STORAGE NAME: h1255.SAS
DATE: 3/14/2025
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 #: HB 1255
TITLE: Education
SPONSOR(S): Trabulsy
COMPANION BILL: SB 1618 (Calatayud)
LINKED BILLS: None
RELATED BILLS: None
Committee References
Student Academic Success
PreK-12 Budget
Education & Employment
SUMMARY
Effect of the Bill:
The bill adds two components to a school district reading instruction plan and requires the inclusion of a
mathematics instruction plan within the existing reading instruction plan. The bill revises several provisions of law
to provide additional supports for mathematics instruction and interventions. The bill establishes new screening
requirements for private schools participating in educational scholarship programs. The bill requires instruction on
human embryologic development as part of health education courses for students in kindergarten through grade
12. The bill revises the term “critical teacher shortage areas” to “high-demand teacher needs areas” and repeals
provisions related to the Florida School for Competitive Academics throughout the education code.
The bill authorizes charter school consortia meeting minimum requirements to nominate individuals for Teacher of
the Year recognition. The bill requires notification to parents of students with a substantial deficiency in reading of
their eligibility for New Worlds Scholarship Account and New Worlds Tutoring Program services. The bill
authorizes the Department of Education to join or create a national consortium for the purposes of developing
general education courses for secondary students participating in articulated accelerated mechanisms.
Fiscal or Economic Impact:
The bill includes new background screening requirements for employees, contractors, owners and operators of
private schools participating in educational scholarship programs. The bill has an indeterminate impact on private
sector expenditures.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill provides for two additional components for a school district reading instruction plan and requires
approval of the plan by the Department of Education (DOE). The first additional component specifies that intensive
reading interventions must be delivered by instructional personnel who possess a micro-credential through the
New Worlds Reading Initiative or are certified or endorsed in reading. Intensive reading interventions must also
incorporate evidence-based strategies identified by the Just Read, Florida! Office. Instructional personnel
possessing only the micro-credential must be supervised
1 by an individual certified or endorsed in reading. The
second is to provide a description of how the district prioritizes the assignment of highly effective teachers to
students in kindergarten through grade 2. (Section 6).
The bill creates a comprehensive system of mathematics instruction for students in pre-kindergarten through
grade 12 and those who exhibit a substantial deficiency in early mathematics skills to mirror the existing
1
The bill defines supervised to mean the ability to communicate by way of telecommunication with or physical presence of the
certified or endorsed personnel for consultation and direction of the actions of the personnel with the micro-credential. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
provisions related to reading instruction. The bill requires each school district to include a mathematics instruction
plan as part of the reading instruction plan that may include:
Additional time per day of evidence-based intensive mathematics instruction for students in kindergarten
through grade 12, which may be delivered during or outside of the regular school day.
Highly qualified mathematics coaches who hold either a grades 5 through 9 mathematics certification or a
grades 6 through 12 mathematics certification and have 3 consecutive years of a highly effective district
evaluation to specifically support classroom teachers in making instructional decisions based on progress
monitoring data and improve classroom teacher delivery of effective mathematics instruction and
mathematics intervention.
Tutoring in mathematics. (Section 7).
The bill requires that the State Board of Education (SBE) define a highly qualified teacher of mathematics or a
trained tutor for purposes of delivering supplemental, evidence-based mathematics interventions. Additionally, the
bill requires that the parents of students identified as having a substantial deficiency in mathematics be notified of
their eligibility for the New Worlds Scholarship Accounts and the New Worlds Tutoring Program. (Section 10).
The bill requires the New Worlds Tutoring Program to consult with the Office of Mathematics and Sciences in the
development of best practice guidelines for mathematics tutoring in alignment with state standards. (Section 12).
The bill authorizes students providing tutoring under the RAISE High School Tutor Program, either paid or unpaid,
to count the time spent tutoring toward meeting community service requirements for high school graduation and
for the Florida Bright Futures Scholarship Program. (Section 11).
The bill updates the background screening requirements for private schools participating in an educational
scholarship program. Employees and contracted personnel with direct contact with students as well as owners and
operators must now be screened using the same standards as individuals seeking educator certification, a level 2
background check, through the Care Provider Background Screening Clearinghouse operated by the Agency for
Health Care Administration. The bill also provides that disqualification pursuant to such a background screening
will be based on the laws and rules in effect at the time of the application for employment, provided that the person
is continually employed by the same school. (Sections 4 and 16).
