution providing a teacher preparation program when the
2.2dispute involves an institution's recommendation for licensure affecting the person or the
2.3person's credentials. At the board's discretion, assistance may include the application
2.4of chapter 14.
2.5(d) The board must provide the leadership and
2.6teacher education programs to implement a research based, results-oriented curriculum
2.7that focuses on the skills teachers need in order to be effective. The board shall implement
2.8new systems of teacher preparation program evaluation to assure program effectiveness
2.9based on proficiency of graduates in demonstrating attainment of program outcomes.
2.10Teacher preparation programs including alternative teacher preparation programs
2.11under section 122A.245, among other programs, must include a content-specific,
2.12board-approved, performance-based assessment that measures teacher candidates in three
2.13areas: planning for instruction and assessment; engaging students and supporting learning;
2.14and assessing student learning.
2.15(e) The board must adopt rules requiring candidates for initial licenses to successfully
2.16complete an examination of general pedagogical knowledge and examinations of
2.17licensure-specific teaching skills. The rules shall be effective by September 1, 2001.
2.18The rules under this paragraph also must require candidates for initial licenses to teach
2.19prekindergarten or elementary students to successfully complete, as part of the examination
2.20of licensure-specific teaching skills, test items assessing the candidates' knowledge,
2.21skill, and ability in comprehensive, scientifically based reading instruction under section
2.23reading development, the development of reading comprehension, and reading assessment
2.24and instruction, and their ability to integrate that knowledge and understanding.
2.25(f) The board must adopt rules requiring teacher educators to work directly with
2.26elementary or secondary school teachers in elementary or secondary schools to obtain
2.27periodic exposure to the elementary or secondary teaching environment.
2.28(g) The board must grant licenses to interns and to candidates for initial licenses.
2.29(h) The board must design and implement an assessment system which requires a
2.30candidate for an initial license and first continuing license to demonstrate the abilities
2.31necessary to perform selected, representative teaching tasks at appropriate levels.
2.32(i) The board must receive recommendations from local committees as established
2.33by the board for the renewal of teaching licenses.
2.34(j) The board must grant life licenses to those who qualify according to requirements
2.35established by the board, and suspend or revoke licenses pursuant to sections
3.1(k) The board must adopt rules that require all licensed teachers who are renewing
3.2their continuing license to include in their renewal requirements further preparation in
3.3the areas of using positive behavior interventions and in accommodating, modifying, and
3.4adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.5students and ensure adequate progress toward the state's graduation rule.
3.6(l) In adopting rules to license public school teachers who provide health-related
3.7services for disabled children, the board shall adopt rules consistent with license or
3.8registration requirements of the commissioner of health and the health-related boards who
3.9license personnel who perform similar services outside of the school.
3.10(m) The board must adopt rules that require all licensed teachers who are renewing
3.11their continuing license to include in their renewal requirements further reading
3.12preparation, consistent with section
3.13until they are approved by law. Teachers who do not provide direct instruction including, at
3.14least, counselors, school psychologists, school nurses, school social workers, audiovisual
3.15directors and coordinators, and recreation personnel are exempt from this section.
3.16(n) The board must adopt rules that require all licensed teachers who are renewing
3.17their continuing license to include in their renewal requirements further preparation
3.18in understanding the key warning signs of early-onset mental illness in children and
3.19adolescents.
3.20EFFECTIVE DATE.This section is effective the day following final enactment
3.21and applies to individuals who complete a teacher preparation program by the end of the
3.222013-2014 school year or later.
3.23 Sec. 2. Minnesota Statutes 2010, section 122A.16, is amended to read:
3.24122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
3.25(a) A qualified teacher is one holding a valid license, under this chapter, to perform
3.26the particular service for which the teacher is employed in a public school.
3.27(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
3.28teacher is one who holds a valid license under this chapter, including under section
3.29122A.245, among other sections, to perform the particular service for which the teacher is
3.30employed in a public school or who meets the requirements of a highly objective uniform
3.31state standard of evaluation (HOUSSE).
