Researcher: JM Page 1 5/3/24
OLR Bill Analysis
sHB 5436 (as amended by House "A")*
AN ACT CONCERNING EDUCATOR CERTIFICATION.
TABLE OF CONTENTS:
SUMMARY
§§ 1 & 6 — CHANGES TO EDUCATOR CERTIFICATION
Simplifies the steps required to receive an initial educator certification for those going
through an ARC program; prohibits granting any new provisional educator certificates
(the middle level of three educator certificates) and makes the initial certification valid for
10 years; establishes new criteria for a professional educator certificate (the highest of the
three current certificate levels) including permitting an alternate pathway to professional
licensure instead of the master’s degree requirement
§§ 2 & 4 — BROADENING GRADES COVERED BY CERTAIN
TEACHING ENDORSEMENT S
Broadens grades covered by certain teaching endorsements
§ 3 — ELEMENTARY EDU CATION TEACHER PREPA RATION
PROGRAMS
Requires, beginning July 1, 2025, that elementary education teacher preparation programs
be aligned with NAEYC standards and competencies for early childhood educators
§ 5 — SUBJECT AREA ASSESSMENTS AND CROSS ENDORSEMENTS
Simplifies the process for certified teachers to gain an additional endorsement (i.e., “cross
endorsement”)
§ 7 — ARC PROGRAMS FOR SCHOOL SUPPORT STAFF
Allows SDE to approve ARC programs that partner with an accredited university to
provide a dual degree-plus-certification program for participants who hold an associate
degree
§ 8 — ARC PROGRAM ELIGIBILITY EXPANDED
Expands who may participate in an existing ARC program for people in alternate
professions to include someone with at least five years of work experience requiring
discretion and independent judgment in the field related to the teaching endorsement area
§ 9 — ADVISORY COUNCIL FOR TEACHER PROFESSIONAL
STANDARDS
Requires the council to advise the SDE commissioner, rather than the governor and SBE;
adds to the subjects for which the council must provide advice (e.g., equitable distribution
of teachers); eliminates a requirement that the council advise on teacher preparation and
certification and review and comment on certain regulations and standards 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 2 5/3/24
§ 10 — CREATION OF THE CONNECTICUT EDUCA TOR
PREPARATION AND CERTIFICATION BOARD (CEPCB)
Creates the new 16-member CEPCB and charges it with modernizing and aligning
educator preparation and certification to attract and retain diverse professionals into
teaching, and developing proposals for regulations or legislation relating to educator
preparation and certification; requires the board to submit its first annual report to the
Education Committee by January 1, 2026
§ 11 — CEPCB AND SBE CONSIDER AND APPROV E OR REJECT
EACH OTHER’S PROPOSALS
Gives CEPCB and SBE each the authority to develop standards and proposals (i.e.,
“proposals”) for regulations and legislation relating to educator preparation and
certification; requires each board to consider the proposals of the other board
§ 12 — CEPCB DUTIES
Requires CEPCB to develop proposals for regulations and legislation by July 1, 2025
§ 13 — CEPCB REVIEW OF EDUCATOR REGULATI ONS AND
STATUTES AND CONTENT KNOWLEDGE AND E NDORSEMENT
AREAS
Requires CEPCB to review (1) educator preparation and certification regulations and
statutes for obsolete or conflicting provisions and (2) how SDE assesses certification
candidates’ content knowledge within their endorsement area
§ 14 — CEPCB TO DEVELOP STANDARDS FOR REVIEWING
EDUCATOR PREPARATION PROGRAMS
Requires CEPCB to develop review criteria for educator preparation and ARC programs
§ 15 — EDTPA
Beginning July 1, 2024, bans SBE from requiring teacher preparation programs to use
edTPA for certain purposes; as of the same date, bans teacher preparation programs from
using edTPA scores to prevent a student from completing their program
§§ 16 & 17 — TECHNICAL HIGH SCHOOL AND TRADE
OCCUPATIONS EDUCATOR CERTIFICATIONS
Creates and specifies requirements for new occupational subject and trade and industrial
occupations educator certifications; allows for interim certifications under certain
conditions
§ 18 — FMLA FOR NONCERTIFIED SCHOOL BOARD EMPLOYEES
Reduces the number of work hours, from 1,250 to 950, that noncertified school employees
need to qualify for unpaid family and medical leave benefits
§ 19 — CEPCB ADMINISTRATOR
Requires, for FY 25, OPM to reclassify one unfilled, authorized SDE position in order to
hire an administrator for CEPCB
§§ 20-38 — CHANGES TERM TO “PARAEDUCATOR ”
Changes the terms “school paraprofessional,” “paraprofessional,” and “paraprofessional
teacher aide” to “paraeducator” in various education-related statutes 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 3 5/3/24
§ 23 — NOTICE REQUIREMENTS BEFORE SPECIAL EDUCATION
PLANNING AND PLACEMENT MEETINGS
Requires the notice school boards must give parents, guardians, or students before a
special education planning and placement team meeting to include the rights the law
provides them at these meetings
§ 39 — GOVERNOR’S WORKFORC E COUNCIL
Adds a certified teacher to the council’s membership
§§ 40 & 48 — PRELIMINARY INQUIRIES BY MANDATED
REPORTERS
Specifies that (1) the mandated reporter law does not prohibit mandated reporters from
making a preliminary inquiry to determine if reasonable cause exists for a report and (2)
this inquiry is not an abuse or neglect investigation by a school board
§§ 40, 42-45 & 47 — MANDATED REPORTERS M INOR AND
TECHNICAL CHANGES
Adds students in nonpublic schools to the list of students for whom the school employee-
specific mandated reporter provisions apply; reorganizes certain provisions on penalties
for failing to make a report so that they appear in one statute rather than in two separate
statutes
§ 41 — IMMUNITY FROM LIABILITY
Extends immunity from criminal or civil liability to persons, institutions, and agencies
that, in good faith, do not make a report
§ 43 — FAILURE TO REPORT
Requires the DCF commissioner to assess mandated reporters’ failure to report within
timeframes required by law, rather than investigate delayed reports as current law
requires
§ 46 — EMPLOYMENT HISTORY REVIEWS
Excludes, from the information that must be disclosed by school employment applicants’
previous employers, information about a substantiated abuse or neglect or sexual
misconduct allegation if the substantiation was reversed in an appeal to DCF
§ 49 — DCF TRAINING
Requires DCF to update its training program and refresher training for school employees
§ 50 — ASPIRING EDUCATORS DIVERSITY SCHOLARSHIP
PROGRAM
Makes the scholarship available to students who graduate from public high schools in
alliance districts, rather than public high schools in priority school districts
§ 51 — REPEALED REGULATIONS
Repeals numerous educator preparation program and certification regulations, effective
July 1, 2026
SUMMARY
This bill makes numerous unrelated changes to the laws on 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 4 5/3/24
education, as described in the section-by-section analysis below.