The bill requires that instruction on human embryologic development be included in health education for students
in kindergarten through grade 12 as part of required instruction. For students in grades 6 through 12, the bill
requires that instruction in human embryologic development include a high-definition ultrasound video showing
the development of the heart and other organs and movement of the limbs and head. The instruction must also
include a high-quality, computer generated rendering showing and describing the process of fertilization and
various states of human development in the uterus. The SBE is required to adopt rules to implement this
instruction. (Section 5).
The bill updates the incidents that would make a student eligible to transfer schools or to request a scholarship to
attend an eligible private school under the Hope Scholarship Program to include aggravated battery, simple
battery, sexual harassment, sexual assault, or sexual battery. (Section 3).
The bill revises the term “critical teacher shortage areas” to “high-demand teacher needs areas” throughout the
education code. (Sections 1, 8, 14, and 15).
The bill repeals provisions related to the Florida School for Competitive Academics as the school never officially
opened and the provisions at issue are unnecessary. (Sections 2 and 13).
Effective upon becoming law, the bill authorizes the Department of Education (DOE) to join or establish a national
consortium to assist in the development and implementation of advanced courses aligned to the requirements for
general education courses as part of articulated accelerated mechanisms for secondary students. (Section 9).
The bill requires the DOE, when adopting statewide, competency-based pathways for the reading endorsement, to
evaluate and make recommendations for updates to reading endorsement competencies and subject area JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
examination for educator certification that address among other issues dyscalculia and evidence-based
mathematics instruction. (Section 17).
The bill amends the Christa McAuliffe Ambassador for Education Program to authorize charter school consortia of
at least 30 member schools and an approved professional learning system to nominate teachers for Teacher of the
Year and to serve as the Ambassador for Education. (Section 18).
The effective date of the bill is July 1, 2025, except as otherwise provided. (Section 19).
RULEMAKING:
The bill requires the SBE to adopt rules to implement the required instruction on human embryologic
development. The bill requires the SBE to define a highly qualified teacher of mathematics or a trained tutor for
purposes of delivering supplemental, evidence-based mathematics interventions in rule.
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.
FISCAL OR ECONOMIC IMPACT:
PRIVATE SECTOR:
The bill requires that private schools participating in educational scholarship programs conduct background
screening to the same standards and through the same mechanism as individuals seeking educator certification. As
it is uncertain how many new employees, contractors, owners, or operators would need to be screened under the
bill, the bill has an indeterminate impact on private sector expenditures.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Critical Teacher Shortage Areas
Critical teacher shortage areas are high-need content areas and high-priority location areas identified by the SBE.
The SBE must adopt rules to annually identify critical teacher shortage areas and must consider current and
emerging educational requirements and workforce demands in determining critical teacher shortage areas. School
grade levels may also be designated critical teacher shortage areas. Individual district school boards may identify
and submit other critical teacher shortage areas. Such submissions must be aligned to current and emerging
educational requirements and workforce demands in order to be approved by the SBE. High-priority location areas
must be in high-density, low-economic urban schools; low-density, low-economic rural schools; and schools that
earned a grade of “F” or three consecutive grades of “D”. The SBE must develop strategies to address critical
teacher shortage areas.
2
Florida School for Competitive Academics
Established in statute in 2023, the Florida School for Competitive Academics (FSCA) in Alachua County was
envisioned as a state-supported public school for grade 6 through 12 students. The FSCA was intended to provide
rigorous academic curriculum, and to prepare students for regional, state, and national academic competitions in
all areas of study, such as, STEM. The mission of the FSCA was to provide students who meet selective admissions
requirements an environment that will foster high academic engagement and advanced understanding of subject
areas, develop productive work habits, build resiliency, connect students with industry leaders, and promote civic
leadership.
3 However, the FSCA never officially opened.
Background Screening of Individuals at Schools
2
Section 1012.07, F.S.
3
Section 1002.351, F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
Individuals who work in or provide services to school districts, charter schools, alternative schools, and private
schools participating in state school choice scholarship programs must undergo a fingerprint-based background
screening before being permitted access to school grounds.
4 The individuals who must undergo background
screening fall under three personnel classifications: instructional and noninstructional personnel;
5
noninstructional school district employees and contracted personnel;
6 and noninstructional contractors.
7
Candidates for educator certification must also undergo background screening.
8
The background screening requirements for each personnel classification vary depending upon the individual’s
duties, whether or not the individual is a school district employee, and the degree of contact the individual has with
students.
