Bill Text: NJ A1690 | 2022-2023 | Regular Session | Introduced
Bill Title: Requires DOE to develop credential to introduce teachers to culturally responsive teaching practices, characteristics, and methods.
Spectrum: Partisan Bill (Democrat 4-0)
Status: (Introduced - Dead) 2022-01-11 - Introduced, Referred to Assembly Education Committee [A1690 Detail]
Download: New_Jersey-2022-A1690-Introduced.html
STATE OF NEW JERSEY
220th LEGISLATURE
PRE-FILED FOR INTRODUCTION IN THE 2022 SESSION
Sponsored by:
Assemblywoman ANNETTE QUIJANO
District 20 (Union)
Assemblywoman PAMELA R. LAMPITT
District 6 (Burlington and Camden)
Assemblywoman VERLINA REYNOLDS-JACKSON
District 15 (Hunterdon and Mercer)
SYNOPSIS
Requires DOE to develop credential to introduce teachers to culturally responsive teaching practices, characteristics, and methods.
CURRENT VERSION OF TEXT
Introduced Pending Technical Review by Legislative Counsel.
An Act establishing a culturally responsive teaching credential and supplementing chapter 26 of Title 18A of the New Jersey Statutes.
Be It Enacted by the Senate and General Assembly of the State of New Jersey:
1. The Department of Education, in partnership with the Diverse and Learner-Ready Teachers Initiative of the Council of Chief State School Officers or other equivalent entity, shall develop a credential for culturally responsive teaching. The purpose of the credential shall be to introduce teachers to culturally responsive teaching practices, characteristics, and methods that acknowledge, respond to, and embrace the cultural backgrounds of all students to help ensure full, equitable access to education. The credential for culturally responsive teaching shall be made available to teachers beginning in the first full school year following the date of enactment of this act.
As used in this section, "culturally responsive teaching" means a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning, and which uses research-based teaching strategies that make meaningful connections between what students learn in school and their cultures, languages, and experiences.
2. The State Board of Education shall promulgate rules and regulations pursuant to the "Administrative Procedure Act," P.L.1968, c.410 (C.52:14B-1 et seq.), as it may deem necessary to effectuate the provisions of this act.
3. This act shall take effect immediately.
STATEMENT
This bill directs the Department of Education, in partnership with the Diverse and Learner-Ready Teachers Initiative or equivalent entity, to develop a credential for culturally responsive teaching. The Diverse and Learner-Ready Teachers Initiative is an effort of the Council of Chief State School Officers, which strives to revise, enact or remove state policies that will address specific challenges for both diversifying the educator workforce and ensuring all educators are culturally responsive in practice.
Under the bill, the purpose of the credential would be to introduce teachers to culturally responsive teaching practices, characteristics, and methods that acknowledge, respond to, and embrace the cultural backgrounds of all students to help ensure full, equitable access to education. The credential for culturally responsive teaching will be made available to teachers beginning in the first full school year following the date of enactment of the bill.
As defined in the bill, culturally responsive teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning, and which uses research-based teaching strategies that make meaningful connections between what students learn in school and their cultures, languages, and experiences.
