Minnesota 2023-2024 Regular Session

Minnesota Senate Bill SF619 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1	1		1.1 A bill for an act
2	2		1.2 relating to education; strengthening the Teachers of Color Act; increasing the
3	3		1.3 percentage of teachers of color and American Indian teachers in Minnesota;
4	4		1.4 amending the world's best workforce requirements; requiring reports; appropriating
5	5		1.5 money; amending Minnesota Statutes 2022, sections 120B.11, subdivisions 1, 2,
6	6		1.6 3; 121A.031, subdivision 6; 122A.183, subdivision 1; 122A.184, subdivision 1;
7	7		1.7 122A.185, subdivision 1; 122A.40, subdivisions 3, 5; 122A.41, subdivision 2, by
8	8		1.8 adding a subdivision; 122A.59; 122A.635; 122A.70; 122A.73, subdivisions 2, 3;
9	9		1.9 123B.147, subdivision 3; 124D.861, subdivision 2; proposing coding for new law
10	10		1.10 in Minnesota Statutes, chapters 120B; 121A; 124D.
11	11		1.11BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
12	12		1.12 Section 1. Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:
13	13		1.13 Subdivision 1.Definitions.For the purposes of this section and section 120B.10, the
14	14		1.14following terms have the meanings given them.
15	15		1.15 (a) "Instruction" means methods of providing learning experiences that enable a student
16	16		1.16to meet state and district academic standards and graduation requirements including applied
17	17		1.17and experiential learning.
18	18		1.18 (b) "Curriculum" means district or school adopted programs and written plans for
19	19		1.19providing students with learning experiences that lead to expected knowledge and skills
20	20		1.20and career and college readiness.
21	21		1.21 (c) "World's best workforce" means striving to: meet school readiness goals; have all
22	22		1.22third grade students achieve grade-level literacy; close the academic achievement gap among
23	23		1.23all racial and ethnic groups of students and between students living in poverty and students
24	24		1.24not living in poverty; have all students attain career and college readiness before graduating
25	25		1.25from high school; and have all students graduate from high school.
26	26		1Section 1.
27		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM
	27	+	23-01280 as introduced12/27/22 REVISOR CM/NS
28	28		SENATE
29	29		STATE OF MINNESOTA
30	30		S.F. No. 619NINETY-THIRD SESSION
31		-	(SENATE AUTHORS: KUNESH, Cwodzinski~~, Putnam, Fateh~~ and ~~Maye Quade~~)
	31	+	(SENATE AUTHORS: KUNESH, Cwodzinski and Putnam)
32	32		OFFICIAL STATUSD-PGDATE
33		-	Introduction and first reading34801/23/2023
34		-	Referred to Education Policy
35		-	Author added Fateh38301/25/2023
36		-	Author added Maye Quade57402/01/2023
37		-	Comm report: To pass as amended and re-refer to Education Finance02/06/2023 2.1 (d) "Experiential learning" means learning for students that includes career exploration
	33	+	Introduction and first reading01/23/2023
	34	+	Referred to Education Policy 2.1 (d) "Experiential learning" means learning for students that includes career exploration
38	35		2.2through a specific class or course or through work-based experiences such as job shadowing,
39	36		2.3mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
40	37		2.4work experience, youth apprenticeship, or employment.
41	38		2.5 (e) "Ethnic studies curriculum" means the critical and interdisciplinary study of race,
42	39		2.6ethnicity, and indigeneity with a focus on the experiences and perspectives of People of
43	40		2.7Color within and beyond the United States. Ethnic studies analyzes the ways in which race
44	41		2.8and racism have been and continue to be powerful social, cultural, and political forces, and
45	42		2.9the connection of race to the stratification of other groups, including stratification based on
46	43		2.10gender, class, sexual orientation, gender identity, and legal status. The ethnic studies
47	44		2.11curriculum may be integrated in existing curricular opportunities or provided through
48	45		2.12additional curricular offerings.
49	46		2.13 (f) "Antiracist" means actively working to identify and eliminate racism in all forms so
50	47		2.14that power and resources are redistributed and shared equitably among racial groups.
51	48		2.15 (g) "Culturally sustaining" means integrating content and practices that infuse the culture
52	49		2.16and language of Black, Indigenous, and People of Color communities who have been and
53	50		2.17continue to be harmed and erased through schooling.
54	51		2.18 (h) "Institutional racism" means structures, policies, and practices within and across
55	52		2.19institutions that produce outcomes that chronically favor white people and disadvantage
56	53		2.20those who are Black, Indigenous, and People of Color.
57	54		2.21 Sec. 2. Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:
58	55		2.22 Subd. 2.Adopting plans and budgets.A school board, at a public meeting, shall must
59	56		2.23adopt a comprehensive, long-term strategic plan to support and improve teaching and
60	57		2.24learning that is aligned with creating the world's best workforce and includes:
61	58		2.25 (1) clearly defined district and school site goals and benchmarks for instruction and
62	59		2.26student achievement for all student subgroups identified in section 120B.35, subdivision 3,
63	60		2.27paragraph (b), clause (2);
64	61		2.28 (2) a process to: assess and evaluate each student's progress toward meeting state and
65	62		2.29local academic standards,; assess and identify students to participate in gifted and talented
66	63		2.30programs and accelerate their instruction, and; adopt early-admission procedures consistent
67	64		2.31with section 120B.15,; assess ethnic studies curriculum needs to determine priorities for
68	65		2.32integrating ethnic studies into existing courses or developing new courses; and identifying
69	66		2.33identify the strengths and weaknesses of instruction in pursuit of student and school success
70	67		2Sec. 2.
71		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 3.1and curriculum affecting students' progress and growth toward career and college readiness
	68	+	23-01280 as introduced12/27/22 REVISOR CM/NS 3.1and curriculum affecting students' progress and growth toward career and college readiness
72	69		3.2and leading to the world's best workforce;
73	70		3.3 (3) a system to periodically review and evaluate the effectiveness of all instruction and
74	71		3.4curriculum, including ethnic studies curriculum, taking into account strategies and best
75	72		3.5practices, student outcomes, school principal evaluations under section 123B.147, subdivision
76	73		3.63, students' access to effective teachers who are members of populations underrepresented
77	74		3.7among the licensed teachers in the district or school and who reflect the diversity of enrolled
78	75		3.8students under section 120B.35, subdivision 3, paragraph (b), clause (2), and teacher
79	76		3.9evaluations under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
80	77		3.10 (4) strategies for improving instruction, curriculum, and student achievement, including:
81	78		3.11 (i) the English and, where practicable, the native language development and the academic
82	79		3.12achievement of English learners; and
83	80		3.13 (ii) access to ethnic studies curriculum using culturally responsive methodologies for
84	81		3.14all learners;
85	82		3.15 (5) a process to examine the equitable distribution of teachers and strategies to ensure
86	83		3.16children in low-income and minority children families, children in families of People of
87	84		3.17Color, and children in American Indian families are not taught at higher rates than other
88	85		3.18children by inexperienced, ineffective, or out-of-field teachers;
89	86		3.19 (6) education effectiveness practices that:
90	87		3.20 (i) integrate high-quality instruction, rigorous curriculum, technology, and curriculum
91	88		3.21that is rigorous, accurate, antiracist, and culturally sustaining;
92	89		3.22 (ii) ensure learning and work environments validate, affirm, embrace, and integrate
93	90		3.23cultural and community strengths for all students, families, and employees; and
94	91		3.24 (iii) provide a collaborative professional culture that develops and supports seeks to
95	92		3.25retain qualified, racially and ethnically diverse staff effective at working with diverse students
96	93		3.26while developing and supporting teacher quality, performance, and effectiveness; and
97	94		3.27 (7) an annual budget for continuing to implement the district plan.; and
98	95		3.28 (8) identifying a list of suggested and required materials, resources, sample curricula,
99	96		3.29and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
100	97		3.30diversity of the state of Minnesota.
101	98		3.31 EFFECTIVE DATE.This section is effective for all strategic plans reviewed and
102	99		3.32updated after June 30, 2024.
103	100		3Sec. 2.
104		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 4.1 Sec. 3. Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:
	101	+	23-01280 as introduced12/27/22 REVISOR CM/NS 4.1 Sec. 3. Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:
105	102		4.2 Subd. 3.District advisory committee.Each school board shall must establish an advisory
106	103		4.3committee to ensure active community participation in all phases of planning and improving
107	104		4.4the instruction and curriculum affecting state and district academic standards, consistent
108	105		4.5with subdivision 2. A district advisory committee, to the extent possible, shall must reflect
109	106		4.6the diversity of the district and its school sites, include teachers, parents, support staff,
110	107		4.7students, and other community residents, and provide translation to the extent appropriate
111	108		4.8and practicable. The district advisory committee shall must pursue community support to
112	109		4.9accelerate the academic and native literacy and achievement of English learners with varied
113	110		4.10needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and
114	111		4.112a. The district may establish site teams as subcommittees of the district advisory committee
115	112		4.12under subdivision 4. The district advisory committee shall must recommend to the school
116	113		4.13board: rigorous academic standards,; student achievement goals and measures consistent
117	114		4.14with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35,; district
118	115		4.15assessments,; means to improve students' equitable access to effective and more diverse
119	116		4.16teachers,; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
120	117		4.17sustaining; strategies to ensure that curriculum and learning and work environments validate,
121	118		4.18affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic
122	119		4.19groups; and program evaluations. School sites may expand upon district evaluations of
123	120		4.20instruction, curriculum, assessments, or programs. Whenever possible, parents and other
124	121		4.21community residents shall must comprise at least two-thirds of advisory committee members.
125	122		4.22 Sec. 4. [120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
126	123		4.23 Subdivision 1.Grant program established.The commissioner of education must
127	124		4.24establish a grant program to support implementation of world's best workforce strategies
128	125		4.25under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
129	126		4.26address opportunity gaps resulting from curricular, environmental, and structural inequities
130	127		4.27in schools experienced by students, families, and staff who are of color or who are American
131	128		4.28Indian.
132	129		4.29 Subd. 2.Definitions.(a) For purposes of this section, the following terms have the
133	130		4.30meanings given.
134	131		4.31 (b) "Antiracist" means actively working to identify and eliminate racism in all forms so
135	132		4.32that power and resources are redistributed and shared equitably among racial groups.
136	133		4.33 (c) "Curricular" means curriculum resources used and content taught as well as access
137	134		4.34to levels of coursework or types of learning opportunities.
138	135		4Sec. 4.
139		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 5.1 (d) "Environmental" means relating to the climate and culture of a school.
