STORAGE NAME: h0875e.EEC
DATE: 4/9/2025
1
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: CS/CS/HB 875
TITLE: Educator Preparation
SPONSOR(S): Rizo and Snyder
COMPANION BILL: SB 1590 (Burgess)
LINKED BILLS: None
RELATED BILLS: None
Committee References
Careers & Workforce
12 Y, 4 N, As CS
Higher Education Budget
11 Y, 3 N
Education & Employment
17 Y, 0 N, As CS
SUMMARY
Effect of the Bill:
The bill begins the process of aligning the core principles, standards, and content of Florida’s different types of
teacher preparation programs. The bill requires the State Board of Education (SBE) to adopt a rule establishing the
uniform core curricula for all teacher preparation programs, including two mandatory courses. The bill creates the
competency-based Coaching for Educator Readiness and Teaching (CERT) Program. The bill repeals the
Professional Learning Certification Programs and Professional Education Competency Programs following
implementation of the CERT program. The bill standardizes the requirements for teacher mentors and clinical
educators and requires the Department of Education to develop criteria for clinical educator training. The bill
authorizes waiver of specified educator certification requirements based on participation in teacher preparation
programs using the new uniform core curricula.
The bill establishes, subject to appropriation, The Florida Institute of Teaching Excellence, housed at Miami-Dade
College. The bill establishes minimum qualifications for part-time, nondegreed teachers of fine and performing arts.
The bill requires that professional learning activities be linked to student learning and provide professional growth
for instructional and administrative staff. The bill creates a flexible pathway for school counselors by assisting
candidates in completing the mandatory internship to become certified school counselors.
Fiscal or Economic Impact:
None
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill begins the process of aligning the core principles, standards, and content of Florida’s different types of
teacher preparation programs. The bill requires that all teacher preparation programs provide uniform core
curricula aligned with the Florida Educator Accomplished Practices (FEAP), be grounded in the principles of
cognitive science, and establish the standards and expectation for quality instruction and professional
responsibility. The bill requires the State Board of Education (SBE) to adopt a rule establishing the uniform core
curricula.
The uniform core curricula adopted by the SBE and implemented by the teacher preparation programs must, at a
minimum, meet the following standards:
May not distort significant historical events or include curriculum or instruction that teaches identity
politics, violate the Florida Educational Equity Act (FEEA), or be 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. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
Must afford candidates the opportunity to think critically, achieve mastery of academic program content,
learn instructional strategies, and demonstrate competence.
Must use state-approved academic standards to guide instruction.
Must provide training on the use of high-quality instructional materials including when and how to use
intervention materials.
Must include scientifically researched and evidence-based reading instructional strategies grounded in the
science of reading which improve reading performance for all students.
Must include content literacy and mathematics practices.
Must include strategies for differentiated instruction to meet student needs, including English language
learners and students with disabilities, while maintaining grade-level expectations.
Must include strategies and practices to support effective, evidence-based assessment and grading
practices aligned to the state's academic standards.
Must require the completion of a mastery-based clinical experience in classroom settings to provide direct
application of program content and instruction and mastery of the components of teaching as outlined in
the FEAP.
Additionally, the core curricula must include two mandatory courses: an introduction to education course and a
classroom management course. The bill requires that teacher preparation programs, beginning December 1, 2025,
and annually thereafter, must submit their course list to the Department of Education (DOE) for approval. (Section
5).
The bill creates the Coaching for Educator Readiness and Teaching (CERT) Program, a competency-based training
and educator certification pathway that may be implemented by school districts, charter schools and charter
management organizations. CERT programs must be approved by the DOE and must seek reapproval every 5
years. A CERT program must include all of the following:
A teacher mentorship and induction component.
An assessment of teaching performance aligned to the district, charter school, or charter management
organization system for personnel evaluation that provides for:
o An initial evaluation of each educator's competencies to determine an appropriate individualized
professional learning plan.
o A summative evaluation to assure successful completion of the program.
Professional learning tailored to each educator's growth and learning needs according to observational
data and feedback.
Required achievement of passing scores on the subject area examination required by SBE rule.
Required successful completion of all competencies for a reading endorsement, including completion of the
endorsement practicum, for a candidate certification in a coverage area that includes reading instruction or
intervention for any students in kindergarten through grade 6.
Provide guidance and on-the-job training in the classroom on mastering the FEAP. (Section 6).
The bill creates, subject to an appropriation, The Florida Institute of Teaching Excellence (Institute), housed at
Miami-Dade College, for the purpose of preparing high-quality teachers in this state through rigorous, evidence-
based programs grounded in cognitive science, high-impact teaching strategies, and the implementation of
knowledge-rich curricula. The bill requires the Institute to do the following:
Develop and deliver evidence-based professional learning opportunities aligned to the FEAP.