*House Amendment “A”:
1. changes effective dates for certain educator certification
provisions;
2. reduces the membership of the new Educator Preparation and
Certification Board from 26 to 16 and requires the education
commissioner to designate an existing employee to be the board
administrator; and
3. adds new sections on (a) edTPA, (b) educator certification for
vocational teachers, (c) family and medical leave for non-certified
employees, (d) paraeducators, (e) the Governor’s Workforce
Council, (f) mandated reporters, (g) job applicant employment
history reviews, and (h) the aspiring educators diversity
scholarship program.
EFFECTIVE DATE: July 1, 2024, except a few sections vary, see
below.
§§ 1 & 6 — CHANGES TO EDUCATOR CERTIFICA TION
Simplifies the steps required to receive an initial educator certification for those going
through an ARC program; prohibits granting any new provisional educator certificates
(the middle level of three educator certificates) and makes the initial certification valid for
10 years; establishes new criteria for a professional educator certificate (the highest of the
three current certificate levels) including permitting an alternate pathway to professional
licensure instead of the master’s degree requirement
Initial Educator Certification
The bill simplifies the steps required to receive an initial educator
certification for those going through an alternate route to certification
(ARC) program. It requires the State Board of Education (SBE) to issue
an initial educator certification to a candidate with a bachelor’s degree
or advanced degree from an accredited higher education institution
who completes one of the following pathways:
1. successfully completed an SBE-approved educator preparation
program, 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 5 5/3/24
2. successfully completed an ARC program pursuant to state law,
or
3. is an educator from another state and meets one of a list of
requirements in Connecticut law (see below).
An out-of-state teacher can satisfy the pathway requirement for
certification if he or she:
1. graduated from a teacher preparation program at an accredited
institution in another state or an SBE-approved ARC program,
but has not successfully completed the Connecticut teacher
assessments;
2. has taught in another state with an appropriate certificate for at
least two years and meets the Connecticut certification
requirements except for successful completion of the teacher
assessments;
3. was hired by a charter school after July 1 in any school year for a
teaching position so long as the person could reasonably be
expected to complete the requirements in the 90-day temporary
certification law (see Background — Temporary 90-Day Certificate);
4. received a satisfactory score on the appropriate educator subject
area assessment or exam in another state, provided SBE approves
the assessments or exams as being at least equivalent with
Connecticut’s;
5. taught in a state that participates in the enhanced educator
reciprocity agreement with Connecticut; or
6. holds a military spouse permit.
The ARC pathway can be successfully completed by one of four types
of ARC program authorized in law:
1. for school administrators (CGS § 10-145p);
2. for school support staff (CGS § 10-145t); 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 6 5/3/24
3. for persons from alternate professions (e.g., paraeducators,
veterans, professors employed or previously employed at a
higher education institution) (CGS § 10-145w); and
4. summer and weekend and evening ARC program (for target
groups including teachers in shortage areas and former teachers
with expired certification who want to return to the profession)
(CGS § 10-155d).
Current law permits teacher certification through ARC programs, but
requires these candidates to also satisfy the requirements of a temporary
90-day certificate or a resident teacher certificate (see Background —
Temporary 90-Day Certificate). The bill eliminates this requirement.
SBE Authority to Waive Requirements
The bill grants SBE the authority to waive the requirements of (1)
completing an educator preparation program, (2) completing an ARC
program, or (3) being a certified educator from another state who meets
certain Connecticut requirements. Under the bill, SBE may waive these
requirements to issue an initial educator certificate to any person who
presents a combination of education and experience that the state board
determines is the equivalent of the education and experience required
under the bill.
Initial Certifications Valid for 10 Years
The bill makes an initial educator certification valid for 10 years,
rather than three as under the current law.
The bill extends existing initial educator certificates that have not
expired on July 1, 2025, for a period of 10 years from their issue date,
and makes any new certificates issued on or after July 1, 2025, valid for
10 years.
By law, the commissioner may extend initial certifications for an
additional year at a superintendent’s or local assessment team’s request.
The bill prohibits the commissioner from granting this extension more
than three times to any person. 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 7 5/3/24
Repealing the Provisional Educator Certification and New Criteria
for Professional Certification
Under current law Connecticut has three levels of teacher
certification: initial, provisional, and professional.
The bill eliminates SBE’s and the education commissioner’s authority
to issue and reissue provisional certificates effective July 1, 2025. Under
the bill, anyone holding a provisional certificate who is not eligible to
advance to the professional certificate is eligible for an initial certificate.
Beginning July 1, 2025, the bill allows those holding initial certificates
(or those with existing provisional certificates) to apply for a
professional certificate rather than a provisional certificate. To qualify
for a professional certification a candidate must:
1. have completed at least 50 school months (five years) of
successful teaching for one or more boards of education or
approved nonpublic schools in Connecticut while holding an
initial educator or provisional educator certificate;
2. have satisfactorily completed the teacher education and
mentoring program, as required under state law; and
3. either (a) hold a master’s degree or higher in an appropriate
subject matter area or (b) complete an alternate pathway to
professional licensure jointly approved by SBE and the Educator
Preparation and Certification Board (see § 10).
Beginning July 1, 2025, upon receipt of a proper application, SBE
must issue a professional educator certificate to any person who satisfies
these qualifications. For good cause, SBE may waive the requirement for
a master’s degree or completion of an alternative pathway to
professional licensure.