	136	+	23-01280 as introduced12/27/22 REVISOR CM/NS 5.1 (d) "Environmental" means relating to the climate and culture of a school.
140	137		5.2 (e) "Equitable" means fairness by providing curriculum, instruction, support, and other
141	138		5.3resources for learning based on the needs of individual students and groups of students to
142	139		5.4succeed at school rather than treating all students the same despite the students having
143	140		5.5different needs.
144	141		5.6 (f) "Institutional racism" means policies and practices within and across institutions that
145	142		5.7produce outcomes that chronically favor white people and disadvantage those who are
146	143		5.8Black, Indigenous, and People of Color.
147	144		5.9 (g) "Opportunity gap" means the inequitable distribution of resources that impacts
148	145		5.10inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
149	146		5.11of students.
150	147		5.12 (h) "Structural" means relating to the organization and systems of a school that have
151	148		5.13been created to manage a school.
152	149		5.14 Subd. 3.Applications and grant awards.The commissioner must determine application
153	150		5.15procedures and deadlines, select districts and charter schools to participate in the grant
154	151		5.16program, and determine the award amount and payment process of the grants. To the extent
155	152		5.17that there are sufficient applications, the commissioner must award an approximately equal
156	153		5.18number of grants between districts in greater Minnesota and those in the Twin Cities
157	154		5.19metropolitan area. If there are an insufficient number of applications received for either
158	155		5.20geographic area, then the commissioner may award grants to meet the requests for funds
159	156		5.21wherever a district is located.
160	157		5.22 Subd. 4.Description.The grant program must provide funding that supports collaborative
161	158		5.23efforts that close opportunity gaps by:
162	159		5.24 (1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
163	160		5.25cultural and community strengths of students, families, and employees from all racial and
164	161		5.26ethnic backgrounds; and
165	162		5.27 (2) addressing institutional racism with equitable school policies, structures, practices,
166	163		5.28and curricular offerings, consistent with the requirements for long-term plans under section
167	164		5.29124D.861, subdivision 2, paragraph (c).
168	165		5.30 Subd. 5.Report.Grant recipients must annually report to the commissioner by a date
169	166		5.31and in a form and manner determined by the commissioner on efforts planned and
170	167		5.32implemented that engaged students, families, educators, and community members of diverse
171	168		5.33racial and ethnic backgrounds in making improvements to school climate and curriculum.
172	169		5Sec. 4.
173		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 6.1The report must assess the impact of those efforts as perceived by racially and ethnically
	170	+	23-01280 as introduced12/27/22 REVISOR CM/NS 6.1The report must assess the impact of those efforts as perceived by racially and ethnically
174	171		6.2diverse stakeholders, and must identify any areas needed for further continuous improvement.
175	172		6.3The commissioner must publish a report for the public summarizing the activities of grant
176	173		6.4recipients and what was done to promote sharing of effective practices among grant recipients
177	174		6.5and potential grant applicants.
178	175		6.6 EFFECTIVE DATE.This section is effective July 1, 2023.
179	176		6.7 Sec. 5. [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR
180	177		6.8AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
181	178		6.9 Subdivision 1.Purpose.This section sets short-term and long-term attainment goals for
182	179		6.10increasing the percentage of teachers of color and who are American Indian teachers in
183	180		6.11Minnesota and for ensuring all students have equitable access to effective and racially and
184	181		6.12ethnically diverse teachers who reflect the diversity of students. The goals and report required
185	182		6.13under this section are important for meeting attainment goals for the world's best workforce
186	183		6.14under section 120B.11, achievement and integration under section 124D.861, and higher
187	184		6.15education attainment under section 135A.012, all of which have been established to close
188	185		6.16persistent opportunity and achievement gaps that limit students' success in school and life
189	186		6.17and impede the state's economic growth.
190	187		6.18 Subd. 2.Equitable access to racially and ethnically diverse teachers.The percentage
191	188		6.19of teachers in Minnesota who are of color or who are American Indian should increase at
192	189		6.20least two percentage points per year to have a teaching workforce that more closely reflects
193	190		6.21the state's increasingly diverse student population and to ensure all students have equitable
194	191		6.22access to effective and diverse teachers by 2040.
195	192		6.23 Subd. 3.Rights not created.The attainment goal in this section is not to the exclusion
196	193		6.24of any other goals and does not confer a right or create a claim for any person.
197	194		6.25 Subd. 4.Reporting.Beginning in 2024 and every even-numbered year thereafter, the
198	195		6.26Professional Educator Licensing and Standards Board must collaborate with the Department
199	196		6.27of Education and the Office of Higher Education to publish a summary report of each of
200	197		6.28the programs they administer and any other programs receiving state appropriations that
201	198		6.29have or include an explicit purpose of increasing the racial and ethnic diversity of the state's
202	199		6.30teacher workforce to more closely reflect the diversity of students. The report must include
203	200		6.31programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09,
204	201		6.32124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or
205	202		6.33initiatives that receive state appropriations to address the shortage of teachers of color and
206	203		6.34American Indian teachers. The board must, in coordination with the Office of Higher
207	204		6Sec. 5.
208		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 7.1Education and Department of Education, provide policy and funding recommendations
	205	+	23-01280 as introduced12/27/22 REVISOR CM/NS 7.1Education and Department of Education, provide policy and funding recommendations
209	206		7.2related to state-funded programs to increase the recruitment, preparation, licensing, hiring,
210	207		7.3and retention of racially and ethnically diverse teachers and the state's progress toward
211	208		7.4meeting or exceeding the goals of this section. The report must include recommendations
212	209		7.5for state policy and funding needed to achieve the goals of this section, plans for sharing
213	210		7.6the report and activities of grant recipients, and opportunities among grant recipients of
214	211		7.7various programs to share effective practices with each other. The 2024 report must include
215	212		7.8a recommendation of whether a state advisory council should be established to address the
216	213		7.9shortage of racially and ethnically diverse teachers and what the composition and charge
217	214		7.10of such an advisory council would be if established. The board must consult with the Indian
218	215		7.11Affairs Council and other ethnic councils along with other community partners, including
219	216		7.12students of color and American Indian students, in developing the report. By November 3
220	217		7.13of each odd-numbered year, the board must submit the report to the chairs and ranking
221	218		7.14minority members of the legislative committees with jurisdiction over education and higher
222	219		7.15education policy and finance. The report must be available to the public on the board's
223	220		7.16website.
224	221		7.17 EFFECTIVE DATE.This section is effective the day following final enactment.
225	222		7.18 Sec. 6. [120B.25] CURRICULUM POLICY.
226	223		7.19 A school board must adopt a written policy that prohibits discrimination or discipline
227	224		7.20for a teacher or principal on the basis of incorporating into curriculum contributions by
228	225		7.21persons in a federally protected class or protected class under section 363A.13, consistent
229	226		7.22with local collective bargaining agreements.
230	227		7.23 Sec. 7. Minnesota Statutes 2022, section 121A.031, subdivision 6, is amended to read:
231	228		7.24 Subd. 6.State model policy.(a) The commissioner, in consultation with the
232	229		7.25commissioner of human rights, shall develop and maintain a state model policy. A district
233	230		7.26or school that does not adopt and implement a local policy under subdivisions 3 to 5 must
234	231		7.27implement and may supplement the provisions of the state model policy. The commissioner
235	232		7.28must assist districts and schools under this subdivision to implement the state policy. The
236	233		7.29state model policy must:
237	234		7.30 (1) define prohibited conduct, consistent with this section;
238	235		7.31 (2) apply the prohibited conduct policy components in this section;
239	236		7Sec. 7.
240		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 8.1 (3) for a child with a disability, whenever an evaluation by an individualized education
	237	+	23-01280 as introduced12/27/22 REVISOR CM/NS 8.1 (3) for a child with a disability, whenever an evaluation by an individualized education
241	238		8.2program team or a section 504 team indicates that the child's disability affects the child's
242	239		8.3social skills development or the child is vulnerable to prohibited conduct because of the
243	240		8.4child's disability, the child's individualized education program or section 504 plan may
244	241		8.5address the skills and proficiencies the child needs to not engage in and respond to such
245	242		8.6conduct; and
246	243		8.7 (4) encourage violence prevention and character development education programs under
247	244		8.8section 120B.232, subdivision 1.
248	245		8.9 (b) The commissioner shall develop and post departmental procedures for:
249	246		8.10 (1) periodically reviewing district and school programs and policies for compliance with
250	247		8.11this section;
251	248		8.12 (2) investigating, reporting, and responding to noncompliance with this section, which
252	249		8.13may include an annual review of plans to improve and provide a safe and supportive school
253	250		8.14climate; and
254	251		8.15 (3) allowing students, parents, and educators to file a complaint about noncompliance
255	252		8.16with the commissioner.
256	253		8.17 (c) The commissioner must post on the department's website information indicating that
257	254		8.18when districts and schools allow non-curriculum-related student groups access to school
258	255		8.19facilities, the district or school must give all student groups equal access to the school
259	256		8.20facilities regardless of the content of the group members' speech.
260	257		8.21 (d) The commissioner must develop and maintain resources to assist a district or school
261	258		8.22in implementing strategies for creating a positive school climate and use evidence-based,
262	259		8.23social-emotional learning to prevent and reduce discrimination and other improper conduct.
263	260		8.24 (e) The commissioner must develop and adopt state-level social-emotional learning
264	261		8.25standards.
265	262		8.26 Sec. 8. [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
266		-	8.27 Subdivision 1.Definitions.(a) For purposes of this section, the following terms have
267		-	8.28the meanings given.
268		-	8.29 (b) "American Indian" means an individual who is:
269		-	8.30 (1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band,
270		-	8.31including:
	263	+	8.27 Subdivision 1.Prohibition.(a) A public school may not have or adopt a name, symbol,
	264	+	8.28or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
	265	+	8.29to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
	266	+	8.30within the district.
	267	+	8.31 (b) A public school may seek an exemption to paragraph (a) by submitting a request in
	268	+	8.32writing to the Tribal Nations Education Committee and the Indian Affairs Council, which
271	269		8Sec. 8.
272		-	S0619-1 1st EngrossmentSF619 REVISOR CM 9.1 (i) any Tribe or band terminated since 1940; and
273		-	9.2 (ii) any Tribe or band recognized by the state in which the Tribe or band resides;
274		-	9.3 (2) a descendant, in the first or second degree, of an individual described in clause (1);
275		-	9.4 (3) considered by the Secretary of the Interior to be an Indian for any purpose;
276		-	9.5 (4) an Eskimo, Aleut, or other Alaska Native; or
277		-	9.6 (5) a member of an organized Indian group that received a grant under the Indian
278		-	9.7Education Act of 1988 as in effect the day preceding October 20, 1994.