9 Because they are more likely to have direct contact with students, candidates for educator certification,
instructional and noninstructional personnel, and noninstructional school district employees and contracted
personnel must be screened against level 2
10 screening standards.
11 Athletic coaches employed by public schools
must be certified by the DOE and are subject to the same background screening standards as other individuals
seeking certification.
12 In contrast, noninstructional contractors, individuals who are not school district employees
and have no direct contact with students, are screened against a statutory list of 12 disqualifying offenses.
13 These
background screenings are conducted through the Clearinghouse.
14
Hope Scholarship Program
In 2018, the Legislature created the Hope Scholarship Program (HSP) to provide the parent of a public school
student subjected to a specified incident
15 at school the opportunity to transfer the child to another public school
or to request a scholarship for the child to enroll in and attend an eligible private school.
16 A parent may also
choose to enroll their child in a public school located outside the district in which the student resides and request a
transportation scholarship.
17 The scholarship program is funded by taxpayers who make eligible contributions to
SFOs, and in turn, receive a credit against any tax due as a result of the purchase or acquisition of a motor vehicle.
18
Contingent upon available funds, scholarships are awarded on a first-come, first-served basis to eligible students in
kindergarten through grade 12 who report an incident to the school principal.
19 Unallocated HSP funds beyond the
authorized 5 percent carry forward may be used to fund the Florida Tax Credit (FTC) Program under certain
circumstances.
20
In 2024,
21 given the expansion of eligibility under the FTC and Family Empowerment Scholarship for Educational
Opportunities (FES-EO) scholarship programs and the low utilization rate of the HSP, the Legislature repealed the
4
Sections 1002.421, 1012.32(2), 1012.465(2), and 1012.467(2)(a), F.S.
5
Instructional and noninstructional personnel are individuals who are hired or contracted to fill positions that require direct contact
with students in any public school. Section 1012.32(2), F.S.
6
Noninstructional school district employees and contracted personnel are individuals who are permitted access to school grounds
when students are present; who have direct contact with students; or who have access to, or control of, school funds. Section
1012.465(1), F.S.
7
Noninstructional contractors are vendors or contractors who are not school district employees, are permitted access to school
grounds when students are present, and have little or no direct contact with students. Section 1012.467(1)(a), F.S.
8
Sections 1012.315, 1012.32(2)(a), and 1012.56(10)(a), F.S.
9
See ss. 1012.32(2), 1012.465(2), and 1012.467(2)(a), F.S.
10
Level 2 background screening includes, but is not limited to, fingerprinting for statewide criminal history records checks
through the FDLE and national criminal history checks through the Federal Bureau of Investigation (FBI), and may include
local criminal records checks through local law enforcement agencies. Section 435.04, F.S.
11
Sections 1012.315, 1012.32, and 1012.465, F.S.
12
Section 1012.55(2), F.S. See also s. 1012.56, F.S.; r. 6A-4.004(4), F.A.C.
13
See s. 1012.467(2)(b), F.S. The law references eight specific offenses plus crimes involving lewd and lascivious behavior in ch. 800,
F.S., which include four such offenses. Id.
14
Section 1012.315, F.S.
15
Section 1002.40(3), F.S. A specified incident includes: battery; harassment; hazing; bullying; kidnapping; physical attack; robbery;
sexual offenses, harassment, assault, or battery; threat or intimidation; or fighting at school.
16
Section 1002.40(1), F.S.
17
Section 1002.40(6)(a), F.S.
18
Section 1002.420(2)(d) and (13), F.S.
19
Section 1002.420(3) and (6), F.S.
20
See s. 1002.40(13), F.S.
21
Section 5, ch. 2024-163, L.O.F. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
scholarship funding portion of the HSP, but maintained requirements for parental notification of the opportunity to
enroll at another public school and scholarship eligibility to attend an eligible private school under the FES-EO and
FTC scholarship programs for students subjected to a specified incident, such as bullying or harassment.
22
Required Instruction Topics
Florida law requires that public school students in grades K-12 receive instruction on specific subjects including,
among other items, historical time periods, comprehensive health education, and government.
23 Instructional
personnel are required to teach these subjects efficiently and faithfully, using historically accurate books and
materials, following prescribed courses and approved methods of instruction.
24 Unless otherwise specified, the law
generally does not prescribe grade level, instructional hours, or instructional materials requirements for these
topics. School districts are required to report, annually each summer, to the DOE on how instruction was provided
during the previous school year for certain required subjects.