Under current law, to qualify for a professional certificate a candidate
must hold or have held a provisional educator certificate and must have
a master’s degree in an appropriate subject matter area, as determined
by SBE, related to the teacher’s certification endorsement area. 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 8 5/3/24
Under current law, to qualify for a provisional certificate a candidate
must either (1) have taught for one year in a public school and
completed the beginning educator program or (2) have taught for at
least three years within the last 10 years in a public school in another
state or for a private school in any state, including Connecticut,
approved by the appropriate governing body for that state, and whose
superintendent or supervising agent attests the educator meets the
preparation and eligibility requirements of a Connecticut initial
certification. Additionally, under current law, an educator who holds a
provisional certificate can apply to renew it.
Under the bill, the provisional holder may apply for a professional
certificate when the provisional one expires.
The bill eliminates language that permits granting provisional
certifications for certain teachers who have taught in another state or in
private schools in Connecticut and meet certain conditions.
The bill makes other minor and conforming changes including
removing obsolete provisions.
Background — Temporary 90-Day Certificate
Those seeking a temporary 90-day certificate must (1) hold a
bachelor’s degree from an accredited institution with a major either in,
or closely related to, the teacher endorsement area being sought, or in
the case of a secondary or special subject endorsement, possess at least
the minimum number of credit hours in the subject area required by
law; (2) have passed the appropriate teacher assessment; and (3) have
successfully completed a state-approved ARC program.
The following are additional requirements for the 90-day certificate:
(1) the local board must make a written request for the 90-day certificate
to the State Department of Education (SDE) that includes an attestation
of a special plan to supervise the 90-day certificate holder and (2) the
applicant must possess an overall college GPA of at least a B and present
supporting evidence of appropriate experience working with children.
The law permits the education commissioner to waive the last two 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 9 5/3/24
requirements for good cause.
§§ 2 & 4 — BROADENING GRADES COVERED B Y CERTAIN
TEACHING ENDORSEMENT S
Broadens grades covered by certain teaching endorsements
The bill retroactively allows an educator endorsement to teach
elementary grades one to six, inclusive, or grades kindergarten to six,
inclusive, issued prior to July 1, 2025, to be valid for grades
prekindergarten to six, inclusive. Also, any new elementary
endorsement issued on or after July 1, 2025, will also be valid for grades
prekindergarten to six, inclusive.
Under current law, certain elementary endorsements are allowed to
be valid for kindergarten through grade six, inclusive, depending on
various factors including when they were issued.
The bill also makes the following endorsements for grades 7 to 12
valid for grades 4 to 12, regardless of when they were issued: biology,
business, chemistry, earth science, English, French, German, general
science, history and social studies, Italian, Latin and classical
humanities, Mandarin Chinese, mathematics, Portuguese, physics,
Russian, Spanish, and any other world language.
Revised Endorsements Do Not Require Applications (§ 4)
On and after July 1, 2024, any person who holds an initial,
provisional, or professional educator certificate, and whose
endorsement has been revised according to the changes described above
(§ 2), will not be required to apply for a revised endorsement. The
educator will be allowed to provide instruction in any course in which
the subject matter content of the course corresponds with the revised
endorsement.
Beginning July 1, 2026, SBE will assign the revised endorsement upon
an educator’s certificate being issued or reissued, as appropriate.
§ 3 — ELEMENTARY EDU CATION TEACHER PREPA RATION
PROGRAMS 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 10 5/3/24
Requires, beginning July 1, 2025, that elementary education teacher preparation programs
be aligned with NAEYC standards and competencies for early childhood educators
The bill requires, beginning July 1, 2025, that any elementary
education teacher preparation program be aligned with any
professional standards and competencies for early childhood educators
developed by the National Association for the Education of Young
Children (NAEYC).
§ 5 — SUBJECT AREA A SSESSMENTS AND CROSS
ENDORSEMENTS
Simplifies the process for certified teachers to gain an additional endorsement (i.e., “cross
endorsement”)
On and after July 1, 2024, the bill allows any person who holds an
initial, provisional, or professional educator certificate and scores a
satisfactory evaluation on the appropriate SBE-approved subject area
assessment to be issued a cross endorsement in the relevant certification
endorsement area. The bill specifies that this provision does not apply
to the endorsement areas of special education, teaching English to
speakers of other languages, bilingual, remedial reading and remedial
language arts, or school library media specialist.
§ 7 — ARC PROGRAMS F OR SCHOOL SUPPORT ST AFF
Allows SDE to approve ARC programs that partner with an accredited university to
provide a dual degree-plus-certification program for participants who hold an associate
degree
As part of the existing law authorizing approval of ARC programs
for people employed as school support staff, the bill allows SDE to
approve programs that partner with an institution of higher education
that is regionally accredited or has an equivalent accreditation, to
provide a dual degree-plus-certification program for participants who
hold an associate degree. Under current law, these programs are
required to be open only to those who already have a bachelor’s degree.
When making decisions on whether to approve these programs, the
bill also requires SDE to give priority to the programs that provide
participants flexibility in remaining in their school support staff
positions while pursuing an initial educator certificate, other than in the
period when the participants are completing the one-year residency 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 11 5/3/24
requirement.
Under the law, the programs must have each participant complete a
one-year residency that requires participants to serve in a full-time
position requiring professional certification for 10 school months for a
school board under a certified administrator’s or teacher’s supervision.
By law, school support staff are people employed by a school board
as a behavior analyst, an assistant behavior analyst, an athletic coach, or
a paraeducator.
§ 8 — ARC PROGRAM EL IGIBILITY EXPANDED
Expands who may participate in an existing ARC program for people in alternate
professions to include someone with at least five years of work experience requiring
discretion and independent judgment in the field related to the teaching endorsement area
The bill expands the definition of who may participate in an existing
ARC program for people in alternate professions. By law, all
participants must hold a bachelor’s degree from an accredited
institution and be a person from an alternate profession, which means a
person who:
1. is a paraeducator,
2. is a veteran,
3. holds an SBE-issued charter school educator permit, or
4. is or was employed as a professor at an accredited institution of
higher education.
The bill expands the definition to include someone with at least five
years of work experience requiring the consistent exercise of discretion
and independent judgment in the field related to the person’s chosen
teaching endorsement area.