Develop and deliver educator training programs that integrate high-quality instructional materials
included on the state-adopted instructional materials list, materials evaluated and identified by the Just
Read, Florida! Office, and materials developed by or under the direction of the DOE. These programs must
focus on the effective use of knowledge-based curricula, highlighting when and how to incorporate
intervention materials, and emphasize the importance of background knowledge in building advanced
reading comprehension grounded in the science of reading and critical thinking skills.
Develop and design models of high-quality clinical experiences, for aspiring teachers. These model
experiences shall serve as a standard that institutions providing approved teacher preparation programs
can adopt or adapt, enabling participants to demonstrate mastery of instructional techniques, classroom JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
management strategies, and the application of high-impact teaching strategies in authentic educational
settings.
Collaborate with school districts and other educational stakeholders to identify emerging needs in teacher
preparation and align Institute programs accordingly, conducting gap analyses to provide comprehensive
coverage of the science of learning, high-impact teaching strategies, and knowledge-rich curriculum
implementation.
Establish a statewide network of teachers and instructional leaders equipped with the knowledge and skills
to mentor and support aspiring and current educators participating in the Institute's programs. This
network shall model effective pedagogical practices and facilitate professional growth.
Conduct research and disseminate findings on high-impact teaching practices and the implementation of
knowledge-based curricula to inform policy, improve classroom instruction, and address the importance of
background knowledge in student achievement.
Report to the department the completion of professional learning by individuals who are not employed by
entities with an approved professional learning system.
The Institute is authorized to submit a professional learning system to the DOE for approval. The Institute is
authorized to apply for and receive federal, state, or local agency grants that support its work. The bill requires the
Miami-Dade College Board of Trustees, in collaboration with the DOE, to establish policies for the supervision,
administration and governance of the Institute. (Section 11).
The bill requires inservice activities to provide training to teacher mentors and clinical educators and requires the
DOE to develop criteria for the initial review and continued approval of clinical educator and mentor training that
must include, at a minimum:
Instruction and assessment in the FEAP.
Effective communication strategies to guide reflection and personal growth.
Effective modeling of high-impact teaching practices and skills.
Fostering resilience in educators.
The bill requires that professional learning activities be linked to student learning, provide professional growth for
instructional and administrative staff and meet the following updated requirements:
For school administrators, utilize materials aligned to the Florida Educational Leadership Standards
adopted in rule by the SBE.
Provide training on the use of high-quality instructional materials including when and how to use
intervention materials. (Section 10)
The bill requires that school board adopted qualifications for part-time, nondegreed teachers of fine and
performing arts must require:
The filing of a complete set of fingerprints in the same manner as required for other instructional
personnel.
Documentation of education and successful experience, including documentation of:
o A high school diploma or the equivalent.
o Completion of 3 years of full-time successful experience or the equivalent of part-time experience in
the teaching specialization area. (Section 4)
The bill creates a flexible pathway for school counselors by assisting candidates that are enrolled in postsecondary
school counseling programs to become certified school counselors as well as provide flexibility in internship
requirements to all candidates. The bill requires the DOE to reduce the internship hour requirements for
certification as a school counselor from 600 hours to 300 hours for candidates who are classroom teachers that
have been teaching for 5 years and whose three most recent evaluations were effective or highly effective.
Additionally, the bill requires the SBE and the Board of Governors (BOG) to adopt by rule and regulation,
respectively, guidelines and programs to provide flexibility in meeting the internship requirements for students
enrolled in a postsecondary school counseling program. The programs adopted by the SBE and the BOG may,
subject to appropriation, include scholarship programs, tuition reimbursement program, or other incentive
programs. The guidelines adopted by the SBE and the BOG may include any of the following: JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
Establishing acceptable internship settings and supervision requirements.
Establishing criteria for adjustments to internship requirements based on the student's personal
circumstances.
Establishing credit equivalencies that count toward internship hours for such students.
Flexibility in meeting the internship hours for such students. (Section 2).
Effective July 1, 2029, the bill standardizes the requirements for teacher preparation programs including use of the
new uniform core curricula provided for in the bill, administration of the Teacher Excellence Exam to candidates,
use of Teacher Excellence Exam results in program evaluations, and the qualifications required for teacher
mentors or clinical educators across all programs. (Sections 1, 3, 7, 9, 12, 13, and 14).
