The Florida Senate
BILL ANALYSIS AND FISCAL IMPACT STATEMENT
(This document is based on the provisions contained in the legislation as of the latest date listed below.)
Prepared By: The Professional Staff of the Appropriations Committee on Education
BILL: SB 1372
INTRODUCER: Senator Ingoglia and others
SUBJECT: Educator Preparation Programs
DATE: February 7, 2024
ANALYST STAFF DIRECTOR REFERENCE ACTION
1. Palazesi Bouck HE Favorable
2. Gray Elwell AED Pre-meeting
3. RC
I. Summary:
SB 1372 modifies requirements for courses and instruction in initial teacher preparation
programs, educator preparation institutes, and school leadership programs to specify that such
programs:
May not distort historical events, teach identity politics, violate Florida law regarding
discrimination, or base such courses or instruction on specified theories.
Must afford teacher candidates the opportunity to think critically, achieve mastery of
academic content, learn instructional strategies, and demonstrate competence.
This bill does not have a fiscal impact. See Section V, Fiscal Impact Statement.
The bill is effective on July 1, 2024.
II. Present Situation:
Florida Educational Equity Act
The “Florida Educational Equity Act” (FEEA) prohibits discrimination.
The FEEA specifies, in part, that:
No individual may, on the basis of race, color, national origin, sex, disability, religion, or
marital status, be excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any public K-20 education program or activity, or in any employment
conditions or practices, conducted by a public educational institution that receives or benefits
from federal or state financial assistance.
REVISED: BILL: SB 1372 Page 2
The criteria for admission to a program or course may not have the effect of restricting access
by persons of a particular race, color, national origin, sex, disability, religion, or marital
status.
1
The FEEA includes in discrimination on the basis of race, color, national origin, or sex,
subjecting any student or employee to training or instruction that espouses, promotes, advances,
inculcates, or compels such student or employee to believe any of the following concepts:
Members of one race, color, national origin, or sex are morally superior to members of
another race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, is inherently racist, sexist,
or oppressive, whether consciously or unconsciously.
A person’s moral character or status as either privileged or oppressed is necessarily
determined by his or her race, color, national origin, or sex.
Members of one race, color, national origin, or sex cannot and should not attempt to treat
others without respect to race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, bears responsibility for,
or should be discriminated against or receive adverse treatment because of, actions
committed in the past by other members of the same race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, should be discriminated
against or receive adverse treatment to achieve diversity, equity, or inclusion.
A person, by virtue of his or her race, color, sex, or national origin, bears personal
responsibility for and must feel guilt, anguish, or other forms of psychological distress
because of actions, in which the person played no part, committed in the past by other
members of the same race, color, national origin, or sex.
Such virtues as merit, excellence, hard work, fairness, neutrality, objectivity, and racial
colorblindness are racist or sexist, or were created by members of a particular race, color,
national origin, or sex to oppress members of another race, color, national origin, or sex.
2
Required Instruction in K-12 Classrooms
Each district school board is required to provide all courses required for middle grades
promotion, high school graduation, and appropriate instruction designed to ensure that students
meet State Board of Education (SBE) adopted standards in the following subject areas: reading
and other language arts, mathematics, science, social studies, foreign languages, health and
physical education, and the arts. Instructional staff in public schools are required to teach
efficiently and faithfully, using the books and materials required that meet the highest standards
for professionalism and historical accuracy, following the prescribed courses of study, and
employing approved methods of instruction.
3
1
Section 1000.05(2), F.S.
2
Section 1000.05(4)(a), F.S. A federal district court has issued a preliminary injunction to prohibit the Board of Governors
from enforcing ss. 1000.05(4)(a)-(b), F.S., and to prohibit the University of South Florida Board of Trustees from enforcing
ss. 1000.05(4)(a)1.–3., 5., and 7., and s. 1000.05(4)(b), F.S. See Pernell v. Florida Bd. of Governors of State Univ. Sys., No.
4:22CV304-MW-MAF (N.D. Fla. Nov. 17, 2022) (order granting preliminary injunction), motion to stay injunction pending
appeal denied, No. 22-13992-J (11th Cir. Mar. 16, 2023).
3
Section 1003.42, F.S. BILL: SB 1372 Page 3
Required instruction and supporting materials in Florida classrooms must be consistent with the
following principles of individual freedom:
No person is inherently racist, sexist, or oppressive, whether consciously or unconsciously,
solely by virtue of his or her race or sex.
No race is inherently superior to another race.
No person should be discriminated against or receive adverse treatment solely or partly on
the basis of race, color, national origin, religion, disability, or sex.
Meritocracy or traits such as a hard work ethic are not racist but fundamental to the right to
pursue happiness and be rewarded for industry.
A person, by virtue of his or her race or sex, does not bear responsibility for actions
committed in the past by other members of the same race or sex.