§ 9 — ADVISORY COUNC IL FOR TEACHER PROFE SSIONAL
STANDARDS
Requires the council to advise the SDE commissioner, rather than the governor and SBE;
adds to the subjects for which the council must provide advice (e.g., equitable distribution
of teachers); eliminates a requirement that the council advise on teacher preparation and
certification and review and comment on certain regulations and standards 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 12 5/3/24
The bill makes several changes affecting the Connecticut Advisory
Council for Teacher Professional Standards. It eliminates a requirement
that the council advise and report annually to the governor and SBE and
instead requires it to do so for the SDE commissioner. Under existing
law, unchanged by the bill, it must also advise and report annually to
the Education Committee.
Under existing law, the council must advise on teacher recruitment,
retention, professional development, assessment and evaluation, and
professional discipline. The bill additionally requires it to advise on the
equitable distribution of teachers, diversity of the teaching workforce,
special education, testing and assessment of students, school safety, and
social-emotional learning. It eliminates requirements that the council (1)
advise on teacher preparation and certification and (2) review and
comment on regulations and other standards on approving teacher
preparation programs and teacher certification.
The bill also requires the council to (1) share perspectives on the
impact of proposed policies and initiatives on classroom practice with
the commissioner and Education Committee and (2) provide
suggestions and feedback on guidance to be sent to school districts
related to implementing these policies and initiatives with the
commissioner.
§ 10 — CREATION OF T HE CONNECTICUT EDUCA TOR
PREPARATION AND CERT IFICATION BOARD (CEPCB)
Creates the new 16-member CEPCB and charges it with modernizing and aligning
educator preparation and certification to attract and retain diverse professionals into
teaching, and developing proposals for regulations or legislation relating to educator
preparation and certification; requires the board to submit its first annual report to the
Education Committee by January 1, 2026
The bill creates the Connecticut Educator Preparation and
Certification Board (CEPCB), which it deems responsible for
modernizing and aligning educator preparation and certification to
ensure that policies attract and retain effective and diverse professionals
to work in Connecticut’s public schools.
The board must develop standards and proposals for regulations or
legislation relating to educator preparation and certification that reflect 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 13 5/3/24
the teaching profession and respond to emerging understandings of
effective, evidence-based practices.
Additionally, the standards and proposals must address the
following objectives:
1. building streamlined, flexible pathways in the educator
profession that are grounded in a commitment to educator
effectiveness;
2. enabling educators to broaden their scope of practice to meet
more students’ needs;
3. ensuring educator preparation programs are accountable for
both the quality training experiences and outcomes for
candidates;
4. creating a system to help educators continuously improve their
practice that supports and rewards educators who demonstrate
mastery;
5. supporting improved data transparency regarding the state’s
distribution of educators and educator vacancies and
accountability for remedying observed inequities; and
6. treating educators as professionals and lifelong learners who
need access to high-quality professional learning and
mentorships throughout their careers.
Board Members and Appointing Authorities
The board has 16 members. In addition to the appointed members
(see table below), the board includes the following officials or their
designees: the education commissioner, the early chil dhood
commissioner, and the Technical Education and Career System
superintendent. 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 14 5/3/24
Table: Connecticut Educator Preparation and Certification Board
Appointed Members
Appointing Authority Members
Four public school classroom teachers who are classroom teachers
throughout their term
Connecticut Education Association Two:
• one kindergarten through grade six
teacher, and
• one high school teacher
American Federation of Teachers-
Connecticut
One appointee who is a special education
teacher
Connecticut Teacher of the Year Council One appointee
Three representatives from an SBE-approved educator preparation program
American Association of Colleges for
Teacher Education Connecticut Chapter
One who represents an educator
preparation program of a public institution
of higher education
Connecticut Conference of Independent
Colleges
One appointee
Education commissioner One representative of an ARC program
Three administrators employed by a local or regional school board
Connecticut Association of Public School
Superintendents
One who is a school superintendent for an
urban district
Connecticut Association of Schools One who represents a rural district
Connecticut Federation of School
Administrators
One who represents a suburban district
Additional appointees
Connecticut Association of Boards of
Education
One appointee
Connecticut Business and Industry
Association (CBIA)
One representative of the CBIA education
and workforce affiliation
Increasing Educator Diversity Policy
Oversight Council
One representative from the Increasing
Educator Diversity Policy Oversight
Council
Initial Appointments, Vacancies, Bylaws, Board Chair, and Staff
All initial board appointments must be made by August 1, 2024. The
appropriate appointing authority must fill any vacancy by 10 days
following the vacancy. Members serve three-year terms. The board must
establish bylaws for its own operation and management.
The chairperson and vice chairperson of the board must be elected
from among the voting members of the board. The bill requires the 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 15 5/3/24
education commissioner to designate an SDE employee to serve as the
board’s administrator (see § 19 below).
Annual Report to the Education Committee
The board must develop, by January 1, 2026, and annually after that,
an annual report that includes a detailed summary of the substance and
disposition of any standards and proposals for regulations or legislation
the board or SBE develops under the bill (see § 11). The board must
submit the annual report to the Education Committee.
§ 11 — CEPCB AND SBE CONS IDER AND APPROVE OR REJECT
EACH OTHER’S PROPOSA LS
Gives CEPCB and SBE each the authority to develop standards and proposals (i.e.,
“proposals”) for regulations and legislation relating to educator preparation and
certification; requires each board to consider the proposals of the other board
The bill gives CEPCB and SBE each the authority to develop
standards and proposals (i.e., “proposals”) for regulations and
legislation relating to educator preparation and certification. The bill
creates a process where each board sends its proposals to the other
board to be either approved or rejected within 60 days after receiving
them (e.g., CEPCB sends its proposals to SBE, and SBE sends its
proposals to CEPCB).
If either board approves the proposals, then for proposals that (1)
require regulations, SBE must adopt regulations consistent with the
approved proposal and (2) require legislation, the proposal will be
submitted to the Education Committee for consideration.
§ 12 — CEPCB DUTIES
Requires CEPCB to develop proposals for regulations and legislation by July 1, 2025
The bill requires CEPCB to develop proposals for regulations and
legislation by July 1, 2025, regarding the following:
1. criteria for assessing proposals from school boards, regional
educational service centers, and educator preparation programs
for alternative pathways for educators to (a) progress from initial
certificate to professional certificate or (b) be issued a cross
endorsement that will allow educators to teach in content areas 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 16 5/3/24
or grades beyond their initial certification areas;
2. how well degrees from SBE-approved educator preparation
programs will align with the revised endorsement areas under §
2;
3. the adequacy and relevance of existing certification subject
endorsement areas;
4. implementation of the Council for the Accreditation of Educator
Preparation standards for educator preparation programs;
5. the necessity of the temporary 90-day certificate; and
6. the design and development of a state-wide data dashboard that
enables longitudinal monitoring of educator workforce data.