3.32All Minnesota teachers teaching in a core academic subject area, as defined by the
3.33federal No Child Left Behind Act, in which they are not fully licensed may complete the
3.34following HOUSSE process in the core subject area for which the teacher is requesting
4.1highly qualified status by completing an application, in the form and manner described by
4.2the commissioner, that includes:
4.3(1) documentation of student achievement as evidenced by norm-referenced test
4.4results that are objective and psychometrically valid and reliable;
4.5(2) evidence of local, state, or national activities, recognition, or awards for
4.6professional contribution to achievement;
4.7(3) description of teaching experience in the teachers' core subject area in a public
4.8school under a waiver, variance, limited license or other exception; nonpublic school; and
4.9postsecondary institution;
4.10(4) test results from the Praxis II content test;
4.11(5) evidence of advanced certification from the National Board for Professional
4.12Teaching Standards;
4.13(6) evidence of the successful completion of course work or pedagogy courses; and
4.14(7) evidence of the successful completion of high quality professional development
4.15activities.
4.16Districts must assign a school administrator to serve as a HOUSSE reviewer to
4.17meet with teachers under this paragraph and, where appropriate, certify the teachers'
4.18applications. Teachers satisfy the definition of highly qualified when the teachers receive
4.19at least 100 of the total number of points used to measure the teachers' content expertise
4.20under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
4.21to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
4.22for more than one subject area.
4.23(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
4.24must obtain permission from the Board of Teaching in order to teach in a public school.
4.25 Sec. 3. Minnesota Statutes 2010, section 122A.23, subdivision 1, is amended to read:
4.26 Subdivision 1. Preparation equivalency. When a license to teach is authorized to
4.27be issued to any holder of a diploma or a degree of a Minnesota state university, or of the
4.28University of Minnesota, or of a liberal arts university, or a technical training institution,
4.29such license may also, in the discretion of the Board of Teaching or the commissioner of
4.30education, whichever has jurisdiction, be issued to any holder of a diploma or a degree
4.31of a teacher training institution of equivalent rank and standing of any other state. The
4.32diploma or degree must be granted by virtue of
4.33teacher preparation essentially equivalent in content to that required by such Minnesota
4.34state university or the University of Minnesota or a liberal arts university in Minnesota
4.35or a technical training institution as preliminary to the granting of a diploma or a degree
5.1of the same rank and class. For purposes of granting a Minnesota teaching license to a
5.2person who receives a diploma or degree from a state-accredited, out-of-state teacher
5.3training program leading to licensure, the Board of Teaching must establish criteria and
5.4streamlined procedures to recognize the experience and professional credentials of the
5.5person holding the out-of-state diploma or degree and allow that person to demonstrate to
5.6the board the person's qualifications for receiving a Minnesota teaching license based on
5.7performance measures the board adopts under this section.
5.8 Sec. 4. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
5.9AND LIMITED-TERM TEACHER LICENSE.
5.10 Subdivision 1. Requirements. (a) To improve academic excellence, improve ethnic
5.11and cultural diversity in the classroom, and close the academic achievement gap, the
5.12Board of Teaching must approve qualified teacher preparation programs under this section
5.13that are a means to acquire a two-year limited-term license, which the board may renew
5.14one time for an additional one-year term, and to prepare for acquiring a standard license.
5.15The following entities are eligible to participate under this section:
5.16(1) a school district or charter school that forms a partnership with a college or
5.17university that has a board-approved alternative teacher preparation program; or
5.18(2) a school district or charter school, after consulting with a college or university
5.19with a board-approved teacher preparation program, forms a partnership with a nonprofit
5.20corporation organized under chapter 317A for an education-related purpose that has a
5.21board-approved teacher preparation program.
5.22(b) Before participating in this program, a candidate must:
5.23(1) have a bachelor's degree with a 3.0 or higher grade point average unless the
5.24board waives the grade point average requirement based on board-adopted criteria;
5.25(2) pass the reading, writing, and mathematics skills examination under section
5.26122A.09, subdivision 4, paragraph (b); and
5.27(3) obtain qualifying scores on applicable board-approved rigorous content area and
5.28pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).
5.29(c) The Board of Teaching must issue a two-year limited-term license to a person
5.30who enrolls in an alternative teacher preparation program.