279		-	9.8 (c) "District" means a district under section 120A.05, subdivision 8.
280		-	9.9 (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
281		-	9.10and its population.
282		-	9.11 (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
283		-	9.129, 11, 13, and 17, and a charter school under chapter 124E.
284		-	9.13 Subd. 2.Prohibition.(a) A public school may not have or adopt a name, symbol, or
285		-	9.14image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
286		-	9.15to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
287		-	9.16within the district.
288		-	9.17 (b) A public school may seek an exemption to paragraph (a) by submitting a request in
289		-	9.18writing to all eleven federally recognized tribal nations in Minnesota and the Tribal Nations
290		-	9.19Education Committee. If any of the eleven Tribal nations or the Tribal Nations Education
291		-	9.20Committee opposes the exemption, the exemption is denied. A public school whose
292		-	9.21exemption is denied must comply with paragraph (a) by September 1 of the following
293		-	9.22calendar year in which the exemption request was made.
294		-	9.23 EFFECTIVE DATE.This section is effective June 30, 2024.
295		-	9.24 Sec. 9. Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:
296		-	9.25 Subdivision 1.Requirements.(a) The Professional Educator Licensing and Standards
297		-	9.26Board must issue a Tier 3 license to a candidate who provides information sufficient to
298		-	9.27demonstrate all of the following:
299		-	9.28 (1) the candidate meets the educational or professional requirements in paragraphs (b)
300		-	9.29and (c);
301		-	9.30 (2) the candidate has obtained a passing score on the required licensure exams under
302		-	9.31section 122A.185; and
	270	+	23-01280 as introduced12/27/22 REVISOR CM/NS 9.1jointly shall have discretion to grant such an exemption. A public school that has a mascot
	271	+	9.2prohibited by this section must request an exemption by January 1, 2024.
	272	+	9.3 Subd. 2.Definitions.(a) For purposes of this section, the following terms have the
	273	+	9.4meanings given.
	274	+	9.5 (b) "American Indian" means an individual who is:
	275	+	9.6 (1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band,
	276	+	9.7including:
	277	+	9.8 (i) any Tribe or band terminated since 1940; and
	278	+	9.9 (ii) any Tribe or band recognized by the state in which the Tribe or band resides;
	279	+	9.10 (2) a descendant, in the first or second degree, of an individual described in clause (1);
	280	+	9.11 (3) considered by the United States Secretary of the Interior to be an American Indian
	281	+	9.12for any purpose;
	282	+	9.13 (4) an Eskimo, Aleut, or other Alaska Native; or
	283	+	9.14 (5) a member of an organized federal American Indian group that received a grant under
	284	+	9.15the Indian Education Act of 1988 as in effect the day preceding October 20, 1994.
	285	+	9.16 (c) "District" means a district under section 120A.05, subdivision 8.
	286	+	9.17 (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
	287	+	9.18and its population.
	288	+	9.19 (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
	289	+	9.209, 11, 13, and 17, and a charter school under chapter 124E.
	290	+	9.21 Sec. 9. Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:
	291	+	9.22 Subdivision 1.Requirements.(a) The Professional Educator Licensing and Standards
	292	+	9.23Board must issue a Tier 3 license to a candidate who provides information sufficient to
	293	+	9.24demonstrate all of the following:
	294	+	9.25 (1) the candidate meets the educational or professional requirements in paragraphs (b)
	295	+	9.26and (c);
	296	+	9.27 (2) the candidate has obtained a passing score on the required licensure exams under
	297	+	9.28section 122A.185; and
	298	+	9.29 (3) the candidate has completed the coursework required under subdivision 2.
303	299		9Sec. 9.
304		-	S0619-1 1st EngrossmentSF619 REVISOR CM 10.1 (3) the candidate has completed the coursework required under subdivision 2.
305		-	10.2 (b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
306		-	10.3course outside a career and technical education or career pathways course of study.
307		-	10.4 (c) A candidate for a Tier 3 license must have one of the following credentials in a
308		-	10.5relevant content area to teach a class or course in a career and technical education or career
309		-	10.6pathways course of study:
310		-	10.7 (1) an associate's degree;
311		-	10.8 (2) a professional certification; or
312		-	10.9 (3) five years of relevant work experience.
313		-	10.10In consultation with the governor's Workforce Development Board established under section
314		-	10.11116L.665, the board must establish a list of qualifying certifications, and may add additional
315		-	10.12professional certifications in consultation with school administrators, teachers, and other
316		-	10.13stakeholders.
317		-	10.14 (d) The board must issue a Tier 3 license to a candidate who provides information
318		-	10.15sufficient to demonstrate the following, regardless of whether the candidate meets other
319		-	10.16requirements in this section:
320		-	10.17 (1) the candidate has completed a teacher preparation program from a culturally specific
321		-	10.18Minority Serving Institution in the United States, such as Historically Black Colleges and
322		-	10.19Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
323		-	10.20those in Puerto Rico; or
324		-	10.21 (2) the candidate has completed a university teacher preparation program in another
325		-	10.22country and has taught at least two years.
326		-	10.23The candidate must have completed student teaching comparable to the student teaching
327		-	10.24expectations in Minnesota.
328		-	10.25Sec. 10. Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:
329		-	10.26 Subdivision 1.Requirements.The Professional Educator Licensing and Standards
330		-	10.27Board must issue a Tier 4 license to a candidate who provides information sufficient to
331		-	10.28demonstrate all of the following:
332		-	10.29 (1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
333		-	10.30and has completed a teacher preparation program under section 122A.183, subdivision 2,
334		-	10.31clause (1) or (2);
	300	+	23-01280 as introduced12/27/22 REVISOR CM/NS 10.1 (b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
	301	+	10.2course outside a career and technical education or career pathways course of study.
	302	+	10.3 (c) A candidate for a Tier 3 license must have one of the following credentials in a
	303	+	10.4relevant content area to teach a class or course in a career and technical education or career
	304	+	10.5pathways course of study:
	305	+	10.6 (1) an associate's degree;
	306	+	10.7 (2) a professional certification; or
	307	+	10.8 (3) five years of relevant work experience.
	308	+	10.9In consultation with the governor's Workforce Development Board established under section
	309	+	10.10116L.665, the board must establish a list of qualifying certifications, and may add additional
	310	+	10.11professional certifications in consultation with school administrators, teachers, and other
	311	+	10.12stakeholders.
	312	+	10.13 (d) The board must issue a Tier 3 license to a candidate who provides information
	313	+	10.14sufficient to demonstrate the following, regardless of whether the candidate meets other
	314	+	10.15requirements in this section:
	315	+	10.16 (1) the candidate has completed a teacher preparation program from a culturally specific
	316	+	10.17Minority Serving Institution in the United States, such as Historically Black Colleges and
	317	+	10.18Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
	318	+	10.19those in Puerto Rico; or
	319	+	10.20 (2) the candidate has completed a university teacher preparation program in another
	320	+	10.21country and has taught at least two years.
	321	+	10.22The candidate must have completed student teaching comparable to the student teaching
	322	+	10.23expectations in Minnesota.
	323	+	10.24Sec. 10. Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:
	324	+	10.25 Subdivision 1.Requirements.The Professional Educator Licensing and Standards
	325	+	10.26Board must issue a Tier 4 license to a candidate who provides information sufficient to
	326	+	10.27demonstrate all of the following:
	327	+	10.28 (1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
	328	+	10.29and has completed a teacher preparation program under section 122A.183, subdivision 2,
	329	+	10.30clause (1) or (2);
335	330		10Sec. 10.
336		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 11.1 (2) the candidate has at least three years of teaching experience in Minnesota or another
	331	+	23-01280 as introduced12/27/22 REVISOR CM/NS 11.1 (2) the candidate has at least three years of teaching experience in Minnesota or another
337	332		11.2state;
338	333		11.3 (3) the candidate has obtained a passing score on all required licensure exams under
339	334		11.4section 122A.185; and
340	335		11.5 (4) the candidate's most recent summative teacher evaluation did not result in placing
341	336		11.6or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
342	337		11.7subdivision 8, or 122A.41, subdivision 5.
343	338		11.8 Sec. 11. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
344	339		11.9 Subdivision 1.Tests.(a) The Professional Educator Licensing and Standards Board
345	340		11.10must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
346	341		11.11examination of skills in reading, writing, and mathematics before being granted a Tier 4
347	342		11.12teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
348	343		11.13secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
349	344		11.143 license to provide direct instruction to pupils in elementary, secondary, or special education
350	345		11.15programs if candidates meet the other requirements in section 122A.181, 122A.182, or
351	346		11.16122A.183, respectively.
352	347		11.17 (b) (a) The board must adopt and revise rules requiring candidates applicants for Tier 3
353	348		11.18and Tier 4 licenses to pass an examination of general pedagogical knowledge and
354	349		11.19examinations of licensure field specific content. if the applicant has not completed a
355	350		11.20board-approved preparation program assuring that candidates from the program recommended
356	351		11.21for licensure meet content and pedagogy licensure standards in Minnesota. Candidates who
357	352		11.22have satisfactorily completed board-approved programs in Minnesota with required
358	353		11.23coursework and clinical field experiences that include learning opportunities and assessments
359	354		11.24aligned to content and pedagogy licensure standards are not additionally required to pass
360	355		11.25content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily
361	356		11.26completed a preparation program in another state and passed licensure examinations in that
362	357		11.27state are not additionally required to pass similar examinations required in Minnesota. The
363	358		11.28content examination requirement does not apply if no relevant content exam exists.
364	359		11.29 (c) (b) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
365	360		11.30pass test items assessing under this paragraph if the candidates did not complete a
366	361		11.31board-approved preparation program in Minnesota. The test items must assess the candidates'
367	362		11.32knowledge, skill, and ability in comprehensive, scientifically based reading instruction
368	363		11.33under section 122A.06, subdivision 4, knowledge and understanding of the foundations of
369	364		11.34reading development, development of reading comprehension and reading assessment and
370	365		11Sec. 11.
371		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 12.1instruction, and the ability to integrate that knowledge and understanding into instruction
	366	+	23-01280 as introduced12/27/22 REVISOR CM/NS 12.1instruction, and the ability to integrate that knowledge and understanding into instruction
372	367		12.2strategies under section 122A.06, subdivision 4.