Collecting, Reviewing, and Evaluating Data
Additionally, the bill requires, annually, beginning July 1, 2026, the
board to:
1. collect and review (a) state-specific data, including, at least,
qualitative data on stakeholders’ experiences and quantitative
data from SDE on educator vacancies, shortage areas, and the
educator preparation program dashboard, and (b) data on
applicable national policy developments on educator
preparation, certification, and employment;
2. evaluate whether any changes are needed to the educator
preparation and certification frameworks; and
3. develop, as necessary, evidence-based standards and proposals
for regulations and legislation to strengthen existing systems.
§ 13 — CEPCB REVIEW OF EDUCATOR REGULATION S AND
STATUTES AND CONTENT KNOWLEDGE AND ENDOR SEMENT
AREAS
Requires CEPCB to review (1) educator preparation and certification regulations and
statutes for obsolete or conflicting provisions and (2) how SDE assesses certification
candidates’ content knowledge within their endorsement area 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 17 5/3/24
The bill also requires CEPCB to:
1. review educator preparation and certification regulations and
statutes for obsolete or conflicting provisions,
2. review how the state assesses whether educator certification
candidates demonstrate minimum content knowledge within
their endorsement areas as required by state law, and
3. develop recommendations for alternatives for certification
candidates to demonstrate content knowledge.
By January 31, 2025, the board must submit its findings, as well as
any legislative recommendations, to SBE and the Education Committee.
Also, the bill requires CEPCB to:
1. review certification endorsement areas to develop endorsement
area adequacy and relevance standards, including whether to
expand grade ranges for endorsement areas;
2. explore alternative pathways for cross endorsements; and
3. consider whether ARC program providers should have
candidate admission criteria authority for their programs.
By July 1, 2025, the board must submit a report on its findings, as well
as any legislative recommendations, to SBE and the Education
Committee.
§ 14 — CEPCB TO DEVE LOP STANDARDS FOR RE VIEWING
EDUCATOR PREPARATION PROGRAMS
Requires CEPCB to develop review criteria for educator preparation and ARC programs
The bill requires the CEPCB to develop review criteria standards for
new or continuing educator preparation programs and ARC programs.
The standards must require that (1) these programs obtain continuing
program approval every seven years, and (2) the methodology for
continuing program approval be (a) based on final accreditation
decisions of the Council for the Accreditation of Educator Preparation 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 18 5/3/24
and (b) classified in these categories: approval, provisional,
probationary, or denial of approval. The board must complete the
standards by July 1, 2026.
§ 15 — EDTPA
Beginning July 1, 2024, bans SBE from requiring teacher preparation programs to use
edTPA for certain purposes; as of the same date, bans teacher preparation programs from
using edTPA scores to prevent a student from completing their program
Beginning July 1, 2024, the bill prohibits SBE from requiring an SDE-
approved teacher preparation program in Connecticut to use edTPA, a
preservice performance assessment, as a (1) requirement for students to
complete their programs and (2) program preservice performance
assessment. In 2016, SBE approved a resolution that required all teacher
preparation programs in the state to require satisfactory completion of
edTPA (see Background — edTPA) by all teacher candidates in order to
complete a teacher preparation program.
Also, beginning July 1, 2024, the bill bans teacher preparation
programs at higher education institutions from using the results of
edTPA to deny a candidate completion of their program. But the bill
permits these institutions to use the results as a diagnostic tool to
provide necessary remedial instruction to a candidate while enrolled in
the teacher preparation program.
Background — edTPA
The Stanford Center for Assessment, Learning, and Equity created
edTPA, and Pearson Assessments, Inc., scores and administers it across
the country.
§§ 16 & 17 — TECHNICAL HIGH SCHOOL AND T RADE
OCCUPATIONS EDUCATOR CERTIFICATIONS
Creates and specifies requirements for new occupational subject and trade and industrial
occupations educator certifications; allows for interim certifications under certain
conditions
The bill creates two new occupational initial educator certifications in
statute (similar versions of these certifications exist in regulations). One
enables the holder to teach an occupational subject in the Connecticut
Technical Education and Career System (CTECS) (formerly known as 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 19 5/3/24
the technical high schools) and the other to teach trade and industrial
occupations in comprehensive high schools.
Occupational Subject Certification (§ 16)
Under the bill, CTECS “occupational subject” includes, but is not
limited to, automobile servicing, carpentry, plumbing, culinary arts,
electronics, cosmetology, and public safety. (CTECS high schools offer a
wide range of occupational programs that, in addition to the areas
mentioned above, also include architecture; information technology;
manufacturing; marketing and sales; and heating, ventilation, and air
conditioning.)
The bill authorizes SBE to issue an initial educator certificate for
occupational subjects to an applicant who has:
1. a high school diploma or its equivalent;
2. five years of experience in the field for which the certificate is
sought, which may include up to two years of registered
apprenticeship, work-based learning program, or specialized
schooling;
3. completed a minimum of six semester hours of credit teaching
vocational and industrial education; and
4. completed a course of special education study of at least three
semester hours, which includes (a) study in understanding the
growth and development of exceptional children, including
children with a disability, gifted and talented children, and
children who may require special education, and (b) methods for
identifying, planning for, and working effectively with special
needs children in the regular classroom.
An initial educator certificate for occupational subjects at CTECS
authorizes the holder to teach an occupational subject at CTECS.
Trade and Industrial Occupations Certification (§ 17)
For the comprehensive high schools, “trade and industrial 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 20 5/3/24
occupations” includes, but is not limited to, food service, automotive
servicing, machine tool and operation, building maintenance and
repairs, welding, appliance repair, and public safety.