5.31 Subd. 2. Characteristics. An alternative teacher preparation program under this
5.32section must include:
5.33(1) a minimum 200-hour instructional phase that provides intensive preparation and
5.34student teaching before the teacher candidate assumes classroom responsibilities;
6.1(2) a research-based and results-oriented approach focused on best teaching practices
6.2to increase student proficiency and growth measured against state academic standards;
6.3(3) strategies to combine pedagogy and best teaching practices to better inform
6.4teacher candidates' classroom instruction;
6.5(4) assessment, supervision, and evaluation of teacher candidates to determine
6.6their specific needs throughout the program and to support their efforts to successfully
6.7complete the program;
6.8(5) intensive, ongoing, and multiyear professional learning opportunities that
6.9accelerate teacher candidates' professional growth, support student learning, and provide a
6.10workplace orientation, professional staff development, and mentoring and peer review
6.11focused on standards of professional practice and continuous professional growth; and
6.12(6) a requirement that teacher candidates demonstrate to the local site team under
6.13subdivision 5 satisfactory progress toward acquiring a standard license from the Board of
6.14Teaching.
6.15 Subd. 3. Program approval; disapproval. (a) The Board of Teaching must approve
6.16alternative teacher preparation programs under this section based on board-adopted criteria
6.17that reflect best practices for alternative teacher preparation programs, consistent with this
6.18section. The board must permit teacher candidates to demonstrate mastery of pedagogy
6.19and content standards in school-based settings and through other nontraditional means.
6.20(b) If the Board of Teaching determines that a teacher preparation program under
6.21this section does not meet the requirements of this section, it may revoke its approval
6.22of the program after it notifies the program provider of any deficiencies and gives the
6.23program provider an opportunity to remedy the deficiencies.
6.24 Subd. 4. Employment conditions. Where applicable, teacher candidates with a
6.25limited-term license under this section are members of the local employee organization
6.26representing teachers and subject to the terms of the local collective bargaining agreement
6.27between the exclusive representative of the teachers and the school board. A collective
6.28bargaining agreement between a school board and the exclusive representative of the
6.29teachers must not prevent or restrict or otherwise interfere with a school district's ability to
6.30employ a teacher prepared under this section.
6.31 Subd. 5. Approval for standard license. A school board or its designee must
6.32appoint members to a local site team that includes teachers, school administrators,
6.33and postsecondary faculty under subdivision 1, paragraph (a), clause (1), or staff of a
6.34participating nonprofit corporation under subdivision 1, paragraph (a), clause (2), to
6.35evaluate the performance of the teacher candidate. The evaluation must be consistent with
6.36board-adopted performance measures, use the Minnesota state standards of effective
7.1practice and subject matter content standards for teachers established in Minnesota Rules,
7.2and include a report to the board recommending whether or not to issue the teacher
7.3candidate a standard license.
7.4 Subd. 6. Applicants trained in other states. A person who successfully completes
7.5another state's alternative teacher preparation program, consistent with section 122A.23,
7.6subdivision 1, may apply to the Board of Teaching for a standard license under subdivision
7.77.
7.8 Subd. 7. Standard license. The Board of Teaching must issue a standard
7.9license to an otherwise qualified teacher candidate under this section who successfully
7.10performs throughout a program under this section, successfully completes all required
7.11skills, pedagogy, and content area examinations under section 122A.09, subdivision
7.124, paragraphs (a) and (e), and is recommended for licensure under subdivision 5 or
7.13successfully demonstrates to the board qualifications for licensure under subdivision 6.
7.14 Subd. 8. Highly qualified teacher. A person holding a valid limited-term license
7.15under this section is a highly qualified teacher and the teacher of record under section
7.16122A.16.
7.17 Subd. 9. Exchange of best practices. By July 31 in an even-numbered year, a
7.18program participant and the Minnesota State Colleges and Universities, the University of
7.19Minnesota, the Minnesota Private College Council, and the Department of Education must
7.20exchange information about best practices and educational innovations.
7.21 Subd. 10. Reports. The Board of Teaching must submit an interim report on the
7.22efficacy of this program to the policy and finance committees of the legislature with
7.23jurisdiction over kindergarten through grade 12 education by February 15, 2013, and a
7.24final report by February 15, 2015.
7.25EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
7.26later.
7.27 Sec. 5. REPEALER.
7.28Minnesota Statutes 2010, section 122A.24, is repealed.
7.29EFFECTIVE DATE.This section is effective August 1, 2011."
7.30Delete the title and insert:
7.32relating to education; amending teacher licensure provisions; establishing
7.33an alternative teacher preparation program and limited-term teacher license;
7.34requiring reports;amending Minnesota Statutes 2010, sections 122A.09,
7.35subdivision 4; 122A.16; 122A.23, subdivision 1; proposing coding for new
8.1law in Minnesota Statutes, chapter 122A; repealing Minnesota Statutes 2010,
8.2section 122A.24."