A person should not be instructed that he or she must feel guilt, anguish, or other forms of
psychological distress for actions, in which he or she played no part, committed in the past by
other members of the same race or sex.
4
Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies
and skills necessary to achieve the state education goals.
5
State-approved teacher preparation
programs are offered by Florida public and private postsecondary institutions, public school
districts, and private providers by which candidates for educator certification can, depending on
the type of program, demonstrate mastery of general knowledge, professional preparation and
education competence, and/or subject area knowledge for purposes of attaining an educator
certificate.
6
There are various state-approved teacher preparation programs that individuals may use to
receive the training needed to attain an educator certificate, including:
Initial Teacher Preparation programs in public and private colleges and universities requiring
candidates to demonstrate mastery of subject area knowledge in one or more specific subject
areas(s), mastery of general knowledge, and mastery of professional preparation and
education competence. Program completers qualify for a professional educator certificate.
Educator Preparation Institutes (EPIs) offering alternative certification programs by
postsecondary institutions and qualified private providers for baccalaureate degree holders.
These programs provide professional preparation for career-changers and recent college
graduates who do not already possess a Professional Educator Certificate and require mastery
of general knowledge, mastery of subject area knowledge, and mastery of professional
preparation and education competence.
District professional development certification and education competency programs. Such
programs are cohesive competency-based professional preparation certification programs
offered by school districts, charter schools, and charter management districts.
7
4
Section 1003.42(3), F.S.
5
Section 1004.04(1), F.S.
6
See Florida Department of Education (DOE), Professional Development in Florida,
http://www.fldoe.org/teaching/professional-dev/ (last visited Feb 1, 2024). See also rule 6A-5.066, F.A.C.; ss. 1004.04(3)(a)
and 1004.85(1), F.S.
7
Florida DOE, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Feb 1, 2024). See also rule
6A-5.066, F.A.C. BILL: SB 1372 Page 4
In addition to completing the district program, candidates must demonstrate mastery of
general knowledge
8
and subject area knowledge.
9
Teacher Preparation Program Uniform Core Curricula
Each candidate enrolled in a teacher preparation program must receive instruction and be
assessed on the uniform core curricula in his or her area of program concentration during course
work and field experiences. A candidate for certification in a coverage area that includes reading
instruction or interventions in kindergarten through grade six must successfully complete all
competencies for a reading endorsement.
The SBE must establish, in rule, uniform core curricula for each state-approved teacher
preparation program including, but not limited to:
Candidate instruction and assessment in the Florida Educator Accomplished Practices
(FEAP) across content areas;
The use of state-adopted content standards to guide curricula and instruction;
Scientifically researched and evidence-based reading instructional strategies that improve
reading performance for all students;
Content literacy and mathematical practices;
Strategies appropriate for instruction of English language learners;
Strategies appropriate for instruction of students with disabilities;
Strategies to differentiate instruction based on student needs;
Strategies and practices to support evidence-based content aligned to state standards and
grading practices;
Strategies appropriate for the early identification of students in crisis or experiencing a
mental health challenge and the referral of such student to a mental health professional for
support;
Strategies to support the use of technology in education and distance learning; and
Strategies and practices to support effective, research-based assessment and grading practices
aligned to the state’s academic standards.
In addition, before program completion, each candidate must demonstrate his or her ability to
positively impact student learning growth in the candidate’s area(s) of program concentration
during a prekindergarten through grade 12 field experience and must pass each portion of the
Florida Teacher Certification Examination required for a professional certificate in the area(s) of
program concentration.
10
There are 57 initial teacher preparation programs in Florida, at 10 state universities, 19 Florida
College System institutions, and 28 private colleges and universities.
11
8
See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Feb. 1, 2024).
9
Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-
knowledge.stml (last visited Feb. 1, 2024).
10
Section 1004.04(2), F.S.
11
Florida Department of Education. State-Approved Educator Preparation Programs, Colleges/Universities,
https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-programs/approved-teacher-edu-programs.stml (last
visited Feb. 1, 2024). BILL: SB 1372 Page 5
Educator Preparation Institutes (EPIs)
Postsecondary institutions that are accredited or approved by the Department of Education
(DOE) to award degrees and credits for educator certification may seek approval from the DOE
to create EPIs for the purpose of providing all or any of the following:
Professional learning instruction to assist teachers in improving classroom instruction and in
meeting certification or recertification requirements;
Instruction to assist potential and existing substitute teachers in performing their duties;
Instruction to assist paraprofessionals in meeting education and training requirements;
Instruction for noneducation baccalaureate degree holders to become certified teachers in
order to increase routes to the classroom for mid-career professionals; and
Instruction and professional development for part-time and full-time non-degreed teachers of
career programs.