The bill authorizes SBE to issue an initial educator certificate for trade
and industrial occupations in comprehensive high schools to an
applicant who has:
1. provided a written request from a school board;
2. a high school diploma or its equivalent;
3. completed at least three years of approved successful work
experience appropriate to the field for which the certificate is
sought, which may include up to two years of specialized
appropriate schooling;
4. completed a minimum of six semester hours of credit in
professional education in areas such as (a) teaching vocational
and industrial education, or (b) foundations of education,
educational or adolescent psychology, psychology of learning,
curriculum and methods of teaching, classroom instruction and
management, multicultural diversity, or equity issues in
education; and
5. completed a course of special education study of at least three
semester hours, which includes (a) study in understanding the
growth and development of exceptional children, including
children with a disability, gifted and talented children, and
children who may require special education, and (b) methods for
identifying, planning for, and working effectively with special
needs children in the regular classroom.
The holder of an initial educator certificate for trade and industrial
occupations is authorized to teach in a comprehensive high school trade
and industrial program in grades six to 12, except this initial educator
trade and industrial occupations certificate is not valid to teach at
CTECS. 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 21 5/3/24
Interim Educator Certificates
The bill offers a way for applicants to receive an interim educator
certificate for either an occupational subject at CTECS or trade and
industrial occupations at comprehensive high schools when they do not
meet all the requirements.
An applicant who is otherwise eligible for either of these initial
educator certificates, but is deficient in the course requirements for six
semester credit hours and the course of study in special education, may
be issued an interim educator certificate, valid for one year, which the
education commissioner can reissue for a second year.
Extensions for Interim Educator Certificates
If the holder of such an interim educator certificate fails to meet the
course requirements when the interim certificate expires, the
commissioner must prevent the holder from serving, as appropriate, in
the employ of a board of education in a position covered by the initial
educator certificate for occupational subjects at CTECS or for trade and
industrial occupations at comprehensive high schools. However, the bill
allows that the applicant’s deficient course work may be deferred for
one additional year for good cause. (Presumably this additional delay
of the course work means the interim certificate is valid for an additional
year.)
§ 18 — FMLA FOR NONCERTIFIED SCHOOL BOAR D EMPLOYEES
Reduces the number of work hours, from 1,250 to 950, that noncertified school employees
need to qualify for unpaid family and medical leave benefits
The bill reduces the number of work hours noncertified school
employees need to qualify for unpaid family and medical leave benefits.
Under federal law, all municipal employees, including all public
school employees, qualify for unpaid leave and job reinstatement under
the Family and Medical Leave Act (FMLA) if they have been employed
by the municipality or school district for at least 12 months and worked
at least 1,250 hours in the previous 12 months. The bill requires boards
of education to provide benefits equal to those provided by the federal
FMLA to noncertified employees who have (1) been employed by the 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 22 5/3/24
board for at least 12 months and (2) worked at least 950 hours for the
board during the 12 months before taking the benefit (see Background —
Federal FMLA Provisions). (Connecticut’s FMLA law does not cover
municipal employees.)
The bill similarly reduces the work requirement, from 1,250 to 950
hours in the previous 12 months, for noncertified employees to request
leave to serve as an organ or bone marrow donor.
Noncertified employees are board of education employees, such as
cafeteria workers, janitorial staff, administrative support staff, and
security staff, who do not need to hold a professional education
certificate like other school professions (e.g., teachers or school social
workers). Existing law already allows school paraprofessionals (who are
also noncertified employees) to qualify for the leave, including for organ
or bone marrow donation, after working 950 hours. The bill also changes
the term “school paraprofessional” to “paraeducator” to be consistent
with other education law.
The bill also makes technical changes.
Background — Federal FMLA Provisions
The federal FMLA provides up to 12 weeks of unpaid leave to
employees of all political subdivisions, including towns, cities,
boroughs, and school districts. The table below shows the law’s
provisions.
Table: Federal FMLA Provisions
Provision Brief Description
Political subdivisions covered All
Employees eligible Those who have worked at least (1) 12 months for the
employer and (2) 1,250 hours in the previous 12 months
Leave amount Up to 12 weeks in one year
Types of leave For birth, adoption, or foster care; to care for employee’s
own parent, child, or spouse with a serious health
condition; for employee’s own serious health condition;
or for qualifying exigency because the employee’s
spouse, son, daughter, or parent is a military member
on covered active duty or notified of impending call or
order to covered active duty 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 23 5/3/24
Provision Brief Description
Serious health condition or
illness
Illness, injury, impairment, or physical or mental
condition involving incapacity or treatment connected
with inpatient care in a hospital, hospice, or residential
medical-care facility; or continuing treatment by a health
care provider
Health benefits during leave Employee health insurance must be continued under
same conditions as prior to leave, including any required
employee contribution
Job reinstatement rights Must be restored to same position or equivalent in all
benefits and other terms and conditions of employment
§ 19 — CEPCB ADMINISTRATOR
Requires, for FY 25, OPM to reclassify one unfilled, authorized SDE position in order to
hire an administrator for CEPCB
The bill requires, for FY 25, the Office of Policy and Management
(OPM) secretary, in consultation with the education commissioner, to
reclassify one unfilled, authorized position at SDE for the purpose of
hiring an administrator of CEPCB. SDE must use funds appropriated to
the department’s personal services account to fill the reclassified
position.
§§ 20-38 — CHANGES TERM TO “PARAEDUCATOR ”
Changes the terms “school paraprofessional,” “paraprofessional,” and “paraprofessional
teacher aide” to “paraeducator” in various education-related statutes
The bill changes the terms “school paraprofessional,”
“paraprofessional,” and “paraprofessional teacher aide” to
“paraeducator” in various education-related statutes to conform with
other sections of education law.
§ 23 — NOTICE REQUIREMENTS BEFORE SPECIA L EDUCATION
PLANNING AND PLACEME NT MEETINGS
Requires the notice school boards must give parents, guardians, or students before a
special education planning and placement team meeting to include the rights the law
provides them at these meetings
By law, school boards must give a parent or guardian (or student if
he or she is emancipated or over 18 years old) at least five days’ notice
before any planning and placement meeting for students eligible or
being evaluated for special education and related services. The bill
requires this notice to include the specific rights the law provides 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 24 5/3/24
parents, guardians, and students at these meetings. These include the
right to (1) be present at and participate in all portions of the meeting
where an educational program for the student is developed, reviewed,
or revised; and (2) have advisors of the person’s own choosing, the
paraeducator assigned to the student, the birth-to-three coordinator, if
any, and a language interpreter, if needed.
