Bill Text: MN SF40 | 2011-2012 | 87th Legislature | Engrossed
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Alternative teacher preparation program and limited-term teacher license establishment
Spectrum: Moderate Partisan Bill (Republican 10-2)
Status: (Passed) 2012-03-03 - House adopted conference committee report [SF40 Detail]
Download: Minnesota-2011-SF40-Engrossed.html
Bill Title: Alternative teacher preparation program and limited-term teacher license establishment
Spectrum: Moderate Partisan Bill (Republican 10-2)
Status: (Passed) 2012-03-03 - House adopted conference committee report [SF40 Detail]
Download: Minnesota-2011-SF40-Engrossed.html
1.2relating to education; amending teacher licensure provisions; establishing
1.3an alternative teacher preparation program and limited-term teacher license;
1.4requiring reports;amending Minnesota Statutes 2010, section 122A.16;
1.5proposing coding for new law in Minnesota Statutes, chapter 122A; repealing
1.6Minnesota Statutes 2010, section 122A.24.
1.7BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.8 Section 1. Minnesota Statutes 2010, section 122A.16, is amended to read:
1.9122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
1.10(a) A qualified teacher is one holding a valid license, under this chapter, to perform
1.11the particular service for which the teacher is employed in a public school.
1.12(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
1.13teacher is one who holds a valid license under this chapter, including section 122A.245,
1.14among other sections, to perform the particular service for which the teacher is employed
1.15in a public school or who meets the requirements of a highly objective uniform state
1.16standard of evaluation (HOUSSE).
1.17All Minnesota teachers teaching in a core academic subject area, as defined by the
1.18federal No Child Left Behind Act, in which they are not fully licensed may complete the
1.19following HOUSSE process in the core subject area for which the teacher is requesting
1.20highly qualified status by completing an application, in the form and manner described by
1.21the commissioner, that includes:
1.22(1) documentation of student achievement as evidenced by norm-referenced test
1.23results that are objective and psychometrically valid and reliable;
1.24(2) evidence of local, state, or national activities, recognition, or awards for
1.25professional contribution to achievement;
2.1(3) description of teaching experience in the teachers' core subject area in a public
2.2school under a waiver, variance, limited license or other exception; nonpublic school; and
2.3postsecondary institution;
2.4(4) test results from the Praxis II content test;
2.5(5) evidence of advanced certification from the National Board for Professional
2.6Teaching Standards;
2.7(6) evidence of the successful completion of course work or pedagogy courses; and
2.8(7) evidence of the successful completion of high quality professional development
2.9activities.
2.10Districts must assign a school administrator to serve as a HOUSSE reviewer to
2.11meet with teachers under this paragraph and, where appropriate, certify the teachers'
2.12applications. Teachers satisfy the definition of highly qualified when the teachers receive
2.13at least 100 of the total number of points used to measure the teachers' content expertise
2.14under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
2.15to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
2.16for more than one subject area.
2.17(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
2.18must obtain permission from the Board of Teaching in order to teach in a public school.
2.19 Sec. 2. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
2.20AND LIMITED-TERM TEACHER LICENSE.
2.21 Subdivision 1. Requirements. (a) The Board of Teaching must approve qualified
2.22alternative teacher preparation programs under this section that are a means to acquire a
2.23two-year limited-term license and to prepare for acquiring a standard entrance license.
2.24Alternative teacher preparation programs are composed of (1) school districts or charter
2.25schools and (2) either:
2.26(i) a college or university with a board-approved alternative teacher preparation
2.27program;
2.28(ii) a nonprofit corporation formed for an education-related purpose and subject to
2.29chapter 317A with a board-approved teacher preparation program; or
2.30(iii) a board-approved teacher preparation program within a district.
2.31(b) Prior to participation in this program, a candidate must:
2.32(1) have a bachelor's degree;
2.33(2) pass the reading, writing, and mathematics skills examination under section
2.34122A.09, subdivision 4, paragraph (b); and
3.1(3) obtain qualifying scores on the relevant board-approved content area and
3.2pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).
3.3(c) Upon acceptance into an approved alternative teacher preparation program, the
3.4Board of Teaching must issue the participant a two-year limited-term license.