Effective July 1, 2029, for an individual to serve as a teacher mentor or clinical educator, the bill requires that he or
she meet the following requirements:
Hold a valid professional certificate;
Have earned at least 3 years of teaching experience in prekindergarten through grade 12;
Have earned an effective or highly effective rating on the prior 3 year's performance evaluation;
Provide evidence of successful completion of clinical educator training approved by the DOE; and
Be certified or endorsed in reading when assigned to an individual providing instruction to students in
kindergarten through grade 3. (Sections 1, 3, 7, and 8).
Effective July 1, 2029, the bill authorizes demonstration of mastery of general knowledge through successful
completion of the two new teacher preparation program courses required by the bill and demonstration of
mastery of professional preparation and education competence through completion of a CERT program. The bill
provides that a passing score on the professional education competency examination shall not be required of
candidates who have successfully completed a teacher preparation program approved, after July 1, 2029. The bill
repeals the Professional Learning Certification Programs and Professional Education Competency Programs.
(Section 8).
Except as otherwise provided, the effective date of the bill is July 1, 2025. (Section 15).
RULEMAKING:
The bill requires the SBE to adopt rules to implement the new teacher preparation program uniform core curricula.
The bill requires the SBE to adopt rules to administer CERT programs.
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies and skills
necessary to achieve the state education goals.
1 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.
2
1
Section 1004.04(1)(b), F.S.
2
See Florida Department of Education, Florida’s Coordinated System of Professional Learning,
http://www.fldoe.org/teaching/professional-dev/ (last visited Apr. 8, 2025). See also r. 6A-5.066, F.A.C.; ss. 1004.04(3)(a) and
1004.85(1), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
There are various state-approved teacher preparation programs that individuals may use to receive the training
needed to attain an educator certificate, including:
3
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.
4
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 learning 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 by which the instructional staff can satisfy the mastery
of professional preparation and education competence requirements.
5 In addition to completing the district
program, candidates must demonstrate mastery of general knowledge
6 and subject area knowledge.
7
Teacher preparation program courses are prohibited from distorting significant historical events or including a
curriculum or instruction that teaches identity politics, violates the FEEA, 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. Teacher Preparation courses must afford candidates the
opportunity to think critically, achieve mastery of academic program content, learn instructional strategies, and
demonstrate competence.
8
Initial Teacher Preparation Program
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
6 must successfully complete all competencies for a reading endorsement.
9
The SBE must establish, in rule, uniform core curricula for each state-approved teacher preparation program
including, but not limited to:
10
Candidate instruction and assessment in the FEAP
11 across content areas;
The use of state-adopted content standards to guide curricula and instruction;
12
3
Florida DOE, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Apr. 8, 2025). See also r. 6A-
5.066, F.A.C.
4
Rule 6A-5.066(1)(r), F.A.C.
5
Section 1012.56(8)(a), F.S. Florida Department of Education. State-Approved Educator Preparation Programs, Approved Add-
on Programs, https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-programs/approved-teacher-edu-
programs.stml (last visited Apr. 8, 2025).
6
See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Apr. 8, 2025).
7
Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-
area-knowledge.stml (last visited Apr. 8, 2025).
8
Section 1004.04(2)(e), F.S.
9
Section 1004.04(2)(c), F.S.
10
Section 1004.04(2)(b)1.-10., F.S.
11
Florida DOE, Professional Development The Florida Educator Accomplished Practices (FEAP),
https://www.fldoe.org/teaching/professional-dev/the-fl-educator-accomplished-practices.stml (last visited Apr. 8, 2025).
12
The SBE has adopted the state academic standards, which establish the core content of the curricula taught in the state and
specify the core content knowledge and skills that K-12 public school students are expected to acquire. Rule 6A-1.09401(1),
F.A.C.; s. 1003.41(1), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
Scientifically researched and evidence-based reading instructional strategies that improve reading
performance for all students;
13
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.
14
Educator Preparation Institutes
Postsecondary institutions that are accredited or approved by the 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:
15
Professional development 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.
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.
16
EPIs 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 EPI provides evidence of the EPI’s capacity to implement a competency-
based program that includes each of the following:
17
Participant instruction and assessment in the FEAP 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.
13
The Just Read, Florida! Office must assist teacher preparation programs and EPIs with this requirement. Section
1001.215(11), F.S.
14
Section 1004.04(2)(d), F.S.
15
Section 1004.85(2)(a), F.S.
16
Section 1004.85(2)(b), F.S.
17
Section 1004.85(3), F.S. See also s. 1004.04(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
7
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.
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.