§ 39 — GOVERNOR’S WO RKFORCE COUNCIL
Adds a certified teacher to the council’s membership
The bill adds a certified teacher to the Governor’s Workforce
Council’s membership. The teacher must be appointed by the governor
and employed by a local or regional board of education.
By law, the council consists of stakeholders, legislators, and
government agency representatives that advise the governor on
workforce development matters. Its statutory duties include, among
other things, convening state agencies, educational institutions,
business leaders, and others to (1) inform state workforce development
policy, (2) help state agencies and educational institutions align with
employers’ needs, and (3) help businesses understand how to contribute
to the state’s workforce efforts (CGS § 31-3h).
§§ 40 & 48 — PRELIMINARY INQUIRIES BY MA NDATED
REPORTERS
Specifies that (1) the mandated reporter law does not prohibit mandated reporters from
making a preliminary inquiry to determine if reasonable cause exists for a report and (2)
this inquiry is not an abuse or neglect investigation by a school board
The law designates certain professionals (e.g., school employees,
health professionals, and coaches) as mandated reporters of suspected
child abuse and neglect. Generally, they must report to the Department
of Children and Families (DCF) or law enforcement within prescribed
timeframes when, in the ordinary course of their employment or
profession, they have reasonable cause to suspect or believe that a child
(1) has been abused or neglected, (2) has an injury that is at variance
with its given history, or (3) is at imminent risk of physical harm.
Under existing law, a mandated reporter’s suspicion or belief does
not require certainty or probable cause and may be based on, among 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 25 5/3/24
other things, allegations, observations, facts, or statements by a child,
victim, or third party. The bill specifies that (1) the mandated reporter
law does not prohibit mandated reporters from making a preliminary
inquiry to determine if reasonable cause exists for a report and (2) this
inquiry is not an abuse or neglect investigation by a school board.
(Generally, the law requires school boards to investigate abuse and
neglect allegations but requires them to allow and give priority to any
investigation by DCF or a law enforcement agency.) The bill also
requires DCF to develop training on how to conduct preliminary
inquiries (see § 49 — DCF TRAINING below).
§§ 40, 42-45 & 47 — MANDATED REPORTERS M INOR AND
TECHNICAL CHANGES
Adds students in nonpublic schools to the list of students for whom the school employee-
specific mandated reporter provisions apply; reorganizes certain provisions on penalties
for failing to make a report so that they appear in one statute rather than in two separate
statutes
The law requires a school employee (see Background — School
Employees) to report to DCF if he or she, in the ordinary course of his or
her employment or profession, has reasonable cause to suspect or
believe that a student enrolled in a technical high school or a school
under the local or regional board of education’s jurisdiction (other than
an adult education program) is a victim of any of the following crimes
committed by a school employee: 1st, 2nd, 3rd, or 4th degree sexual
assault; 1st degree aggravated sexual assault; or 3rd degree sexual
assault with a firearm.
The bill extends this requirement to situations where the alleged
victim is a student in a nonpublic school. (Private school employees are
mandated reporters under existing law.)
The bill also reorganizes certain provisions on penalties for failing to
make a report so that they appear in one statute rather than in two
separate statutes. It also makes conforming changes. Under current law
and the bill, failure to report suspected child abuse or neglect is a class
A misdemeanor if a mandated reporter fails to report within the
prescribed time period. It is a class E felony if the (1) violation is a
subsequent violation; (2) violation is willful, intentional, or due to gross 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 26 5/3/24
negligence; or (3) mandated reporter had actual knowledge that a child
was abused or neglected, or a student was the victim of sexual assault.
Background — School Employees
The law defines a “school employee” as follows:
1. a teacher, substitute teacher, school administrator, school
superintendent, guidance counselor, school counselor,
psychologist, social worker, nurse, physician, school
paraprofessional, or coach (a) employed by a board of education
or a private elementary, middle, or high school or (b) working in
a public or private elementary, middle, or high school; or
2. anyone who, in the performance of his or her duties, has regular
contact with students and provides services to or on behalf of
students enrolled in a public or private elementary, middle, or
high school under a contract with the board of education or
private school’s supervisory agent (CGS § 53a-65).
§ 41 — IMMUNITY FROM LIABILITY
Extends immunity from criminal or civil liability to persons, institutions, and agencies
that, in good faith, do not make a report
Existing law grants immunity from civil or criminal liability to
persons, institutions, and agencies that, in good faith, report suspected
child abuse or neglect or alleged sexual assault of a student to DCF or
law enforcement as required or permitted by law. The bill extends this
immunity to persons, institutions, and agencies that, in good faith, do
not make such a report.
§ 43 — FAILURE TO REPORT
Requires the DCF commissioner to assess mandated reporters’ failure to report within
timeframes required by law, rather than investigate delayed reports as current law
requires
Current law requires the DCF commissioner to investigate delayed
reports by mandated reporters following a policy the department must
develop. The bill instead requires the commissioner, following the
department’s policy, to assess mandated reporters’ failure to make
reports within the time period prescribed by law. It also makes 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 27 5/3/24
conforming changes (e.g., the department’s policy must cover
assessments instead of investigations).
Relatedly, the bill requires DCF to make a record of mandated
reporters’ failure to report within the required timeframe, rather than a
record of a delayed report as current law requires. It also expands this
requirement to cover all mandated reporters, rather than only those
employed by a school board as current law requires.
By law, mandated reporters must make oral or electronic reports to
DCF or a law enforcement agency as soon as practicable but no later
than 12 hours after the reporter has reasonable cause to suspect abuse
or neglect and, for oral reports, must follow up with a written report
within 48 hours (CGS §§ 17a-101b & -101c).