25 Amongst several topics, school districts are
required to provide comprehensive age-appropriate and developmentally appropriate kindergarten through grade
12 instruction on health education that addresses concepts of community health, consumer health, environmental
health, and family life, including:
Injury prevention and safety.
Internet safety.
Nutrition.
Personal health.
Prevention and control of disease.
Substance use and abuse.
Prevention of child sexual abuse, exploitation, and human trafficking.
26
Comprehensive System of Reading Intervention
Each school district is required to implement a system of comprehensive reading instruction for students enrolled
in prekindergarten through grade 12 and certain students who exhibit a substantial deficiency in early literacy.
27
Students with a substantial deficiency are defined as:
28
A voluntary prekindergarten student in early literacy skills who scores below the tenth (10th) percentile or
is unable to complete the practice items at the middle or end of the year test administration of the
coordinated screening and progress monitoring system.
A kindergarten through grade 3 student in reading if:
o The student is identified as in need of Tier 3 interventions.
29
o For kindergarten, the student scores below the tenth (10th) percentile or is unable to complete the
practice items on the designated grade-level assessment at the beginning, middle, or end of the year
test administration of the coordinated screening and progress monitoring system.
o For grades 1 and 2, the student scores below the tenth (10th) percentile or is unable to complete
the practice items on the designated grade-level assessment for the specified test administration of
the coordinated screening and progress monitoring system.
o For grade 3, the student scores below the twentieth (20th) percentile at the beginning or middle of
the year test administration of the coordinated screening and progress monitoring system.
o A student in grade 3 scores a Level 1 on the end-of-year statewide, standardized English Language
Arts (ELA) assessment.
22
A specified incident includes: battery; harassment; hazing; bullying; kidnapping; physical attack; robbery; sexual offenses,
harassment, assault, or battery; threat or intimidation; or fighting at school. Section 1002.40(3), F.S.
23
Section 1003.42, F.S.
24
Section 1003.42(2), F.S.
25
Id.
26
Section 1003.42(2)(o)1., F.S.
27
Section 1003.4201, F.S.
28
Rule 6A-6.053, F.A.C.
29
Intensive, Individualized Instruction/Interventions (Tier 3): provides explicit, systematic, individualized instruction based
on student need, one-on-one or very small group instruction with more guided practice, immediate corrective feedback, and
frequent progress monitoring; and occurs in addition to core instruction and Tier 2 interventions. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
The comprehensive reading instruction plan may include all district schools, including charter schools, unless a
charter school elects to submit a plan independently from the school district.
30 The plan may include the following
components:
31
Additional time per day of evidence-based intensive reading instruction for kindergarten through grade 12
students, which may be delivered during or outside of the regular school day.
Highly qualified reading coaches, who must be endorsed in reading, to specifically support classroom
teachers in making instructional decisions based on progress monitoring data and improve classroom
teacher delivery of effective reading instruction, reading intervention, and reading in the content areas
based on student need.
Professional learning to help instructional personnel and certified prekindergarten teachers funded in the
Florida Education Finance Program earn a certification, a credential, an endorsement, or an advanced
degree in scientifically researched and evidence-based reading instruction.
Summer reading camps, using only classroom teachers or other district personnel who possess a micro-
credential
32 in reading or are certified or endorsed in reading consistent for all students in kindergarten
through grade 5 exhibiting a reading deficiency as determined by district and state assessments.
Incentives for instructional personnel and certified prekindergarten teachers funded in the Florida
Education Finance Program who possess a reading certification or endorsement or micro-credential and
provide educational support to improve student literacy.
Tutoring in reading.
Reading Achievement Initiative for Scholastic Excellence Act
In 2021, the Florida Legislature established the Reading Achievement Initiative for Scholastic Excellence (RAISE)
program within the DOE.
33 The RAISE program provides instructional supports to school districts, school
administrators, and instructional personnel in implementing evidence-based reading instruction and interventions
in order to improve student reading achievement.
34
Under the RAISE program, the DOE must establish 20 literacy support regions and regional support teams in
Florida to assist schools in improving low reading scores.
35 Eligible schools include:
36
Schools serving students in kindergarten through grade 5 where 50 percent of the students score below a
Level 3 on the statewide, standardized ELA assessment for any grade level. and
Schools where 50 percent or more of students in kindergarten through grade 3 are not on track to pass the
grade 3 ELA assessment based on data from the coordinated screening and progress monitoring system.