Requirements for Individuals Supervising or Directing Teacher Preparation Field Experiences
All school district personnel and instructional personnel who supervise or direct teacher preparation program
students during field experience courses or internships taking place in this state in which candidates demonstrate
an impact on student learning growth must have:
Evidence of “clinical educator” training;
A valid professional certificate;
At least 3 years of teaching experience in prekindergarten through grade 12;
Earned an effective or highly effective rating on the prior year’s performance evaluation or be a peer
evaluator under the district’s evaluation system; and
For all such personnel who supervise or direct teacher preparation students during internships in
kindergarten through grade 3 or who are enrolled in a teacher preparation program for a certificate area
includes reading instruction or intervention for any students in kindergarten through grade 6, a certificate
or endorsement in reading.
Professional Learning Certification Programs
School districts, charter schools and charter management organizations may offer a professional learning
certification program that must be approved by the DOE. The program must include:
18
a minimum period of initial preparation before becoming the teacher of record;
an option to collaborate with other agencies or educational entities for implementation;
a teacher mentorship and induction component;
an assessment of teaching performance aligned with the district’s personnel evaluation system;
professional educational preparation content knowledge which must be included in the mentoring and
induction activities;
required passing scores on the general knowledge, subject area and the professional education competency
test; and
completion of all competencies for a reading endorsement for all candidates for certification in coverage
areas that include reading instruction or interventions in kindergarten through grade 6.
As required by law, the DOE adopted standards for the approval of professional learning certification programs,
including standards for the teacher mentorship and induction component.
19 The standards for the teacher
mentorship and induction component must include:
20
program administration and evaluation;
mentor roles, selection, and training;
beginning teacher assessment and professional development; and
18
Section 1012.56(8)(a)1.-7., F.S.
19
See r. 6A-5.066, F.A.C.
20
Section 1012.56(8)(c), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
8
teacher content knowledge and practices aligned to the FEAP.
To serve as a mentor in a professional learning certification program an individual must:
hold a valid professional certificate;
have earned at least 3 years of teaching experience in prekindergarten through grade 12;
have completed training in clinical supervision and participate in ongoing mentor training provided
through the coordinated system of professional learning;
have earned an effective or highly effective rating on the prior year’s performance evaluation; and
May be a peer evaluator under the district’s evaluation system.
21
Educator Certification
In order for a person to serve as an educator in a traditional public school, charter school, virtual school, or other
publicly operated school, the person must hold a certificate issued by the DOE.
22 Persons seeking employment at a
public school as a school supervisor, principal, teacher, library media specialist, counselor, athletic coach, or in
other instructional capacity must be certified.
23 The purpose of certification is to require school-based personnel to
“possess the credentials, knowledge, and skills necessary to allow the opportunity for a high-quality education in
the public schools.”
24
The DOE issues three main types of educator certificates:
Professional Certificate: The professional certificate is Florida’s highest type of full-time educator
certification.
25 The professional certificate is valid for 5 years and is renewable.
26
Temporary Certificate: The temporary certificate covers employment in full-time positions for which
educator certification is required.
27 Generally, a temporary certificate is valid for 5 years and is
nonrenewable.
28
Athletic Coaching Certificate: The athletic coaching certificate covers full-time and part-time employment
as a public school’s athletic coach.
29 The DOE issues two types of athletic coaching certificates – one is valid
for 5 years and may be issued for subsequent 5-year periods while the other is valid for 3 years and may be
issued only once.
30 The 5-year certificate requires satisfaction of certain specialization requirements
established in rule.
31
Professional Certificate Requirements
To be eligible for a professional certificate, a person must:
32
be at least 18 years of age;
sign an affidavit attesting that the applicant will uphold the U.S. and State Constitutions;
21
Section 1012.56(8)(a)2.a., F.S.
22
Sections 1012.55(1) and 1002.33(12)(f), F.S.
23
Sections 1002.33(12)(f) (charter school teachers) and 1012.55(1), F.S. District school boards and charter school governing
boards are authorized to hire non-certified individuals who possess expertise in a given field to serve in an instructional
capacity. Rule 6A-1.0502, F.A.C.; ss. 1002.33(12)(f) and 1012.55(1)(c), F.S. Occupational therapists, physical therapists,
audiologists, and speech therapists are not required to be certified educators. Rule 6A-1.0502(10) and (11), F.A.C.
24
Section 1012.54, F.S.; see r. 6A-4.001(1), F.A.C.
25
Rule 6A-4.004(5), F.A.C.
26
Section 1012.56(7)(a), F.S.; see r. 6A-4.0051(3)(d), F.A.C. (validity period is expressed as 5 years from July 1 of the school
fiscal year). The DOE also issues a nonrenewable 5-year professional certificate that allows an applicant with a bachelor’s
degree in the area of speech-language impairment to complete a master’s degree in speech-language impairment. Section
1012.56(7)(c), F.S.; r. 6A-4.004(6), F.A.C.