373	368		12.3 (d) The requirement to pass a board-adopted reading, writing, and mathematics skills
374	369		12.4examination does not apply to nonnative English speakers, as verified by qualified Minnesota
375	370		12.5school district personnel or Minnesota higher education faculty, who, after meeting the
376	371		12.6content and pedagogy requirements under this subdivision, apply for a teaching license to
377	372		12.7provide direct instruction in their native language or world language instruction under section
378	373		12.8120B.022, subdivision 1.
379	374		12.9 (c) All testing centers in the state must provide monthly opportunities for untimed content
380	375		12.10and pedagogy examinations. These opportunities must be advertised on the test registration
381	376		12.11website. The board must require the exam vendor to provide other equitable opportunities
382	377		12.12to pass exams, including: (1) waiving testing fees for test takers who qualify for federal
383	378		12.13grants; (2) providing free, multiple, full-length practice tests for each exam and free,
384	379		12.14comprehensive study guides on the test registration website; (3) making content and pedagogy
385	380		12.15exams available in languages other than English for teachers seeking licensure to teach in
386	381		12.16language immersion programs; and (4) providing free, detailed exam results analysis by
387	382		12.17test objective to assist candidates who do not pass an exam in identifying areas for
388	383		12.18improvement. Any candidate who has not passed a required exam after two attempts must
389	384		12.19be allowed to retake the exam, including new versions of the exam, without being charged
390	385		12.20an additional fee.
391	386		12.21 EFFECTIVE DATE.This section is effective July 1, 2023.
392	387		12.22Sec. 12. Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:
393	388		12.23 Subd. 3.Hiring, dismissing.(a) School boards must hire or dismiss teachers at duly
394	389		12.24called meetings. Where a husband and wife, brother and sister, or two brothers or sisters,
395	390		12.25constitute a quorum, no contract employing a teacher shall be made or authorized except
396	391		12.26upon the unanimous vote of the full board. A teacher related by blood or marriage, within
397	392		12.27the fourth degree, computed by the civil law, to a board member shall not be employed
398	393		12.28except by a unanimous vote of the full board. The initial employment of the teacher in the
399	394		12.29district must be by written contract, signed by the teacher and by the chair and clerk. All
400	395		12.30subsequent employment of the teacher in the district must be by written contract, signed by
401	396		12.31the teacher and by the chair and clerk, except where there is a master agreement covering
402	397		12.32the employment of the teacher. Contracts for teaching or supervision of teaching can be
403	398		12.33made only with qualified teachers. A teacher shall not be required to reside within the
404	399		12.34employing district as a condition to teaching employment or continued teaching employment.
405	400		12Sec. 12.
406		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 13.1 (b) A school district must annually report to the Professional Educator Licensing and
	401	+	23-01280 as introduced12/27/22 REVISOR CM/NS 13.1 (b) A school district must annually report to the Professional Educator Licensing and
407	402		13.2Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and
408	403		13.3ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence.
409	404		13.4The report must not include data that would personally identify individuals.
410	405		13.5 Sec. 13. Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:
411	406		13.6 Subd. 5.Probationary period.(a) The first three consecutive years of a teacher's first
412	407		13.7teaching experience in Minnesota in a single district is deemed to be a probationary period
413	408		13.8of employment, and, the probationary period in each district in which the teacher is thereafter
414	409		13.9employed shall be one year. The school board must adopt a plan for written evaluation of
415	410		13.10teachers during the probationary period that is consistent with subdivision 8. Evaluation
416	411		13.11must occur at least three times periodically throughout each school year for a teacher
417	412		13.12performing services during that school year; the first evaluation must occur within the first
418	413		13.1390 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
419	414		13.14and other staff development opportunities and days on which a teacher is absent from school
420	415		13.15must not be included in determining the number of school days on which a teacher performs
421	416		13.16services. Except as otherwise provided in paragraph (b), during the probationary period any
422	417		13.17annual contract with any teacher may or may not be renewed as the school board shall see
423	418		13.18fit. However, the board must give any such teacher whose contract it declines to renew for
424	419		13.19the following school year written notice to that effect before July 1. If the teacher requests
425	420		13.20reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason
426	421		13.21in writing, including a statement that appropriate supervision was furnished describing the
427	422		13.22nature and the extent of such supervision furnished the teacher during the employment by
428	423		13.23the board, within ten days after receiving such request. The school board may, after a hearing
429	424		13.24held upon due notice, discharge a teacher during the probationary period for cause, effective
430	425		13.25immediately, under section 122A.44.
431	426		13.26 (b) A board must discharge a probationary teacher, effective immediately, upon receipt
432	427		13.27of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
433	428		13.28been revoked due to a conviction for child abuse or sexual abuse.
434	429		13.29 (c) A probationary teacher whose first three years of consecutive employment are
435	430		13.30interrupted for active military service and who promptly resumes teaching consistent with
436	431		13.31federal reemployment timelines for uniformed service personnel under United States Code,
437	432		13.32title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
438	433		13.33of paragraph (a).
439	434		13Sec. 13.
440		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 14.1 (d) A probationary teacher whose first three years of consecutive employment are
	435	+	23-01280 as introduced12/27/22 REVISOR CM/NS 14.1 (d) A probationary teacher whose first three years of consecutive employment are
441	436		14.2interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
442	437		14.3months of when the leave began is considered to have a consecutive teaching experience
443	438		14.4for purposes of paragraph (a) if the probationary teacher completes a combined total of
444	439		14.5three years of teaching service immediately before and after the leave.
445	440		14.6 (e) A probationary teacher must complete at least 120 days of teaching service each year
446	441		14.7during the probationary period. Days devoted to parent-teacher conferences, teachers'
447	442		14.8workshops, and other staff development opportunities and days on which a teacher is absent
448	443		14.9from school do not count as days of teaching service under this paragraph.
449	444		14.10 (f) Notwithstanding any law to the contrary, a teacher who has taught for three
450	445		14.11consecutive years in a single school district or charter school in Minnesota or another state
451	446		14.12must serve a probationary period no longer than one year in a Minnesota school district.
452	447		14.13 EFFECTIVE DATE.This section is effective for collective bargaining agreements
453	448		14.14effective July 1, 2023, and thereafter.
454	449		14.15Sec. 14. Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:
455	450		14.16 Subd. 2.Probationary period; discharge or demotion.(a) All teachers in the public
456	451		14.17schools in cities of the first class during the first three years of consecutive employment
457	452		14.18shall be deemed to be in a probationary period of employment during which period any
458	453		14.19annual contract with any teacher may, or may not, be renewed as the school board, after
459	454		14.20consulting with the peer review committee charged with evaluating the probationary teachers
460	455		14.21under subdivision 3, shall see fit. The school site management team or the school board if
461	456		14.22there is no school site management team, shall adopt a plan for a written evaluation of
462	457		14.23teachers during the probationary period according to subdivisions 3 and 5. Evaluation by
463	458		14.24the peer review committee charged with evaluating probationary teachers under subdivision
464	459		14.253 shall occur at least three times periodically throughout each school year for a teacher
465	460		14.26performing services during that school year; the first evaluation must occur within the first
466	461		14.2790 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
467	462		14.28and other staff development opportunities and days on which a teacher is absent from school
468	463		14.29shall not be included in determining the number of school days on which a teacher performs
469	464		14.30services. The school board may, during such probationary period, discharge or demote a
470	465		14.31teacher for any of the causes as specified in this code. A written statement of the cause of
471	466		14.32such discharge or demotion shall be given to the teacher by the school board at least 30
472	467		14.33days before such removal or demotion shall become effective, and the teacher so notified
473	468		14.34shall have no right of appeal therefrom.
474	469		14Sec. 14.
475		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 15.1 (b) A probationary teacher whose first three years of consecutive employment are
	470	+	23-01280 as introduced12/27/22 REVISOR CM/NS 15.1 (b) A probationary teacher whose first three years of consecutive employment are
476	471		15.2interrupted for active military service and who promptly resumes teaching consistent with
477	472		15.3federal reemployment timelines for uniformed service personnel under United States Code,
478	473		15.4title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
479	474		15.5of paragraph (a).
480	475		15.6 (c) A probationary teacher whose first three years of consecutive employment are
481	476		15.7interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
482	477		15.8months of when the leave began is considered to have a consecutive teaching experience
483	478		15.9for purposes of paragraph (a) if the probationary teacher completes a combined total of
484	479		15.10three years of teaching service immediately before and after the leave.
485	480		15.11 (d) A probationary teacher must complete at least 120 days of teaching service each year
486	481		15.12during the probationary period. Days devoted to parent-teacher conferences, teachers'
487	482		15.13workshops, and other staff development opportunities and days on which a teacher is absent
488	483		15.14from school do not count as days of teaching service under this paragraph.
489	484		15.15 (e) Notwithstanding any law to the contrary, a teacher who has taught for three
490	485		15.16consecutive years in a single school district or charter school in Minnesota or another state
491	486		15.17must serve a probationary period no longer than one year in a Minnesota school district.
492	487		15.18 EFFECTIVE DATE.This section is effective for collective bargaining agreements
493	488		15.19effective July 1, 2023, and thereafter.
494	489		15.20Sec. 15. Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision
495	490		15.21to read:
496	491		15.22 Subd. 16.Reporting of hires and terminations.A school district must annually report
497	492		15.23to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and
498	493		15.24terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher
499	494		15.25resignations and requested leaves of absence. The report must not include data that would
500	495		15.26personally identify individuals.
501	496		15.27Sec. 16. Minnesota Statutes 2022, section 122A.59, is amended to read:
502	497		15.28 122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.
503	498		15.29 Subdivision 1.Purpose.This section establishes a program to support districts and
504	499		15.30schools recruiting and offering hiring bonuses for licensed teachers who are American
505	500		15.31Indian or a person of color from another state or country in order to meet staffing needs in
506	501		15.32shortage areas in economic development regions in Minnesota.
507	502		15Sec. 16.
508		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 16.1 Subd. 2.Eligibility.A district or school must verify that the hiring bonus is given to
	503	+	23-01280 as introduced12/27/22 REVISOR CM/NS 16.1 Subd. 2.Eligibility.A district or school must verify that the hiring bonus is given to
509	504		16.2teachers licensed in persons from another state or country who:
510	505		16.3 (1) immediately qualify for a Tier 3 or Tier 4 2 or higher Minnesota license;
511	506		16.4 (2) have moved to the economic development region in Minnesota where they were
512	507		16.5hired; and
513	508		16.6 (3) belong to a racial or ethnic group that is underrepresented among teachers compared
514	509		16.7to students in the district or school under section 120B.35, subdivision 3, paragraph (b),
515	510		16.8clause (2).