3.5 Subd. 2. Characteristics. An alternative teacher preparation program under this
3.6section must include:
3.7(1) a minimum 200-hour instructional phase that provides intensive preparation
3.8before that person assumes classroom responsibilities;
3.9(2) a research-based and results-oriented approach focused on best teaching practices
3.10to increase student proficiency and growth measured against state academic standards;
3.11(3) strategies to combine pedagogy and best teaching practices to better inform
3.12teachers' classroom instruction;
3.13(4) assessment, supervision, and evaluation of the program participant to determine
3.14the participant's specific needs throughout the program and to support the participant
3.15in successfully completing the program;
3.16(5) intensive, ongoing, and multiyear professional learning opportunities that can
3.17accelerate initial educators' professional growth and that include developing dispositions
3.18and practices that support student learning, orientations to the workplace, a network of
3.19peer support, seminars and workshops, and mentoring focused on standards of professional
3.20practice and continual professional growth; and
3.21(6) a requirement that program participants demonstrate to the school district or
3.22charter school under subdivision 5 that they are making satisfactory progress toward
3.23acquiring a standard entrance license from the Board of Teaching.
3.24 Subd. 3. Program approval. The Board of Teaching must approve alternative
3.25teacher preparation programs under this section based on board-adopted criteria that
3.26reflect best practices for alternative teacher preparation programs consistent with this
3.27section. The board must permit licensure candidates to demonstrate pedagogy and content
3.28standards in school-based settings and through other nontraditional means.
3.29 Subd. 4. Employment conditions. Where applicable, teachers with a limited-term
3.30license under this section are members of and subject to the terms of the local collective
3.31bargaining agreement between the local representative of the teachers and the school
3.32board.
3.33 A collective bargaining agreement must not limit or prohibit employment of teachers
3.34licensed under this section.
3.35 Subd. 5. Approval for standard entrance license. A school district or
3.36charter school must evaluate the performance of the teacher candidate consistent with
4.1board-adopted performance measures and using the Minnesota state standards of effective
4.2practice for teachers established in rule and submit to the board an evaluation report
4.3recommending whether or not to issue the teacher candidate a standard entrance license.
4.4 Subd. 6. Applicants trained in other states. A person who successfully completes
4.5another state's alternative teacher preparation program may apply for a standard entrance
4.6license.
4.7 Subd. 7. Standard entrance license. The Board of Teaching must issue a standard
4.8entrance license to a teacher candidate under this section who successfully performs
4.9throughout the program, has successfully completed all necessary examinations and
4.10content area and pedagogy examinations under section 122A.09, subdivision 4, paragraphs
4.11(a) and (e), and is recommended for licensure under subdivision 5.
4.12 Subd. 8. Highly qualified or qualified teacher. A person holding a valid
4.13limited-term license under this section is a highly qualified teacher and the teacher of
4.14record under section 122A.16.
4.15 Subd. 9. Reports. The Board of Teaching must submit an interim report on the
4.16efficacy of this program to the K-12 education policy and finance committees of the
4.17legislature by February 15, 2013, and a final report by February 15, 2015.
4.18EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
4.19later.
4.20 Sec. 3. REPEALER.
4.21Minnesota Statutes 2010, section 122A.24, is repealed.
4.22EFFECTIVE DATE.This section is effective August 1, 2011.
1.3an alternative teacher preparation program and limited-term teacher license;
1.4requiring reports;amending Minnesota Statutes 2010, section 122A.16;
1.5proposing coding for new law in Minnesota Statutes, chapter 122A; repealing
1.6Minnesota Statutes 2010, section 122A.24.
1.7BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.8 Section 1. Minnesota Statutes 2010, section 122A.16, is amended to read:
1.9122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
1.10(a) A qualified teacher is one holding a valid license, under this chapter, to perform
1.11the particular service for which the teacher is employed in a public school.
1.12(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
1.13teacher is one who holds a valid license under this chapter, including section 122A.245,
1.14among other sections, to perform the particular service for which the teacher is employed
1.15in a public school or who meets the requirements of a highly objective uniform state
1.16standard of evaluation (HOUSSE).
1.17All Minnesota teachers teaching in a core academic subject area, as defined by the
1.18federal No Child Left Behind Act, in which they are not fully licensed may complete the
1.19following HOUSSE process in the core subject area for which the teacher is requesting
1.20highly qualified status by completing an application, in the form and manner described by
1.21the commissioner, that includes:
1.22(1) documentation of student achievement as evidenced by norm-referenced test
1.23results that are objective and psychometrically valid and reliable;
1.24(2) evidence of local, state, or national activities, recognition, or awards for
1.25professional contribution to achievement;
2.1(3) description of teaching experience in the teachers' core subject area in a public
2.2school under a waiver, variance, limited license or other exception; nonpublic school; and
2.3postsecondary institution;
2.4(4) test results from the Praxis II content test;
2.5(5) evidence of advanced certification from the National Board for Professional
2.6Teaching Standards;
2.7(6) evidence of the successful completion of course work or pedagogy courses; and
2.8(7) evidence of the successful completion of high quality professional development
2.9activities.
2.10Districts must assign a school administrator to serve as a HOUSSE reviewer to
2.11meet with teachers under this paragraph and, where appropriate, certify the teachers'
2.12applications. Teachers satisfy the definition of highly qualified when the teachers receive
2.13at least 100 of the total number of points used to measure the teachers' content expertise
2.14under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
2.15to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
2.16for more than one subject area.