27
Rule 6A-4.004(1)(a)2., F.A.C.
28
Section 1012.56(7)(f), F.S. (validity period is expressed in school fiscal years); r. 6A-4.004(1)(a), F.A.C. The veteran’s
pathway to educator certification authorizes a 5-year nonrenewable temporary certificate. Section 1012.56(7)(b)2., F.S. The
DOE also issues a nonrenewable temporary certificate, which is valid for 2 years in the area of speech-language impairment.
Section 1012.56(7)(c), F.S.
29
Section 1012.55(2)(a), F.S.
30
Rule 6A-4.004(7), F.A.C. (validity periods expressed in school fiscal years).
31
See r. 6A-4.0282, F.A.C.
32
Section 1012.56(2)(a)-(i), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
9
earn a bachelor’s or higher degree from an accredited institution of higher learning
33 or from a
nonaccredited institution identified by the DOE as having a quality program resulting in a bachelor’s or
higher degree;
34
submit to fingerprinting and background screening and not have a criminal history that requires the
applicant’s disqualification from certification or employment;
be of good moral character;
be competent and capable of performing the duties, functions, and responsibilities of a teacher;
demonstrate mastery of general knowledge;
35
demonstrate mastery of subject area knowledge;
36 and
demonstrate mastery of professional preparation and education competence, if the person serves as a
classroom teacher or school administrator.
37
Demonstrating Mastery of General Knowledge
Mastery of general knowledge may be demonstrated through any of the following methods:
achieving a passing score on the General Knowledge Test;
38
achieving passing scores established in SBE rule on national or international examinations that test
comparable content and relevant standards in verbal, analytical writing, and quantitative reasoning skills
(e.g., the verbal, analytical writing, and quantitative reasoning portions of the Graduate Record
Examination);
39
providing documentation of a valid professional standard teaching certificate issued by another U.S. state
or territory,
40 by the National Board for Professional Teaching Standards (NBPTS),
41 or by the American
Board for Certification of Teacher Excellence (ABCTE);
42
completing two semesters of successful, part-time or full-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution identified by the DOE as having a quality program;
43 and
33
Section 1012.56(2)(c), F.S.; r. 6A-4.003(1), F.A.C. (approved accrediting agencies); see also 34 C.F.R. ss. 602.1-602.50; U.S.
Department of Education, Institutional Accrediting Agencies, https://www.ecfr.gov/current/title-34/subtitle-B/chapter-
VI/part-602 (last visited Apr. 8, 2025).
34
Section 1012.56(2)(c), F.S.; r. 6A-4.003(2), F.A.C. (criteria for approval of nonaccredited institutions of higher learning). For
initial certification, an applicant must attain at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major
field of study. Section 1012.56(2)(c), F.S.
35
Section 1012.56(2)(g) and (3), F.S.; DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-
requirements/general-knowledge.stml (last visited Apr. 8, 2025).
36
Section 1012.56(2)(h) and (5), F.S.
37
Section 1012.56(2)(i) and (6), F.S.; DOE, Professional Preparation and Education Competence,
http://www.fldoe.org/teaching/certification/general-cert-requirements/professional-preparation-edu-competenc.stml (last
visited Apr. 8, 2025).
38
Section 1012.56(3)(a), F.S. The General Knowledge Test is part of the Florida Teacher Certification Examinations and is
administered as four subtests: Reading, English Language Skills, Essay, and Mathematics. Rule 6A-4.0021(7), F.A.C.; see also
DOE, Competencies and Skills Required for Teacher Certification in Florida, s. 82 (27
th
ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf (competencies and skills measured by
General Knowledge Test).
39
Section 1012.56(3)(e), F.S. The passing scores to be identified in state board rule must be at approximately the same level of
rigor as is required to pass the General Knowledge Test. Rule 6A-4.002(4), F.A.C.
40
Section 1012.56(3)(b), F.S.; see rr. 6A-4.002(1)(i) and 6A-4.003, F.A.C. (flush-left provisions following r. 6A-4.003(2)(e),
F.A.C.). Section 1012.56(3)(b), F.S. specifies that a valid professional standard teaching certificate issued by another state is an
acceptable means of demonstrating mastery of general knowledge. The DOE also recognizes certificates issued by U.S.
territories. See DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Apr. 8, 2025).
41
Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.; see also National Board for Professional Teaching Standards,
https://www.nbpts.org/ (last visited Apr. 8, 2025).
42
Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.
43
Section 1012.56(3)(d), F.S.; see also r. 6A-4.003(1)-(2), F.A.C. (approval of accredited and nonaccredited institutions of
higher learning). JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
10
documentation of receipt of a master’s or higher degree from an accredited postsecondary institution that
the DOE has identified as having a quality program resulting in a baccalaureate degree or higher.