516	511		16.9 Subd. 3.Bonus amount.A district or school may offer a signing hiring and retention
517	512		16.10bonus of a minimum of $2,500 $4,000 and a maximum of $5,000 $8,000 to a teacher who
518	513		16.11meets the eligibility requirements. A teacher who meets the eligibility requirements and
519	514		16.12meets a licensure shortage area in the economic development region of the state where the
520	515		16.13school is located may be offered a signing hiring bonus of a minimum of $4,000 $5,000
521	516		16.14and a maximum of $8,000 $10,000. A teacher must be paid half of the bonus when starting
522	517		16.15employment and half after completing four years of service in the hiring district or school
523	518		16.16if the teacher has demonstrated teaching effectiveness and is not on a professional
524	519		16.17improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13),
525	520		16.18or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being
526	521		16.19considered for termination for a reason listed in section 122A.40, subdivision 9, including
527	522		16.20a teacher hired by a school district located in a city of the first class. A teacher who does
528	523		16.21not complete their first school year upon receiving a hiring bonus must repay the hiring
529	524		16.22bonus. A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the
530	525		16.23second half of the bonus. A district must prorate the second half of the bonus if the eligible
531	526		16.24teacher is nonrenewed due to reasons not having to do with teaching effectiveness or
532	527		16.25misconduct.
533	528		16.26 Subd. 4.Administration.(a) The commissioner must establish a process for districts
534	529		16.27or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas
535	530		16.28moving to and working in Minnesota schools experiencing specific shortages. The
536	531		16.29commissioner must provide guidance for districts to seek repayment of a hiring bonus from
537	532		16.30a teacher who does not complete the first year of employment. The department may conduct
538	533		16.31a pilot program with a small number of teachers during the 2022-2023 biennium to establish
539	534		16.32feasibility. The department must submit a report by December 1, 2022, to the chairs and
540	535		16.33ranking minority members of the legislative committees with jurisdiction over kindergarten
541	536		16Sec. 16.
542		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 17.1through grade 12 education detailing the effectiveness of the program and recommendations
	537	+	23-01280 as introduced12/27/22 REVISOR CM/NS 17.1through grade 12 education detailing the effectiveness of the program and recommendations
543	538		17.2for improvement in future years.
544	539		17.3 (b) The commissioner may award participating districts and schools additional funds to
545	540		17.4administer the program, including out-of-state recruiting efforts and retention activities.
546	541		17.5The commissioner may allow participating districts and schools to reserve up to five percent
547	542		17.6of Come Teach in Minnesota funding to administer the program, including for out-of-state
548	543		17.7recruiting efforts and retention activities.
549	544		17.8 Subd. 5.Come Teach in Minnesota Hiring Bonus program account.(a) An account
550	545		17.9is established in the special revenue fund known as the "Come Teach in Minnesota Hiring
551	546		17.10Bonus program account."
552	547		17.11 (b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under
553	548		17.12this section must be transferred to the Come Teach in Minnesota Hiring Bonus program
554	549		17.13account in the special revenue fund.
555	550		17.14 (c) Money in the account is annually appropriated to the commissioner for hiring bonuses
556	551		17.15under this section. Any returned funds are available to be regranted.
557	552		17.16 (d) Up to $35,000 annually is appropriated to the commissioner for costs associated with
558	553		17.17developing and administering the program under this section.
559	554		17.18 EFFECTIVE DATE.The amendment to subdivision 2 is effective retroactively from
560	555		17.19July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following
561	556		17.20final enactment.
562	557		17.21Sec. 17. Minnesota Statutes 2022, section 122A.635, is amended to read:
563	558		17.22 122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
564	559		17.23EDUCATORS OF COLOR GRANT PROGRAM.
565	560		17.24 Subdivision 1.Establishment.The Professional Educator Licensing and Standards
566	561		17.25Board must award competitive grants to increase the number of teacher candidates who are
567	562		17.26of color or who are American Indian, complete teacher preparation programs, and meet the
568	563		17.27requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
569	564		17.28section is limited to public or private higher education institutions that offer a teacher
570	565		17.29preparation program approved by the Professional Educator Licensing and Standards Board.
571	566		17.30 Subd. 2.Competitive grants.(a) The Professional Educator Licensing and Standards
572	567		17.31Board must award competitive grants to a variety of higher education institution types under
573	568		17.32this section. The board must require an applicant institution to submit a plan describing how
574	569		17Sec. 17.
575		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 18.1it would use grant funds to increase the number of teachers who are of color or who are
	570	+	23-01280 as introduced12/27/22 REVISOR CM/NS 18.1it would use grant funds to increase the number of teachers who are of color or who are
576	571		18.2American Indian, and must award grants based on the following criteria, listed in descending
577	572		18.3order of priority:
578	573		18.4 (1) the number of teacher candidates being supported in the program who are of color
579	574		18.5or who are American Indian;
580	575		18.6 (2) (1) program outcomes, including graduation or program completion rates, and
581	576		18.7licensure recommendation rates, and placement rates for candidates who are of color or
582	577		18.8who are American Indian compared to all candidates enrolled in a teacher preparation
583	578		18.9program at the institution and, for each outcome measure, the number of those teacher
584	579		18.10candidates who are of color or who are American Indian; and
585	580		18.11 (3) the percent of racially and ethnically diverse teacher candidates enrolled in the
586	581		18.12institution compared to:
587	582		18.13 (i) the total percent of students of color and American Indian students enrolled at the
588	583		18.14institution, regardless of major; and
589	584		18.15 (ii) the percent of underrepresented racially and ethnically diverse teachers in the
590	585		18.16economic development region of the state where the institution is located and where a
591	586		18.17shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
592	587		18.18 (2) the extent to which an institution's plan is clear in describing how the institution
593	588		18.19would use grant funds for implementing explicit research-based practices to provide
594	589		18.20programmatic support to teacher candidates who are of color or who are American Indian.
595	590		18.21Plans for grant funds may include:
596	591		18.22 (i) recruiting more racially and ethnically diverse candidates for admission to teacher
597	592		18.23preparation programs;
598	593		18.24 (ii) providing differentiated advising, mentoring, or other supportive community-building
599	594		18.25activities in addition to what the institution provides to all candidates enrolled in the
600	595		18.26institution;
601	596		18.27 (iii) providing academic tutoring or support to help teacher candidates pass required
602	597		18.28assessments; and
603	598		18.29 (iv) providing for program staffing expenses;
604	599		18.30 (3) an institution's plan to provide direct financial assistance as scholarships or stipends
605	600		18.31within the allowable dollar range determined by the board under subdivision 3, paragraph
606	601		18.32(b), to teacher candidates who are of color or who are American Indian;
607	602		18Sec. 17.
608		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 19.1 (b) The board must give priority in awarding grants under this section to institutions that
	603	+	23-01280 as introduced12/27/22 REVISOR CM/NS 19.1 (b) The board must give priority in awarding grants under this section to institutions that
609	604		19.2received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
610	605		19.3subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
611	606		19.4and inducting (4) whether the institution has previously received a competitive grant under
612	607		19.5this section and has demonstrated positive outcomes from the use of grant funds for efforts
613	608		19.6helping teacher candidates who are of color or who are American Indian. to enroll in and
614	609		19.7successfully complete teacher preparation programs and be recommended for licensure;
615	610		19.8 (5) geographic diversity among the institutions. In order to expand the number of grant
616	611		19.9recipients throughout the state, whenever there is at least a 20 percent increase in the base
617	612		19.10appropriation for this grant program, the board must prioritize awarding grants to institutions
618	613		19.11outside of the Twin Cities metropolitan area. If the board awards a competitive grant based
619	614		19.12on the criteria in paragraph (a) to a program that has not previously received funding, the
620	615		19.13board must thereafter give priority to the program equivalent to other programs given priority
621	616		19.14under this paragraph. that have received grants and demonstrated positive outcomes; and
622	617		19.15 (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
623	618		19.16institution compared to:
624	619		19.17 (i) the aggregate percentage of students of color and American Indian students enrolled
625	620		19.18in the institution, regardless of major; and
626	621		19.19 (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
627	622		19.20economic development region of the state where the institution is located and where a
628	623		19.21shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
629	624		19.22 (b) The board must not penalize an applicant institution in the grant review process for
630	625		19.23using grant funds only to provide direct financial support to teacher candidates if that is the
631	626		19.24institution's priority and the institution uses other resources to provide programmatic support
632	627		19.25to candidates.
633	628		19.26 (c) The board must determine award amounts for development, maintenance and, or
634	629		19.27expansion of programs based only on the degree to which applicants meet the criteria in
635	630		19.28this subdivision, the number of candidates who are of color or who are American Indian
636	631		19.29supported by an applicant program, sustaining support for those candidates, and funds
637	632		19.30available.
638	633		19.31 (d) The board must determine grant awards in part by multiplying the number of teacher
639	634		19.32candidates to be provided direct financial assistance by the average amount the institution
640	635		19.33proposes per candidate that is within the allowable dollar range. After assessing an
641	636		19.34institution's adherence to grant criteria and funds available, the board may grant an institution
642	637		19Sec. 17.
643		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 20.1a lower average amount per candidate and the institution may decide to award less per
	638	+	23-01280 as introduced12/27/22 REVISOR CM/NS 20.1a lower average amount per candidate and the institution may decide to award less per
644	639		20.2candidate or provide financial assistance to fewer candidates within the allowable range.
645	640		20.3Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
646	641		20.4programmatic support as described in paragraph (a), clause (3). If the board does not award
647	642		20.5an applicant institution's full request, the board must allow the institution to modify how it
648	643		20.6uses grant funds to maximize program outcomes consistent with the requirements of this
649	644		20.7section.
650	645		20.8 Subd. 3.Grant program administration.(a) The Professional Educator Licensing and
651	646		20.9Standards Board may enter into an interagency agreement with the Office of Higher
652	647		20.10Education. The agreement may include a transfer of funds to the Office of Higher Education
653	648		20.11to help establish and administer the competitive grant process. The board must award grants
654	649		20.12to institutions located in various economic development regions throughout the state, but
655	650		20.13must not predetermine the number of institutions to be awarded grants under this section
656	651		20.14or set a limit for the amount that any one institution may receive as part of the competitive
657	652		20.15grant application process.
