Connecticut House Bill HB06620

Connecticut 2019 Regular Session

• Introduced: 1/29/19
• Refer: 1/29/19

Caption

An Act Concerning Professional Certification For Bilingual Education Teachers From Another Country.

Impact

The anticipated impact of HB 06620 on state laws revolves around the professional certification process for educators in the bilingual sector. By allowing for an exemption from the examination requirements, the bill is expected to facilitate a more inclusive pathway for foreign-trained educators to enter the teaching workforce. This change aims to enrich the educational environment by increasing the number of qualified bilingual educators who can effectively engage with a diverse student population, particularly in areas with high demand for bilingual instruction.

Summary

House Bill 06620 aims to address the significant shortage of bilingual education teachers within the state by amending the existing certification requirements for foreign-educated individuals. The bill proposes that individuals applying for professional certification in bilingual education, who possess a degree from an accredited college or university from another country, would be exempt from certain examination requirements that are typically necessary for certification. This exemption is significant as it seeks to streamline the certification process for qualified educators who may have faced barriers due to testing requirements that do not consider their professional experience or education from abroad.

Contention

Notable points of contention surrounding HB 06620 may arise regarding the quality assurance of the education received by foreign-degree holders, as stakeholders could express concerns about ensuring that these educators meet the state’s academic and pedagogical standards. Critics might argue that allowing an exemption from examinations could potentially compromise the competency levels expected of educators, thereby influencing the quality of education that bilingual students receive. Advocates for the bill may contend that this approach is a necessary step toward mitigating the existing teacher shortage, emphasizing the urgent need for qualified educators in bilingual settings.