As part of the RAISE program, the DOE must establish a tutoring program and develop training to prepare eligible
high school students to tutor students in kindergarten through grade 3.
37 If high school students serve as a tutor in
the RAISE program, they:
38
May earn up to three elective credits for high school graduation based on the verified number of hours the
student spends tutoring under the program.
May use unpaid hours devoted to tutoring toward meeting community service requirements for high
school graduation and community service requirements for participation in the Florida Bright Futures
Scholarship Program.
New Worlds Tutoring Program
30
Section 1003.4201(1), F.S.
31
Section 1003.4201(2), F.S.
32
To earn an early literacy micro-credential a teacher must demonstrate competency in diagnosing literacy difficulties and
determining the appropriate range of literacy interventions based upon the age and literacy deficiency of the student and how
use evidence-based instructional and intervention practices grounded in the science of reading, including strategies identified
by the Just Read, Florida! Office.
33
Section 1008.365, F.S.
34
Section 1008.365(2), F.S.
35
Section 1008.365(3), F.S.
36
Section 1008.365(4), F.S.
37
Section 1008.365(8), F.S.
38
Section 1008.365(8)(c), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
7
The New Worlds Tutoring Program (tutoring program) was established in 2024 to support school districts and
schools in improving student achievement in reading and mathematics. The tutoring program must:
39
Provide best practice science of reading guidelines for districts in consultation with the Just Read, Florida!
Office.
Provide best practice guidelines for mathematics tutoring in alignment with Florida's Benchmarks for
Excellent Student Thinking (B.E.S.T.) Standards for mathematics.
Establish minimum standards that each school district must meet to participate in the program. The
minimum standards must address:
o Appropriate group sizes for tutoring sessions.
o The frequency and duration of tutoring sessions.
o Minimum staffing qualifications for tutors.
o The use of ongoing, informal and formal assessments to target instructional interventions.
o Prioritization strategies for tutoring students.
Provide access during the school day to additional literacy or mathematics support through evidence-based
automated literacy tutoring software that provides each student with real-time interventions that are
based in science of reading principles or mathematics instructional best practices and individually tailored
to the needs and ability of each student. The bill provides that access must be provided to students in
kindergarten through grade 5 enrolled in a public school who have a substantial deficiency in reading or
mathematics.
Award grants to school districts that may be used for stipends for in-person tutoring during the school day,
before and after school, or during a summer program. At a minimum, in-person tutoring may be provided
to kindergarten through grade 5 students enrolled in a public school who have a substantial deficiency in
reading or mathematics.
Provide technical assistance and professional learning to school districts, including:
o Advising district staff on tutoring program design and intervention selection upon request.
o Assisting districts in reviewing tutoring programs, professional learning programs, curriculum, and
resources to ensure that they adhere to the science of reading or best practices in mathematics.
o Providing professional learning to district staff to build their knowledge and skills around the
science of reading or best practices in mathematics.
Mathematics Instruction
Florida law requires all public school students in grades 3 through 8 to participate in the annual statewide,
standardized mathematics assessment.
40 The law also provides that students enrolled in Algebra 1 and Geometry
courses must take the associated statewide, standardized end-of-course (EOC) assessment.
41 A student must pass
the statewide, standardized Algebra I EOC assessment, or earn a comparative score,
42 in order to earn a standard
high school diploma.
43 A student who does not achieve a Level 3 or above on the statewide, standardized
Mathematics assessment or the Algebra I EOC assessment must be evaluated to determine the nature of the
student’s difficulty, the areas of academic need, and strategies for providing academic supports to improve the
student’s performance.
44
In 2023, the Legislature created a framework for increasing mathematics proficiency in Florida by requiring the
identification of any student in kindergarten through grade 4 who exhibits a substantial deficiency in mathematics
or the characteristics of dyscalculia based upon screening, diagnostic progress monitoring, or assessment data;
statewide assessments; or teacher observations. Immediately following the identification of the mathematics
deficiency, the student must be provided systematic and explicit mathematics instruction to address his or her
39
Section 1008.366, F.S.
40
Section 1008.22(3)(a), F.S. Beginning with the 2022-2023 school year, the end-of-year comprehensive progress monitoring
assessment is the statewide, standardized mathematics assessment for students in grades 3 through 8.
41
Section 1008.22(3)(b), F.S. An EOC assessment counts as 30 percent of a student’s final course grade. Section
1008.22(3)(b)4., F.S.