658	653		20.16 (b) The board must establish a standard allowable dollar range for the amount of direct
659	654		20.17financial assistance an applicant institution may provide to each candidate. To determine
660	655		20.18the range, the board may collect de-identified data from institutions that received a grant
661	656		20.19during the previous grant period and calculate the average scholarship amount awarded to
662	657		20.20all candidates across all institutions using the most recent fiscal year data available. The
663	658		20.21calculation may be used to determine a scholarship range that is no more than 25 percent
664	659		20.22than this amount and no less than half the average of this amount. The purpose of direct
665	660		20.23financial assistance is to assist candidates matriculating through completing licensure
666	661		20.24programs if they demonstrate financial need after considering other grants and scholarships
667	662		20.25provided.
668	663		20.26 (c) All grants must be awarded by August 15 of the fiscal year in which the grants are
669	664		20.27to be used except that, for initial competitive grants awarded for fiscal year 2020, grants
670	665		20.28must be awarded by September 15. An institution that receives a grant under this section
671	666		20.29may use the grant funds over a two- to four-year period to sustain support for teacher
672	667		20.30candidates at any stage from recruitment and program admission to graduation and licensure
673	668		20.31application.
674	669		20.32 Subd. 4.Report.(a) By January August 15 of each year, an institution awarded a grant
675	670		20.33under this section must prepare for the legislature and the board a detailed report regarding
676	671		20.34the expenditure of grant funds, including the amounts used to recruit, retain, and induct
677	672		20Sec. 17.
678		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 21.1support teacher candidates of color or who are American Indian teacher candidates to
	673	+	23-01280 as introduced12/27/22 REVISOR CM/NS 21.1support teacher candidates of color or who are American Indian teacher candidates to
679	674		21.2complete programs and be recommended for licensure. The report must include:
680	675		21.3 (1) the total number of teacher candidates of color, disaggregated by race or ethnic group,
681	676		21.4who and American Indian teacher candidates who:
682	677		21.5 (i) are enrolled in the institution;
683	678		21.6 (ii) are supported by grant funds with direct financial assistance during the academic
684	679		21.7reporting year;
685	680		21.8 (iii) are supported with other programmatic supports;
686	681		21.9 (iv) are recruited to the institution, are and newly admitted to the a licensure program,
687	682		21.10are enrolled in the;
688	683		21.11 (v) are enrolled in a licensure program;
689	684		21.12 (vi) have completed a licensure program, have completed student teaching, have
690	685		21.13graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
691	686		21.14field. A grant recipient must report; and
692	687		21.15 (vii) were recommended for licensure in the field for which they were prepared;
693	688		21.16 (2) the total number of teacher candidates of color or who are American Indian teacher
694	689		21.17candidates at each stage from recruitment program admission to licensed teaching licensure
695	690		21.18recommendation as a percentage of total all candidates seeking the same licensure at the
696	691		21.19institution.; and
697	692		21.20 (3) a brief narrative describing the successes and challenges of efforts proposed in the
698	693		21.21grant application to support candidates with grant funds, and lessons learned for future
699	694		21.22efforts.
700	695		21.23 (b) By November 1 of each year, the board must post a report on its website summarizing
701	696		21.24the activities and outcomes of grant recipients and results that promote sharing of effective
702	697		21.25practices and lessons learned among grant recipients.
703	698		21.26Sec. 18. Minnesota Statutes 2022, section 122A.70, is amended to read:
704	699		21.27 122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
705	700		21.28TEACHERS.
706	701		21.29 Subdivision 1.Teacher mentoring, induction, and retention programs.(a) School
707	702		21.30districts must develop teacher mentoring programs for teachers new to the profession or
708	703		21.31district, including teaching residents, teachers of color, teachers who are American Indian,
709	704		21Sec. 18.
710		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 22.1teachers in license shortage areas, teachers with special needs, or experienced teachers in
	705	+	23-01280 as introduced12/27/22 REVISOR CM/NS 22.1teachers in license shortage areas, teachers with special needs, or experienced teachers in
711	706		22.2need of peer coaching.
712	707		22.3 (b) Teacher mentoring programs must be included in or aligned with districts' teacher
713	708		22.4evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
714	709		22.5subdivision 5. A district may use staff development revenue under section 122A.61, special
715	710		22.6grant programs established by the legislature, or another funding source to pay a stipend to
716	711		22.7a mentor who may be a current or former teacher who has taught at least three years and is
717	712		22.8not on an improvement plan. Other initiatives using such funds or funds available under
718	713		22.9sections 124D.861 and 124D.862 may include:
719	714		22.10 (1) additional stipends as incentives to mentors of color or who are American Indian;
720	715		22.11 (2) financial supports for professional learning community affinity groups across schools
721	716		22.12within and between districts for teachers from underrepresented racial and ethnic groups to
722	717		22.13come together throughout the school year. For purposes of this section, "affinity groups"
723	718		22.14are groups of educators who share a common racial or ethnic identity in society as persons
724	719		22.15of color or who are American Indian;
725	720		22.16 (3) programs for induction aligned with the district or school mentorship program during
726	721		22.17the first three years of teaching, especially for teachers from underrepresented racial and
727	722		22.18ethnic groups; or
728	723		22.19 (4) grants supporting licensed and nonlicensed educator participation in professional
729	724		22.20development, such as workshops and graduate courses, related to increasing student
730	725		22.21achievement for students of color and American Indian students in order to close opportunity
731	726		22.22and achievement gaps.
732	727		22.23 (c) A school or district that receives a grant must negotiate additional retention strategies
733	728		22.24or protection from unrequested leave of absences in the beginning years of employment for
734	729		22.25teachers of color and teachers who are American Indian. Retention strategies may include
735	730		22.26providing financial incentives for teachers of color and teachers who are American Indian
736	731		22.27to work in the school or district for at least five years and placing American Indian educators
737	732		22.28at sites with other American Indian educators and educators of color at sites with other
738	733		22.29educators of color to reduce isolation and increase opportunity for collegial support.
739	734		22.30 Subd. 2.Board grants.The Professional Educator Licensing and Standards Board must
740	735		22.31make grant application forms available to sites interested in developing, sustaining, or
741	736		22.32expanding a mentorship program. A school district; a or group of school districts; a coalition
742	737		22.33of districts, teachers, and teacher education institutions; or, a school or coalition of schools,
743	738		22.34or a coalition of teachers, or nonlicensed educators may apply for a program grant. A higher
744	739		22Sec. 18.
745		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 23.1education institution or nonprofit organization may partner with a grant applicant but is not
	740	+	23-01280 as introduced12/27/22 REVISOR CM/NS 23.1education institution or nonprofit organization may partner with a grant applicant but is not
746	741		23.2eligible as a sole applicant for grant funds. The Professional Educator Licensing and
747	742		23.3Standards Board, in consultation with the teacher mentoring task force, must approve or
748	743		23.4disapprove the applications. To the extent possible, the approved applications must reflect
749	744		23.5effective mentoring, professional development, and retention components, and be
750	745		23.6geographically distributed throughout the state. The Professional Educator Licensing and
751	746		23.7Standards Board must encourage the selected sites to consider the use of its assessment
752	747		23.8procedures.
753	748		23.9 Subd. 2a.Funded work.(a) Grant funds may be used for the following:
754	749		23.10 (1) additional stipends as incentives to mentors who are of color or who are American
755	750		23.11Indian;
756	751		23.12 (2) financial supports for professional learning community affinity groups across schools
757	752		23.13within and between districts for educators from underrepresented racial and ethnic groups
758	753		23.14to come together throughout the school year. For purposes of this section, "affinity groups"
759	754		23.15mean groups of licensed and nonlicensed educators who share a common racial or ethnic
760	755		23.16identity in society as persons who are of color or who are American Indian;
761	756		23.17 (3) programs for induction aligned with the district or school mentorship program during
762	757		23.18the first three years of teaching, especially for teachers from underrepresented racial and
763	758		23.19ethnic groups;
764	759		23.20 (4) professional development focused on ways to close opportunity and achievement
765	760		23.21gaps for students of color and American Indian students; or
766	761		23.22 (5) for teachers of color and American Indian teachers, graduate courses toward a first
767	762		23.23master's degree in a field related to their licensure or toward an additional license.
768	763		23.24 (b) A charter school or district that receives a grant must negotiate additional retention
769	764		23.25strategies or protection from unrequested leaves of absence in the beginning years of
770	765		23.26employment for teachers who are of color or who are American Indian. Retention strategies
771	766		23.27may include providing financial incentives for teachers of color and teachers who are
772	767		23.28American Indian to work in the school or district for at least five years and placing American
773	768		23.29Indian educators at sites with other American Indian educators and educators of color at
774	769		23.30sites with other educators of color to reduce isolation and increase opportunity for collegial
775	770		23.31support.
776	771		23.32 Subd. 3.Criteria for selection.(a) At a minimum, applicants for grants under subdivision
777	772		23.332 must express commitment to:
778	773		23Sec. 18.
779		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 24.1 (1) allow staff participation;
	774	+	23-01280 as introduced12/27/22 REVISOR CM/NS 24.1 (1) allow staff participation;
780	775		24.2 (2) assess skills of both beginning and mentor teachers;
781	776		24.3 (3) provide appropriate in-service to needs identified in the assessment;
782	777		24.4 (4) provide leadership to the effort;
783	778		24.5 (5) cooperate with higher education institutions or teacher educators;
784	779		24.6 (6) provide facilities and other resources;
785	780		24.7 (7) share findings, materials, and techniques with other school districts; and
786	781		24.8 (8) retain teachers of color and teachers who are American Indian.
787	782		24.9 (b) The Professional Educator Licensing and Standards Board must give priority to
788	783		24.10applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
789	784		24.11are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
790	785		24.12areas within the applicant's economic development region.
791	786		24.13 Subd. 4.Additional funding.Grant applicants must seek additional funding and
792	787		24.14assistance from sources such as school districts, postsecondary institutions, foundations,
793	788		24.15and the private sector.
794	789		24.16 Subd. 5.Program implementation.A grant recipient may use grant funds on
795	790		24.17implementing activities over a period of time up to 24 months. New and expanding
796	791		24.18mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
797	792		24.19and evaluate their program must participate in activities that support program development
798	793		24.20and implementation.
799	794		24.21 Subd. 6.Report.By June September 30 of each year after receiving a grant, recipients
800	795		24.22must submit a report to the Professional Educator Licensing and Standards Board on program
801	796		24.23efforts that describes mentoring and induction activities and assesses the impact of these
802	797		24.24programs on teacher effectiveness and retention. The board must publish a summary report
803	798		24.25for the public and submit the report to the committees of the legislature with jurisdiction
804	799		24.26over kindergarten through grade 12 education policy and finance in accordance with section
805	800		24.273.302 by November 30 of each year.