44
Demonstrating Mastery of Subject Area Knowledge
Mastery of subject area knowledge may be demonstrated through any of the following methods:
Bachelor’s Degree Level (for certification in a subject area for which SBE rule requires a bachelor’s or
higher degree):
o If a Florida subject area examination has been developed, achieving a passing score on the Florida-
developed subject area examination specified in SBE rule
45 or documentation of receipt of a
master’s or higher degree from an accredited postsecondary institution that the DOE has identified
as having a quality program resulting in a baccalaureate degree or higher in the certificate subject
area as identified in SBE rule.
46
o If a Florida subject area examination has not been developed, achieving a passing score on a
standardized examination specified in SBE rule, including passing scores on both the oral
proficiency and written proficiency examinations administered by the American Council on the
Teaching of Foreign Languages
47 or successful completion of a United States Defense Language
Institute Foreign Language Center program or a passing score on the Defense Language Proficiency
Test.
48
o For certification in any other subject area for which there is no Florida subject area test or
standardized examination specified in state board rule (e.g., Dance), completing the required
bachelor’s or higher degree and content courses specified in SBE rule
49 and verification of subject
area competence by the district school superintendent or, for a state-supported or private school,
the school’s chief administrative officer.
50
Master’s Degree Level (for certification in a subject area for which SBE rule requires a master’s or higher
degree): Completing the required master’s or higher degree and content courses specified in SBE rule and
achieving a passing score on the corresponding Florida-developed subject area test or standardized
examination specified in SBE rule.
51
Out-of-State Certification: Providing documentation of a valid professional standard teaching certificate
issued for a subject area by another U.S. state or territory or by NBPTS or ABCTE, if the certificate is
comparable to the Florida professional certificate issued for the same subject area.
52
Demonstrating Mastery of Professional Preparation and Education Competence
Mastery of professional preparation and education competence may be demonstrated by:
Successful completion of an approved teacher preparation program at a postsecondary educational
institution within this state and achievement of a passing score on the professional education competency
examination required by state board rule;
44
Section 1012.56(3)(f), F.S.
45
Section 1012.56(5)(a), F.S. The Florida Teacher Certification Examinations include 39 subject area tests. DOE, Test
Information Guides, http://www.fl.nesinc.com/FL_TIGS.asp (last visited Apr. 8, 2025); see also DOE, Competencies and Skills
Required for Teacher Certification in Florida, ss. 1-63 (27
th
ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf; see also r. 6A-4.0021(9), F.A.C. (scoring of
subject area tests).
46
Section 1012.56(5)(i), F.S.
47
Section 1012.56(5)(b), F.S.; r. 6A-4.0243(1)(e), F.A.C.; see American Council on the Teaching of Foreign Languages (ACTFL),
Assessments, https://www.actfl.org/assessments (last visited Apr. 8, 2025); Language Testing International (ACTFL Language
Testing Office), ACTFL, https://tms.languagetesting.com (last visited Apr. 8, 2025).
48
Section 1012.56(5)(g)-(h), F.S.
49
See, e.g., r. 6A-4.0123, F.A.C. (specialization requirements for certification in dance); see also DOE, Florida Certificate Subjects,
http://www.fldoe.org/teaching/certification/certificate-subjects/ (last visited Apr. 8, 2025).
50
Section 1012.56(5)(c), F.S.; r. 6A-4.002(4), F.A.C.
51
Section 1012.56(5)(d), F.S.; see DOE, Florida Certificate Subjects, http://www.fldoe.org/teaching/certification/certificate-
subjects/ (last visited Apr. 8, 2025).
52
Section 1012.56(5)(e), F.S., and (f), F.S.; r. 6A-4.002(1)(i)-(j), F.A.C.; DOE, NBPTS Certificate Subjects and Corresponding
Subjects in Florida, http://www.fldoe.org/teaching/certification/pathways-routes/nbpts-certificate-subjects-correspondi.stml
(last visited Apr. 8, 2025). JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
11
Successful completion of a teacher preparation program at a postsecondary educational institution outside
Florida and achievement of a passing score on the professional education competency examination
required by state board rule;
Documentation of a valid professional standard teaching certificate issued by another state;
Documentation of a valid certificate issued by the NBPTS or a national educator credentialing board
approved by the State Board of Education;
Documentation of two semesters of successful, full-time or part-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution of higher education identified by the DOE as having a quality
program and achievement of a passing score on the professional education competency examination
required by SBE rule;
Successful completion of professional preparation courses as specified in state board rule, successful
completion of a professional education competence program, and documentation of 3 years of being rated
effective or highly effective while holding a temporary certificate;
Successful completion of a professional learning certification program; or
Successful completion of a competency-based certification program and achievement of a passing score on
the professional education competency examination required by rule of the SBE.