42
Beginning with students entering grade 9 in the 2019-2020 school year, a comparative passing score on the Math section of
the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), the SAT or the ACT, or on the Geometry EOC
assessment may be used to meet the Algebra I EOC assessment graduation requirement. See r. 6A-1.09422(8)(b)2., F.A.C.
43
Section 1003.4282(3)(b), F.S.
44
Section 1008.25(4)(a), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
8
specific deficiencies. Instruction must be through either daily targeted small group mathematics interventions
based on student need or supplemental, evidence-based mathematics interventions before or after school, or both,
and delivered by a highly qualified teacher of mathematics or a trained tutor. Additionally, for students identified
with a mathematic deficiency, the student’s performance must be monitored and instruction be adjusted based on
student needs.
45
Articulated Accelerated Mechanisms
High school students in Florida have a variety of avenues by which they can earn college credit. These
opportunities, known as articulated acceleration mechanisms, shorten the time necessary for a student to complete
the requirements for a high school diploma and a postsecondary degree. These mechanisms also allow Florida
schools to increase the depth of study in a particular subject and expand available curricular options.
46
Programs that provide high school students with the opportunity to earn college credit include, but are not limited
to, dual enrollment and early admission, credit by examination, advanced placement, the International
Baccalaureate (IB) Program, and the Advanced International Certificate of Education (AICE) Program. Credit
earned through the Florida Virtual School also provides additional opportunities for early graduation and
acceleration.
47
The DOE annually identifies and publishes the minimum scores, maximum credit, and course or courses for which
credit is to be awarded for each College Level Examination Program (CLEP) subject examination, College Board
Advanced Placement Program examination, AICE examination, IB examination, Excelsior College subject
examination, Defense Activity for Non-Traditional Education Support (DANTES) subject standardized test, and
Defense Language Proficiency Test (DLPT). In addition, the DOE also identifies courses in the general education
core curriculum of each state university and Florida College System institution for which credit is to be granted.
48
The DOE is also authorized to partner with an independent third-party testing or assessment organization to
develop assessments that measure competencies consistent with general education core courses.
49
Christa McAuliffe Ambassador for Education Program
The Christa McAuliffe Ambassador for Education Program was created in 1986
50 to recognize that Florida
continues to face teacher shortages, and that fewer young people consider teaching as a career. The Christa
McAuliffe Ambassador for Education Program was established to provide salary, travel, and other related expenses
annually for an outstanding Florida teacher (Teacher of the Year) to promote the positive aspects of teaching as a
career. The goals of the program are to:
51
Enhance the stature of teachers and the teaching profession.
Promote the importance of quality education and teaching for our future.
Inspire and attract talented people to become teachers.
Provide information regarding Florida’s scholarship and loan programs related to teaching.
Promote the teaching profession within community and business groups.
Provide information to retired military personnel and other individuals who might consider teaching as a
second career.
Work with and represent the DOE, as needed.
Work with and encourage the efforts of school and district teachers of the year.
Support the activities of the Florida Future Educator of America Program.
Represent Florida teachers at business, trade, education, and other conferences and meetings.
Promote the teaching profession in other ways related to the teaching responsibilities, background
experiences, and aspirations of the Ambassador for Education.
45
Section 1008.25(6), F.S.
46
Section 1007.27(1), F.S.
47
Id.
48
Section 1007.27(2)(a), F.S.
49
Section 1007.27(2)(b), F.S.
50
Chapter 1986-156, L.O.F.
51
Section 1012.77(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
9
The Teacher of the Year is required to serve as the Ambassador for Education for a year. Applications and selection
criteria are distributed annually by the DOE to all school districts. The Commissioner of Education is required to
establish a selection committee which assures representation from teacher organizations, administrators, and
parents to select the Teacher of the Year and Ambassador for Education from among the school district teachers of
the year.
52
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2023 HB 5101 Tomkow Hooper Became law on July 1, 2023.
2023 CS/SB 676 Trabulsy Grall Became law on July 1, 2024,
except as otherwise provided.
2021 CS/HB 7011 Aloupis Rodriguez Became law on July 1, 2021.
BILL HISTORY
COMMITTEE REFERENCE ACTION DATE
STAFF
DIRECTOR/
POLICY CHIEF
ANALYSIS
PREPARED BY
Student Academic Success
Subcommittee
Sanchez Wolff
PreK-12 Budget Subcommittee
Education & Employment
Committee
52
Section 1012.77(3), F.S.