12
A private provider that has a proven history of delivering high-quality educator preparation may
also seek approval to offer a competency-based certification program. The DOE approval must
be based upon evidence provided from other state recipients of the provider’s services and data
showing the successful performance of completers based upon student achievement.
13
Educator preparation institutes may offer competency-based certification programs specifically
designed for non-education major baccalaureate degree holders to enable program participants to
meet educator certification. The DOE must approve a certification program if the institute
provides evidence of the institute’s capacity to implement a competency-based program that
includes each of the following:
Participant instruction and assessment in the Florida Educator Accomplished Practices across
content areas.
The use of state-adopted student content standards to guide curriculum and instruction.
Scientifically researched and evidence-based reading instructional strategies that improve
reading performance for all students, including explicit, systematic, and sequential
approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text
comprehension and multisensory intervention strategies.
Content literacy and mathematical practices.
Strategies appropriate for instruction of English language learners.
Strategies appropriate for instruction of students with disabilities.
Strategies to differentiate instruction based on student needs.
Strategies and practices to support evidence-based content aligned to state standards and
grading practices.
Strategies appropriate for the early identification of a student in crisis or experiencing a
mental health challenge and the referral of such student to a mental health professional for
support.
Strategies to support the use of technology in education and distance learning.
12
Section 1004.85(2), F.S.
13
Id. BILL: SB 1372 Page 6
An educational plan for each participant to meet certification requirements and demonstrate
his or her ability to teach the subject area for which the participant is seeking certification,
which is based on an assessment of his or her competency in specified areas.
Field experiences appropriate to the certification subject area.
A certification ombudsman to facilitate the process and procedures required for participants
who complete the program to meet any requirements related to the background screening and
educator professional or temporary certification.
14
Continued program approval is determined by the Commissioner of Education (commissioner)
based upon a periodic review of candidate readiness based on passage rates on educator
certification examinations and evidence of performance of students in prekindergarten through
grade 12 who are assigned to in-field program completers on statewide assessments, results of
program completers’ annual evaluations, and workforce contributions.
15
Each approved EPI must submit annual performance evaluations to the DOE that measure the
effectiveness of the programs, including the pass rates of participants on all examinations
required for teacher certification, employment rates, longitudinal retention rates, and satisfaction
surveys of employers and program completers. The satisfaction surveys must be designed to
measure the sufficient preparation of the educator for the realities of the classroom and the
institute’s responsiveness to local school districts. These evaluations must be used by the DOE
for purposes of continued approval of an EPI’s certification program.
16
There are currently 38 state-approved EPI programs.
17
School Leader Preparation Programs
The DOE is required to approve all Level I and Level II school leader preparation programs that
enable aspiring school leaders to obtain their certificate in educational leadership. Level I
programs lead to initial certification in educational leadership for the purpose for preparing
individuals to serve as school administrators. Level II programs build upon Level I training and
lead to renewal certification as a school principal. Postsecondary institutions, school districts,
charter schools and charter management organizations are eligible to offer Level I and Level II
school leadership programs.
18
The school leadership programs are required to be competency-based, aligned to the principal
leadership standards adopted by the SBE, and open to individuals employed by public schools,
including charter schools and virtual schools.
19
The purpose of school leader preparation programs is to:
Increase the supply of effective school leaders in the public schools of this state.
14
Section 1004.85(3), F.S. See also s.1004.04(2),F.S.
15
Section 1004.85(4), F.S. See also Rule 6A-5.066, F.A.C.
16
Section 1004.85(5), F.S. See also Rule 6A-5.066, F.A.C.
17
Florida Department of Education, State-Approved EPI Programs, available at
https://www.fldoe.org/core/fileparse.php/7502/urlt/State-ApprovedEPIProgram.pdf. (Last visited Feb. 1, 2024)
18
Section 1012.562, F.S., See also Rule 6A-5.081, F.A.C.
19
Id. BILL: SB 1372 Page 7
Produce school leaders who are prepared to lead the state’s diverse student population in
meeting high standards for academic achievement.
Enable school leaders to facilitate the development and retention of effective and highly
effective classroom teachers.
Produce leaders with the competencies and skills necessary to achieve the state’s education
goals.
Sustain the state system of school improvement and education accountability.
20
Initial Level I programs are approved for five years. A school district, postsecondary institution,
charter school or charter management organizations may submit an application to the
Department of Education (DOE) to establish a Level 1 program. To be approved, a Level I
program must:
Provide competency-based training aligned to the principal leadership standards adopted by
the SBE.
If the program is provided by a postsecondary institution, partner with at least one school
district.
Describe the qualifications that will be used to determine program admission standards,
including a candidate’s instructional expertise and leadership potential.
Describe how the training provided through the program will be aligned to the personnel
evaluation criteria.