53
Educator Certification Specializations
An individual holding an educator certification from the DOE may apply for an additional coverage
54 or
endorsement
55 indicating advanced education or experience in a particular subject, area, or field.
56 The DOE offers
a specialization for certification in school counseling that can be earned in under two plans:
Plan One. A master’s or higher degree with a graduate major in guidance and counseling or school
counseling that includes a minimum of six-hundred (600) clock hours of supervised internship serving
school-aged students in a prekindergarten, an elementary or a secondary school setting; or
Plan Two. A master’s or higher degree with a graduate major in counseling other than guidance and
counseling or school counseling that includes a minimum of six-hundred (600) clock hours of supervised
internship with school-aged children and their families with at least nine semester hours of graduate credit
to include the following areas:
o Student appraisal and evaluation methods in prekindergarten, elementary and secondary schools
including interpretation and analysis of standardized tests and other assessment results that assist
students in career exploration, academic skills and personal and social skill development;
o College and career planning for prekindergarten, elementary and secondary school students
including college and career exploration and knowledge of financial aid and financing of
postsecondary education options;
o Principles, philosophy, organization and administration of a comprehensive school counseling
program in prekindergarten, elementary and secondary schools; and
o Consultation skills and techniques for conferring with groups such as agencies, teachers and
parents.
57
Professional Education Competency Program
53
Section 1012.56(6), F.S.
54
The term “coverage” as used in Florida State Board of Education rules for educator certification purposes shall be defined as
the designation on a Florida educator’s certificate which indicates the area in which an individual has a content knowledge
base. The term “coverage” shall be used synonymously with the terms “subject,” “area,” or “field.”
55
The term “endorsement” as used in Florida State Board of Education rules for educator certification purposes shall be
defined as a rider on a Florida educator’s certificate with a designated coverage. An endorsement shown on a certificate with a
coverage signifies a pedagogical knowledge base which targets particular levels, stages of development, or circumstances.
56
Rule 6A-4.002(1)(e)-(f), F.A.C.
57
Rule 6A-4.0181, F.A.C. Applicants using Plan Two shall submit verification from the employing school district to attest that a
school counselor with a state-issued professional certificate will be assigned as the applicant’s mentor during the first 2 years
of employment as a school counselor. Rule 6A-4.0181(3), F.A.C. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
12
School districts must and private schools or state-supported public schools, including a charter school, may
develop and maintain a system by which members of the instructional staff may demonstrate mastery of
professional preparation and education competence as required by law. Each program must:
be based on classroom application of the FEAP and instructional performance; and,
for public schools, must be aligned with the district’s or state-supported public school’s evaluation
system.
58
The Commissioner of Education must determine the continued approval of programs, based upon the department’s
review of performance data. The department must review the performance data as a part of the periodic review of
each school district’s professional learning system.
59
Teacher Apprenticeship Program
In 2023, the Legislature created the Teacher Apprenticeship Program (TAP).
60 The TAP was created as an
alternative pathway for an individual to enter the teaching profession. The DOE is required to administer the
program in accordance with legislative intent regarding apprenticeship training
61 provided for in law.
To meet the minimum eligibility requirements to participate in the TAP, a candidate must have:
62
Received an associate degree from an accredited postsecondary institution.
Earned a cumulative grade point average (GPA) of 3.0 in that degree program.
Successfully passed a background screening pursuant to law.
Received a temporary apprenticeship certificate.
As a condition of participating in the TAP, an apprentice teacher must be appointed by the district school board as
an education paraprofessional and must commit to spending the first two years in the classroom of a mentor
teacher using team teaching strategies as specified in law
63 and fulfilling the on-the-job training component of the
registered apprenticeship and its associated standards.
64
A teacher who serves as a mentor in the TAP must:
65
Have at least 5 years of teaching experience in this state.
Be rated as highly effective in the three most recent value-added model (VAM) scores or on the three most
recent available performance evaluations if the teacher does not generate a state VAM score.
Satisfy any other requirements established by the DOE.
Mentors for Individuals with a Temporary Certificate
A person who is issued a temporary certificate must be assigned a teacher mentor for a minimum of 2 school years
after commencing employment. Each teacher mentor must:
hold a valid professional certificate;
have earned at least 3 years of teaching experience in prekindergarten through grade 12; and
have earned an effective or highly effective rating on the prior year’s performance evaluation.
66
Part-time and Full-time Nondegreed Teachers
58
Section 1012.56(9)(a), F.S.