806	801		24.28 EFFECTIVE DATE.This section is effective July 1, 2023.
807	802		24.29Sec. 19. Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:
808	803		24.30 Subd. 2.Grow Your Own district programs.(a) A school district, charter school,
809	804		24.31cooperative unit under section 123A.24, subdivision 2, or Head Start program under section
810	805		24Sec. 19.
811		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 25.1119A.50 may apply for a grant for to partner with a Professional Educator Licensing and
	806	+	23-01280 as introduced12/27/22 REVISOR CM/NS 25.1119A.50 may apply for a grant for to partner with a Professional Educator Licensing and
812	807		25.2Standards Board-approved teacher preparation program at the undergraduate or
813	808		25.3postbaccalaureate level. Partnerships may also include associate's degree-granting institutions
814	809		25.4to support students in early childhood or education programs that have transfer agreements
815	810		25.5with board-approved preparation programs at colleges or universities. The grant recipient
816	811		25.6must use at least 80 percent of grant funds to provide tuition scholarships or stipends to
817	812		25.7enable school district employees or community members affiliated with a school district,
818	813		25.8who are of color or American Indian and who seek a teaching license, to participate in the
819	814		25.9teacher preparation program.
820	815		25.10 (b) A district using grant funds under this subdivision to provide financial support to
821	816		25.11teacher candidates may require a commitment as determined by the district to teach in the
822	817		25.12district for a reasonable amount of time that does not exceed five years.
823	818		25.13 (c) The maximum grant amount for grants under this subdivision is $850,000. The
824	819		25.14commissioner may consider the number of participants a grant recipient intends to support
825	820		25.15when determining a grant amount.
826	821		25.16 EFFECTIVE DATE.This section is effective July 1, 2024.
827	822		25.17Sec. 20. Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:
828	823		25.18 Subd. 3.Grants for programs serving secondary school students.(a) In addition to
829	824		25.19grants for developing and offering dual-credit postsecondary course options in schools for
830	825		25.20"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09,
831	826		25.21subdivision 10, A school district or charter school may apply for grants under this section
832	827		25.22to offer other innovative programs that encourage secondary school students, especially
833	828		25.23students of color and American Indian students, to pursue teaching. To be eligible for a
834	829		25.24grant under this subdivision, a school district or charter school an applicant must ensure
835	830		25.25that the aggregate percentage of secondary school students of color and American Indian
836	831		25.26students participating in the program is equal to or greater than the aggregate percentage of
837	832		25.27students of color and American Indian students in the school district or, charter school, or
838	833		25.28cooperative unit.
839	834		25.29 (b) A grant recipient must use grant funds awarded under this subdivision for:
840	835		25.30 (1) supporting future teacher clubs or service-learning opportunities that provide middle
841	836		25.31and high school students with experiential learning that supports the success of younger
842	837		25.32students or peers and increases students' interest in pursuing a teaching career;
843	838		25Sec. 20.
844		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 26.1 (2) developing and offering postsecondary enrollment options for "Introduction to
	839	+	23-01280 as introduced12/27/22 REVISOR CM/NS 26.1 (2) developing and offering postsecondary enrollment options for "Introduction to
845	840		26.2Teaching" or "Introduction to Education" courses consistent with section 124D.09,
846	841		26.3subdivision 10, that meet degree requirements for teacher licensure;
847	842		26.4 (2) (3) providing direct support, including wrap-around services, for students who are
848	843		26.5of color or American Indian to enroll and be successful in postsecondary enrollment options
849	844		26.6courses under section 124D.09 that would meet degree requirements for teacher licensure;
850	845		26.7or
851	846		26.8 (3) (4) offering scholarships to graduating high school students who are of color or
852	847		26.9American Indian to enroll in board-approved undergraduate teacher preparation programs
853	848		26.10at a college or university in Minnesota.
854	849		26.11 (c) The maximum grant award under this subdivision is $500,000. The commissioner
855	850		26.12may consider the number of participants a grant recipient intends to support when determining
856	851		26.13a grant amount.
857	852		26.14Sec. 21. Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:
858	853		26.15 Subd. 3.Duties; evaluation.(a) The principal shall provide administrative, supervisory,
859	854		26.16and instructional leadership services, under the supervision of the superintendent of schools
860	855		26.17of the district and according to the policies, rules, and regulations of the school board, for
861	856		26.18the planning, management, operation, and evaluation of the education program of the building
862	857		26.19or buildings to which the principal is assigned.
863	858		26.20 (b) To enhance a principal's culturally responsive leadership skills and support and
864	859		26.21improve teaching practices, school performance, and student achievement for diverse student
865	860		26.22populations, including at-risk students, children with disabilities, English learners, and gifted
866	861		26.23students, among others, a district must develop and implement a performance-based system
867	862		26.24for annually evaluating school principals assigned to supervise a school building within the
868	863		26.25district. The evaluation must be designed to improve teaching and learning by supporting
869	864		26.26the principal in shaping the school's professional environment and developing teacher
870	865		26.27quality, performance, and effectiveness. The annual evaluation must:
871	866		26.28 (1) support and improve a principal's instructional leadership, organizational management,
872	867		26.29and professional development, and strengthen the principal's capacity in the areas of
873	868		26.30instruction, supervision, evaluation, and teacher development;
874	869		26.31 (2) support and improve a principal's culturally responsive leadership practices that
875	870		26.32create inclusive and respectful teaching and learning environments for all students, families,
876	871		26.33and employees;
877	872		26Sec. 21.
878		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 27.1 (2) (3) include formative and summative evaluations based on multiple measures of
	873	+	23-01280 as introduced12/27/22 REVISOR CM/NS 27.1 (2) (3) include formative and summative evaluations based on multiple measures of
879	874		27.2student progress toward career and college readiness;
880	875		27.3 (3) (4) be consistent with a principal's job description, a district's long-term plans and
881	876		27.4goals, and the principal's own professional multiyear growth plans and goals, all of which
882	877		27.5must support the principal's leadership behaviors and practices, rigorous curriculum, school
883	878		27.6performance, and high-quality instruction;
884	879		27.7 (4) (5) include on-the-job observations and previous evaluations;
885	880		27.8 (5) (6) allow surveys to help identify a principal's effectiveness, leadership skills and
886	881		27.9processes, and strengths and weaknesses in exercising leadership in pursuit of school success;
887	882		27.10 (6) (7) use longitudinal data on student academic growth as 35 percent of the evaluation
888	883		27.11and incorporate district achievement goals and targets;
889	884		27.12 (7) (8) be linked to professional development that emphasizes improved teaching and
890	885		27.13learning, curriculum and instruction, student learning, culturally responsive leadership
891	886		27.14practices, and a collaborative professional culture; and
892	887		27.15 (8) (9) for principals not meeting standards of professional practice or other criteria
893	888		27.16under this subdivision, implement a plan to improve the principal's performance and specify
894	889		27.17the procedure and consequence if the principal's performance is not improved.
895	890		27.18 The provisions of this paragraph are intended to provide districts with sufficient flexibility
896	891		27.19to accommodate district needs and goals related to developing, supporting, and evaluating
897	892		27.20principals.
898	893		27.21 EFFECTIVE DATE.This section is effective July 1, 2024.
899	894		27.22Sec. 22. [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
900	895		27.23OBJECTS OF CULTURAL SIGNIFICANCE.
901	896		27.24 A school district or charter school must not prohibit an American Indian student from
902	897		27.25wearing American Indian regalia, Tribal regalia, or objects of cultural significance at
903	898		27.26graduation ceremonies.
904	899		27.27 EFFECTIVE DATE.This section is effective the day following final enactment.
905	900		27.28Sec. 23. Minnesota Statutes 2022, section 124D.861, subdivision 2, is amended to read:
906	901		27.29 Subd. 2.Plan implementation; components.(a) The school board of each eligible
907	902		27.30district must formally develop and implement a long-term plan under this section. The plan
908	903		27.31must be incorporated into the district's comprehensive strategic plan under section 120B.11.
909	904		27Sec. 23.
910		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 28.1Plan components may include: innovative and integrated prekindergarten through grade 12
	905	+	23-01280 as introduced12/27/22 REVISOR CM/NS 28.1Plan components may include: innovative and integrated prekindergarten through grade 12
911	906		28.2learning environments that offer students school enrollment choices; family engagement
912	907		28.3initiatives that involve families in their students' academic life and success; professional
913	908		28.4development opportunities for teachers and administrators focused on improving the academic
914	909		28.5achievement of all students, including teachers and administrators who are members of
915	910		28.6populations underrepresented among the licensed teachers or administrators in the district
916	911		28.7or school and who reflect the diversity of students under section 120B.35, subdivision 3,
917	912		28.8paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic
918	913		28.9opportunities and effective and more diverse instructors focused on rigor and college and
919	914		28.10career readiness for underserved students, including students enrolled in alternative learning
920	915		28.11centers under section 123A.05, public alternative programs under section 126C.05,
921	916		28.12subdivision 15, and contract alternative programs under section 124D.69, among other
922	917		28.13underserved students; or recruitment and retention of teachers and administrators with
923	918		28.14diverse racial and ethnic backgrounds.
924	919		28.15 (b) The plan must contain goals for:
925	920		28.16 (1) reducing the disparities in academic achievement and in equitable access to effective
926	921		28.17and more diverse teachers among all students and specific categories of students under
927	922		28.18section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
928	923		28.19disability, and English learners; and
929	924		28.20 (2) increasing racial and economic diversity and integration in schools and districts.
930	925		28.21 (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
931	926		28.22and community strengths of all students, families, and employees in the district's curriculum
932	927		28.23as well as learning and work environments. The plan must address issues of institutional
933	928		28.24racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
934	929		28.25achievement gaps for students, families, and staff who are of color or who are American
935	930		28.26Indian. Examples of institutional racism experienced by students who are of color or who
936	931		28.27are American Indian include policies and practices that intentionally or unintentionally
937	932		28.28result in disparate discipline referrals and suspension, inequitable access to advanced
938	933		28.29coursework, overrepresentation in lower-level coursework, inequitable participation in
939	934		28.30cocurricular activities, inequitable parent involvement, and lack of equitable access to
940	935		28.31racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
941	936		28.32because it has not been a priority to hire or retain such teachers.
942	937		28.33 (d) School districts must use local data, to the extent practicable, to develop plan
943	938		28.34components and strategies. Plans may include:
944	939		28Sec. 23.