21
Renewal of Level I programs are approved for a period of five years and are based upon
evidence of the program’s continued ability to meet the initial approval requirements. A
postsecondary institution or school district must submit an institutional program evaluation plan
in a format prescribed by DOE for a Level I program to be considered for renewal. The plan
must include:
The percentage of personnel who complete the program and are placed in school leadership
positions in public schools within the state.
Results from the personnel evaluations for personnel who complete the program.
The passage rate of personnel who complete the program on the Florida Education
Leadership Examination.
The impact personnel who complete the program have on student learning as measured by
the formulas developed by the commissioner.
Strategies for continuous improvement of the program.
Strategies for involving personnel who complete the program, other school personnel,
community agencies, business representatives, and other stakeholders in the program
evaluation process.
Additional data included at the discretion of the postsecondary institution or school district.
22
Initial approval and subsequent renewal of a Level II program is for a period of five years. A
school district, charter school, or charter management organization may submit to the DOE an
20
Section 1012.562(1), F.S.
21
Section 1012.562(2)(a), F.S.
22
Section 1012.562(2)(b), F.S. BILL: SB 1372 Page 8
application to establish a Level II school leader preparation program or for program renewal. To
be approved or renewed, a Level II program must:
Demonstrate that personnel accepted into the Level II program have:
o Obtained their certificate in educational leadership.
o Earned a highly effective or effective designation.
o Satisfactorily performed instructional leadership responsibilities as measured by their
evaluation system.
Demonstrate that the Level II program:
o Provides competency-based training aligned to the principal leadership standards adopted
by the State Board of Education.
o Provides training aligned to the personnel evaluation criteria and professional
development under the William Cecil Golden Professional Learning Program for School
Leaders.
o Provides individualized instruction using a customized learning plan for each person
enrolled in the program that is based on data from self-assessment, selection, and
appraisal instruments.
o Conducts program evaluations and implements program improvements using input from
personnel who completed the Level I program and employers and data gathered from the
Level 1 Program.
23
III. Effect of Proposed Changes:
This bill amends s. 1004.04, F.S., to specify that teacher preparation program courses may not
distort significant historical events or include a curriculum or instruction that teaches identity
politics, violates s. 1000.05, F.S.,
24
or is based on theories that systemic racism, sexism,
oppression, and privilege are inherent in the institutions of the United States and were created to
maintain social, political, and economic inequities. The bill also requires that teacher preparation
program courses afford candidates the opportunity to think critically, achieve mastery of
academic program content, learn instructional strategies, and demonstrate competence.
The bill amends s. 1004.85, F.S., to require that educator preparation institutes (EPIs) at
postsecondary institutions approved by the Department of Education (DOE) may not provide
instruction that distorts significant historical events or include a curriculum or instruction that
teaches identity politics, violates s. 1000.05, F.S., or is based on theories that systemic racism,
sexism, oppression, and privilege are inherent in the institutions of the United States and were
created to maintain social, political, and economic inequities. The bill also requires that courses
and instruction at EPIs afford candidates the opportunity to think critically, achieve mastery of
academic program content, learn instructional strategies, and demonstrate competence.
The bill amends s.1012.562, F.S., to require that Level I and Level II school leader preparation
programs may not distort significant historical events or include a curriculum or instruction that
teaches identity politics, violates s. 1000.05, F.S., or is based on theories that systemic racism,
sexism, oppression, and privilege are inherent in the institutions of the United States and were
created to maintain social, political, and economic inequities. The bill also requires that Level I
23
Section 1012.256 (3), F.S.
24
Section 1000.05, F.S., establishes the Florida Educational Equity Act. BILL: SB 1372 Page 9
and Level II school leader preparation programs afford candidates the opportunity to think
critically, achieve mastery of academic program content, learn instructional strategies, and
demonstrate competence.
The bill is effective on July 1, 2024.
IV. Constitutional Issues:
A. Municipality/County Mandates Restrictions:
None.
B. Public Records/Open Meetings Issues:
None.
C. Trust Funds Restrictions:
None.
D. State Tax or Fee Increases:
None.
E. Other Constitutional Issues:
None.
V. Fiscal Impact Statement:
A. Tax/Fee Issues:
None.
B. Private Sector Impact:
None.
C. Government Sector Impact:
This bill does not appear to have an impact on state revenues or expenditures.
VI. Technical Deficiencies:
None.
VII. Related Issues:
None. BILL: SB 1372 Page 10
VIII. Statutes Affected:
This bill substantially amends the following sections of the Florida Statutes: 1004.04, 1004.85,
and 1012.562.
IX. Additional Information:
A. Committee Substitute – Statement of Changes:
(Summarizing differences between the Committee Substitute and the prior version of the bill.)
None.
B. Amendments:
None.
This Senate Bill Analysis does not reflect the intent or official position of the bill’s introducer or the Florida Senate.