§ 46 — EMPLOYMENT HISTORY REVIEWS
Excludes, from the information that must be disclosed by school employment applicants’
previous employers, information about a substantiated abuse or neglect or sexual
misconduct allegation if the substantiation was reversed in an appeal to DCF
The law requires school boards, charter school governing councils,
magnet school operators, and supervisory agents of nonpublic schools
to review an applicant’s employment history before offering
employment (including contract employment) if the applicant would
have direct student contact. As part of this review, these entities must
send the applicants’ previous employers an SDE-developed form that
asks, among other things, if the employer has knowledge of the
following:
1. a substantiated allegation against the applicant of abuse or
neglect or sexual misconduct;
2. whether the applicant resigned, was asked to resign, otherwise
separated from employment, or was disciplined because of a
substantiated allegation of these acts; or
3. whether the applicant surrendered a professional or occupational
license, certificate, authorization, or permit, or had it suspended
or revoked, because of a substantiated allegation of these acts. 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 28 5/3/24
The bill narrows the scope of this review to exclude substantiated
allegations that were reversed in an appeal to DCF (i.e., appeals of a DCF
determination that an individual should be placed on the state’s child
abuse and neglect registry).
§ 49 — DCF TRAINING
Requires DCF to update its training program and refresher training for school employees
The law requires DCF to develop a training program and refresher
training for mandated reporters on accurately and promptly identifying
and reporting suspected child abuse and neglect. The bill requires DCF,
by October 1, 2024, to update the training and refresher programs to
include training for school employees on (1) properly conducting a
preliminary inquiry (see above) and (2) DCF’s Careline and
investigations by the department and school boards.
Under existing law, school employees hired by a school board must
be required to complete the training program. They must then complete
the refresher training every three years (CGS § 17a-101i(g)).
EFFECTIVE DATE: Upon passage
§ 50 — ASPIRING EDUC ATORS DIVERSITY SCHOLARSHIP
PROGRAM
Makes the scholarship available to students who graduate from public high schools in
alliance districts, rather than public high schools in priority school districts
The law requires SDE to administer an aspiring educators diversity
scholarship program for students who graduate from public high
schools in certain school districts and are enrolled in a teacher
preparation program at a four-year higher education institution. The bill
broadens the scholarship’s availability by making it available to
students who graduate from public high schools in alliance districts,
rather than public high schools in priority school districts as current law
provides.
By law, a priority school district is a district that receives additional
state grants based on a formula that considers high populations or
concentrations of students (1) on temporary family assistance and (2)
performing poorly on statewide mastery exams (CGS § 10-266p). 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 29 5/3/24
(Connecticut has 15 priority school districts.)
An alliance district is a school district that is among the towns with
the 33 lowest accountability index (AI) scores as calculated by SDE or
was previously designated as an alliance district from FYs 13-22. (The
AI score measures school district performance based on student
standardized test scores plus additional measures such as student
growth over time.) Existing law requires the education commissioner to
designate 36 alliance districts (which counts the previously designated
districts) for the five-year period from FYs 23-27.
§ 51 — REPEALED REGU LATIONS
Repeals numerous educator preparation program and certification regulations, effective
July 1, 2026
Effective July 1, 2026, the bill repeals the numerous SBE educator
preparation program and certification regulations shown in the table
below.
Table: SBE Educator Preparation and Certification Regulations Repealed, by
Citation and Topic
Regulation Citation Topic
10-145d-9(b) to -145d-9(e) Procedures for educator preparation program approval
10-145d-9(g)(1), 10-145d-9(i) SBE authority to approve or deny request for continuing
approval; just cause authority to change approval status
10-145d-10(a) to -145d-10(b)(9),
10-145d-10(c) to -145d-10(g),
10-145d-11
Educator preparation program standards and approval
standards, including student admission standards
10-145d-400a(a) to -145d-
400a(d)
Code of professional responsibilities for teachers
including to the students, the profession, and the
community
10-145d-401(a), 10-145d-401(c) Personnel required to have certification (selected
provisions)
10-145d-402 Application forms
10-145d-403(b), 10-145d-403(g) Application documentation and materials required
(selected provisions)
10-145d-404 to -145d-406 Assessment requirements, exceptions; acceptability of 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 30 5/3/24
Regulation Citation Topic
course work
10-145d-407(a), 10-145d-407(b),
10-145d-407(d), 10-145d-407(f),
10-145d-407(h), 10-145d-407(i)
Responsibilities of employing agents of school boards
(selected provisions)
10-145d-409 to -145d-415 Recommendation from an approved institution; validity
of certifications issued prior to July 1, 1989; certification
types; initial, interim, 90-day temporary, and provisional
educator certifications
10-145d-417 Professional educator certificate
10-145d-419 Limited extended authorization for early childhood
10-145d-420(f) Waiver of requirement that substitute teacher have a
bachelor’s degree
10-145d-421(b), 10-145d-422 Requirements of a durational shortage area permit;
durational shortage area permit reissue
10-145d-423(a) Coaching permits (obsolete provision)
10-145d-426 Adult education authorization
10-145d-427 Reissuance and extension of certificates
10-145d-434, 10-145d-435(b) Validity of certificates specific to elementary grades and
kindergarten
10-145d-436 to -145d-438 Elementary level: Initial, provisional, and professional
educator certification requirements
10-145d-441 to -145d-443 Foreign languages pre-K through grade 8: Initial,
provisional, and professional educator certification
requirements
10-145d-444 to -145d-448 Middle grades (grades 4-6 or 5 & 6 depending on school
grade structure): Initial, provisional, and professional
educator certification requirements
10-145d-449 to -145d-453 Secondary grades (grades 7-12): Initial, provisional, and
professional educator certification requirements
10-145d-472 to -145d-474 Teaching English to speakers of other languages: Initial,
provisional, and professional educator certification
requirements
10-145d-476 to -145d-479 Bilingual education: Initial, provisional, and professional 2024HB-05436-R01-BA.DOCX
Researcher: JM Page 31 5/3/24
Regulation Citation Topic
educator certification requirements
10-145d-481, 10-145d-482(c),
10-145d-482(d), 10-145d-483,
10-145d-484
Remedial reading and remedial language arts: Validity of
certificates; initial educator certification requirements
(selected provisions); provisional and professional
educator certification requirements
10-145d-535 to -145d-537 Special education: Blind, partially sighted, or hearing
impaired: Initial, provisional, and professional educator
certification requirements
10-145d-539 to -145d-542 Comprehensive special education: Validity of
certificates; initial, provisional, and professional educator
certification requirements
10-145d-608 and 10-145d-609 Discontinued endorsements (previously issued, but no
longer available)
EFFECTIVE DATE: July 1, 2026
COMMITTEE ACTION
Education Committee
Joint Favorable Substitute
Yea 32 Nay 12 (03/20/2024)