59
Section 1012.56(9)(b), F.S.
60
Section 6, ch. 2023-38, L.O.F., codified at s. 1012.555, F.S.; see also r. 6A-5.067, F.A.C.
61
Section 446.011, F.S. provides that it is the intent of the State of Florida to provide educational opportunities for its residents
so that they can be trained for trades, occupations, and professions suited to their abilities; to promote the mode of training
known as apprenticeship in occupations throughout industry in the state that require physical manipulative skills.
62
Section 1012.555(2)(a)1.-4., F.S.
63
“Team teaching” or “co-teaching” means two or more teachers are assigned to a group of students and each teacher is
responsible for all of the students during the entire class period. Section 1003.03(5)(c), F.S.
64
Section 1012.555(2)(c) and (d), F.S.
65
Section 1012.555(3), F.S.
66
Section 1012.56(7)(e), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
13
Each district school board is required to establish the minimal qualifications for part-time and full-time non-
degreed teachers of career programs. Non-degreed teachers of career programs must provide a complete set of
fingerprints for background screening and are required to provide documentation of:
67
A high school diploma or the equivalent.
Completion of 3 years of full-time successful occupational experience or the equivalent of part-time
experience in the teaching specialization area. The district school board may establish alternative
qualifications for teachers with an industry certification in the career area in which they teach.
For full-time teachers, completion of professional education training in teaching methods, course
construction, lesson planning and evaluation, and teaching special needs students. This training may be
completed through coursework from an accredited or approved institution or an approved district teacher
education program.
Documentation of industry certification when state or national industry certifications are available and
applicable.
District school boards are required to issue an adjunct teaching certificate to any applicant who meets background
screening requirements and who has expertise in the subject area to be taught as evidenced by passage of a subject
area test or has achieved an industry certification in the subject area to be taught.
68
Professional Learning Systems
Current law requires school districts to develop a professional learning system in consultation with classroom
teachers, state colleges and universities, business and community representatives, and local education foundations,
consortia, and professional organizations.
69 The system must be initially reviewed and approved by the DOE, and
subsequently reviewed and approved every 5 years thereafter.
70 Among other things, the professional learning
system must:
71
support and increase the success of educators through collaboratively developed school improvement
plans;
assist the school community in providing stimulating, scientific research-based educational activities that
encourage and motivate students to achieve at the highest levels, and that prepare students for success at
subsequent educational levels and the workforce;
provide continuous support for all education professionals as well as temporary intervention for education
professionals who need improvement in knowledge, skills, and performance; and
provide training to teacher mentors as part of professional development certification and education
competency programs.
An organization of private schools or consortium of charter schools which has no fewer than 10-member schools in
this state, which publishes and files with the DOE copies of its standards, and the member schools comply with
compulsory school attendance, or a public or private college or university with a teacher preparation program,
may also develop a professional learning system.
72 The system and in-service catalog must be submitted to the
commissioner for approval.
73
67
Section 1012.39(1)(c), F.S.
68
Section 1012.57(1), F.S.
69
Section 1012.98(5)(b), F.S.
70
Section 1012.98(5)(b)1., F.S.
71
See s. 1012.98(5)(b)1.-11., F.S.
72
Section 1012.98(7), F.S.
73
Id. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
14
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2024 CS/HB 1291 Snyder, Jacques Ingoglia Became law on July 1, 2024.
2024 CS/SB 7002 Rizo Hutson Became law on July 1, 2024.
2023 CS/CS/SB 240 Melo Hutson Became law on July 1, 2023.
BILL HISTORY
COMMITTEE REFERENCE ACTION DATE
STAFF
DIRECTOR/
POLICY CHIEF
ANALYSIS
PREPARED BY
Careers & Workforce
Subcommittee
12 Y, 4 N, As CS 3/25/2025 Kiner Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Required teacher mentors and clinical educators to hold a certificate or
endorsement in reading when working with a teacher candidate who provides
reading instruction or interventions to students in kindergarten through grade
6.
• Required that materials posted online by the DOE be included in curricula on
effective use of high-quality instructional materials by teacher preparation
program candidates.
• Conformed dates within statutes to the implementation timeline.
• Updated the effective dates of several provisions to align with the
implementation timeline.
Higher Education Budget
Subcommittee
11 Y, 3 N 4/1/2025 Fontaine Stenson
Education & Employment
Committee
17 Y, 0 N, As CS 4/8/2025 Hassell Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Created a flexible pathway for school counselors to assist candidates in
completing the mandatory internship to become certified school counselors.
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THIS BILL ANALYSIS HAS BEEN UPDATED TO INCORPORATE ALL OF THE CHANGES DESCRIBED ABOVE.
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