2.17(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
2.18must obtain permission from the Board of Teaching in order to teach in a public school.
2.19 Sec. 2. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
2.20AND LIMITED-TERM TEACHER LICENSE.
2.21 Subdivision 1. Requirements. (a) The Board of Teaching must approve qualified
2.22alternative teacher preparation programs under this section that are a means to acquire a
2.23two-year limited-term license and to prepare for acquiring a standard entrance license.
2.24Alternative teacher preparation programs are composed of (1) school districts or charter
2.25schools and (2) either:
2.26(i) a college or university with a board-approved alternative teacher preparation
2.27program;
2.28(ii) a nonprofit corporation formed for an education-related purpose and subject to
2.29chapter 317A with a board-approved teacher preparation program; or
2.30(iii) a board-approved teacher preparation program within a district.
2.31(b) Prior to participation in this program, a candidate must:
2.32(1) have a bachelor's degree;
2.33(2) pass the reading, writing, and mathematics skills examination under section
2.34122A.09, subdivision 4, paragraph (b); and
3.1(3) obtain qualifying scores on the relevant board-approved content area and
3.2pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).
3.3(c) Upon acceptance into an approved alternative teacher preparation program, the
3.4Board of Teaching must issue the participant a two-year limited-term license.
3.5 Subd. 2. Characteristics. An alternative teacher preparation program under this
3.6section must include:
3.7(1) a minimum 200-hour instructional phase that provides intensive preparation
3.8before that person assumes classroom responsibilities;
3.9(2) a research-based and results-oriented approach focused on best teaching practices
3.10to increase student proficiency and growth measured against state academic standards;
3.11(3) strategies to combine pedagogy and best teaching practices to better inform
3.12teachers' classroom instruction;
3.13(4) assessment, supervision, and evaluation of the program participant to determine
3.14the participant's specific needs throughout the program and to support the participant
3.15in successfully completing the program;
3.16(5) intensive, ongoing, and multiyear professional learning opportunities that can
3.17accelerate initial educators' professional growth and that include developing dispositions
3.18and practices that support student learning, orientations to the workplace, a network of
3.19peer support, seminars and workshops, and mentoring focused on standards of professional
3.20practice and continual professional growth; and
3.21(6) a requirement that program participants demonstrate to the school district or
3.22charter school under subdivision 5 that they are making satisfactory progress toward
3.23acquiring a standard entrance license from the Board of Teaching.
3.24 Subd. 3. Program approval. The Board of Teaching must approve alternative
3.25teacher preparation programs under this section based on board-adopted criteria that
3.26reflect best practices for alternative teacher preparation programs consistent with this
3.27section. The board must permit licensure candidates to demonstrate pedagogy and content
3.28standards in school-based settings and through other nontraditional means.
3.29 Subd. 4. Employment conditions. Where applicable, teachers with a limited-term
3.30license under this section are members of and subject to the terms of the local collective
3.31bargaining agreement between the local representative of the teachers and the school
3.32board.
3.33 A collective bargaining agreement must not limit or prohibit employment of teachers
3.34licensed under this section.
3.35 Subd. 5. Approval for standard entrance license. A school district or
3.36charter school must evaluate the performance of the teacher candidate consistent with
4.1board-adopted performance measures and using the Minnesota state standards of effective
4.2practice for teachers established in rule and submit to the board an evaluation report
4.3recommending whether or not to issue the teacher candidate a standard entrance license.
4.4 Subd. 6. Applicants trained in other states. A person who successfully completes
4.5another state's alternative teacher preparation program may apply for a standard entrance
4.6license.
4.7 Subd. 7. Standard entrance license. The Board of Teaching must issue a standard
4.8entrance license to a teacher candidate under this section who successfully performs
4.9throughout the program, has successfully completed all necessary examinations and
4.10content area and pedagogy examinations under section 122A.09, subdivision 4, paragraphs
4.11(a) and (e), and is recommended for licensure under subdivision 5.
4.12 Subd. 8. Highly qualified or qualified teacher. A person holding a valid
4.13limited-term license under this section is a highly qualified teacher and the teacher of
4.14record under section 122A.16.
4.15 Subd. 9. Reports. The Board of Teaching must submit an interim report on the
4.16efficacy of this program to the K-12 education policy and finance committees of the
4.17legislature by February 15, 2013, and a final report by February 15, 2015.
4.18EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
4.19later.
4.20 Sec. 3. REPEALER.
4.21Minnesota Statutes 2010, section 122A.24, is repealed.
4.22EFFECTIVE DATE.This section is effective August 1, 2011.