945		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 29.1 (1) innovative and integrated prekindergarten through grade 12 learning environments
	940	+	23-01280 as introduced12/27/22 REVISOR CM/NS 29.1 (1) innovative and integrated prekindergarten through grade 12 learning environments
946	941		29.2that offer students school enrollment choices;
947	942		29.3 (2) family engagement initiatives that involve families in their students' academic life
948	943		29.4and success and improve relations between home and school;
949	944		29.5 (3) opportunities for students, families, staff, and community members who are of color
950	945		29.6or American Indian to share their experiences in the school setting with school staff and
951	946		29.7administration and to inform the development of specific proposals for making school
952	947		29.8environments more validating, affirming, embracing, and integrating of their cultural and
953	948		29.9community strengths;
954	949		29.10 (4) professional development opportunities for teachers and administrators focused on
955	950		29.11improving the academic achievement of all students, including knowledge, skills, and
956	951		29.12dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
957	952		29.13subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
958	953		29.14 (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
959	954		29.15paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
960	955		29.16in the student population to strengthen relationships with all students, families, and other
961	956		29.17members of the community;
962	957		29.18 (6) collection, examination, and evaluation of academic and discipline data for
963	958		29.19institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
964	959		29.20practices that result in the education disparities, in order to propose antiracist changes as
965	960		29.21defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
966	961		29.22representation, and positive outcomes for students of color and American Indian students;
967	962		29.23 (7) increased programmatic opportunities and effective and more diverse instructors
968	963		29.24focused on rigor and college and career readiness for students who are impacted by racial,
969	964		29.25gender, linguistic, and economic disparities, including students enrolled in area learning
970	965		29.26centers or alternative learning programs under section 123A.05, state-approved alternative
971	966		29.27programs under section 126C.05, subdivision 15, and contract alternative programs under
972	967		29.28section 124D.69, among other underserved students;
973	968		29.29 (8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
974	969		29.30all students with opportunities to learn about their own and others' cultures and historical
975	970		29.31experiences; or
976	971		29.32 (9) examination and revision of district curricula in all subjects to be inclusive of diverse
977	972		29.33racial and ethnic groups while meeting state academic standards and being culturally
978	973		29Sec. 23.
979		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 30.1sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
	974	+	23-01280 as introduced12/27/22 REVISOR CM/NS 30.1sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
980	975		30.2about any group is accurate and based in knowledge from that group.
981	976		30.3 (b) (e) Among other requirements, an eligible district must implement effective,
982	977		30.4research-based interventions that include formative multiple measures of assessment practices
983	978		30.5and engagement in order to reduce the eliminate academic disparities in student academic
984	979		30.6performance among the specific categories of students as measured by student progress and
985	980		30.7growth on state reading and math assessments and for students impacted by racial, gender,
986	981		30.8linguistic, and economic inequities as aligned with section 120B.11.
987	982		30.9 (c) (f) Eligible districts must create efficiencies and eliminate duplicative programs and
988	983		30.10services under this section, which may include forming collaborations or a single,
989	984		30.11seven-county metropolitan areawide partnership of eligible districts for this purpose.
990	985		30.12 EFFECTIVE DATE.This section is effective for all plans reviewed and updated after
991	986		30.13the day following final enactment.
992	987		30.14Sec. 24. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
993	988		30.15 Subdivision 1.Department of Education.The sums indicated in this section are
994	989		30.16appropriated from the general fund to the Department of Education for the fiscal year
995	990		30.17designated.
996	991		30.18 Subd. 2.Closing educational opportunity gaps grants.(a) To support schools in their
997	992		30.19efforts to close opportunity gaps under Minnesota Statutes, section 120B.113:
998	993		2024.....10,000,00030.20 $
999	994		2025.....10,000,00030.21 $
1000	995		30.22 (b) The department may retain up to five percent of this appropriation to administer the
1001	996		30.23grant program.
1002	997		30.24 (c) The base for fiscal year 2026 and later is $10,000,000.
1003	998		30.25 Subd. 3.Grow Your Own pathways to teacher licensure grants.(a) For grants to
1004	999		30.26develop, continue, or expand Grow Your Own new teacher programs under Minnesota
1005	1000		30.27Statutes, section 122A.73, to develop a teaching workforce that more closely reflects the
1006	1001		30.28state's increasingly diverse student population and ensure all students have equitable access
1007	1002		30.29to effective and diverse teachers:
1008	1003		2024.....35,000,00030.30 $
1009	1004		2025.....35,000,00030.31 $
1010	1005		30.32 (b) Any balance does not cancel but is available in the following fiscal year.
1011	1006		30Sec. 24.
1012		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 31.1 (c) Of this amount in each fiscal year, at least $3,000,000 is for teacher residency
	1007	+	23-01280 as introduced12/27/22 REVISOR CM/NS 31.1 (c) Of this amount in each fiscal year, at least $3,000,000 is for teacher residency
1013	1008		31.2programs under Minnesota Statutes, section 122A.68, subdivision 3.
1014	1009		31.3 (d) The base for fiscal year 2026 and later is $35,000,000.
1015	1010		31.4 (e) The department may retain up to $100,000 of the appropriation amount to monitor
1016	1011		31.5and administer the grant program.
1017	1012		31.6 Subd. 4.Come Teach in Minnesota hiring bonuses.(a) For the Come Teach in
1018	1013		31.7Minnesota hiring bonuses pilot program under Minnesota Statutes, section 122A.59:
1019	1014		2024.....031.8 $
1020	1015		2025.....200,00031.9 $
1021	1016		31.10 (b) The department may use up to $30,000 of the appropriation amount to administer
1022	1017		31.11and improve the program under this subdivision.
1023	1018		31.12 Subd. 5.American Indian teacher preparation grants.(a) For joint grants to assist
1024	1019		31.13American Indian people to become teachers under Minnesota Statutes, section 122A.63:
1025	1020		2024.....750,00031.14 $
1026	1021		2025.....750,00031.15 $
1027	1022		31.16 (b) The department may use up to five percent of the appropriation amount to administer
1028	1023		31.17the grant program.
1029	1024		31.18 Subd. 6.Expanded concurrent enrollment grants.(a) For grants to institutions offering
1030	1025		31.19"Introduction to Teaching" or "Introduction to Education" college in the schools courses
1031	1026		31.20under Minnesota Statutes, section 124D.09, subdivision 10, paragraph (b):
1032	1027		2024.....500,00031.21 $
1033	1028		2025.....500,00031.22 $
1034	1029		31.23 (b) The department may retain up to five percent of the appropriation amount to monitor
1035	1030		31.24and administer the grant program.
1036	1031		31.25 (c) Any remaining grant funds not spent in the first year are eligible for use in the second
1037	1032		31.26year.
1038	1033		31.27 Subd. 7.Underrepresented student teacher grants.(a) For transfer to the Office of
1039	1034		31.28Higher Education for grants to underrepresented student teachers under Minnesota Statutes,
1040	1035		31.29section 136A.1274:
1041	1036		2024.....1,000,00031.30 $
1042	1037		2025.....1,000,00031.31 $
1043	1038		31Sec. 24.
1044		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 32.1 (b) Any balance in the first year does not cancel but is available in the second year.
	1039	+	23-01280 as introduced12/27/22 REVISOR CM/NS 32.1 (b) Any balance in the first year does not cancel but is available in the second year.
1045	1040		32.2 (c) The base for fiscal year 2026 and later is $1,000,000.
1046	1041		32.3 Subd. 8.Aspiring teachers of color.(a) For transfer to the Office of Higher Education
1047	1042		32.4for the aspiring teachers of color scholarship pilot program under Laws 2021, First Special
1048	1043		32.5Session chapter 2, article 2, section 45:
1049	1044		2024.....3,000,00032.6 $
1050	1045		2025.....3,000,00032.7 $
1051	1046		32.8 (b) The base for fiscal year 2026 and later is $3,000,000.
1052	1047		32.9 Subd. 9.Teacher shortage loan repayment program.(a) For transfer to the teacher
1053	1048		32.10shortage loan repayment account in the special revenue fund under Minnesota Statutes,
1054	1049		32.11section 136A.1791, subdivision 8:
1055	1050		2024.....10,000,00032.12 $
1056	1051		2025.....10,000,00032.13 $
1057	1052		32.14 (b) Of the funds from the special revenue fund appropriated to or received by the
1058	1053		32.15commissioner of higher education, $2,000,000 in fiscal year 2024 and $2,000,000 in fiscal
1059	1054		32.16year 2025 must be used for disbursements to teachers who belong to a racial or ethnic group
1060	1055		32.17underrepresented in the Minnesota teacher workforce.
1061	1056		32.18 (c) Any balance in the first year does not cancel but is available in the second year.
1062	1057		32.19 (d) The base for fiscal year 2026 and later is $5,000,000, of which at least 50 percent
1063	1058		32.20must be used for disbursements to teachers who belong to a racial or ethnic group
1064	1059		32.21underrepresented in the Minnesota teacher workforce.
1065	1060		32.22 Subd. 14.Coalition to Increase Teachers of Color and American Indian Teachers.(a)
1066	1061		32.23For a grant to the Coalition to Increase Teachers of Color and American Indian Teachers
1067	1062		32.24in Minnesota for nonlobbying activities and general operating expenses that support the
1068	1063		32.25recruitment and retention of racially and ethnically diverse teachers underrepresented in the
1069	1064		32.26state's workforce:
1070	1065		2024.....200,00032.27 $
1071	1066		2025.....200,00032.28 $
1072	1067		32.29 (b) Any balance in the first year does not cancel but is available in the second year.
1073	1068		32.30 EFFECTIVE DATE.This section is effective July 1, 2023.
1074	1069		32Sec. 24.
1075		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 33.1 Sec. 25. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
	1070	+	23-01280 as introduced12/27/22 REVISOR CM/NS 33.1 Sec. 25. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
1076	1071		33.2STANDARDS BOARD.
1077	1072		33.3 Subdivision 1.Professional Educator Licensing and Standards Board.The sum
1078	1073		33.4indicated in this section is appropriated from the general fund to the Professional Educator
1079	1074		33.5Licensing and Standards Board for the fiscal year designated.
1080	1075		33.6 Subd. 2.Collaborative urban and greater Minnesota educators of color grants.(a)
1081	1076		33.7For collaborative urban and greater Minnesota educators of color competitive grants under
1082	1077		33.8Minnesota Statutes, section 122A.635:
1083	1078		2024.....6,000,00033.9 $
1084	1079		2025.....6,000,00033.10 $
1085	1080		33.11 (b) The board may retain up to $100,000 of the appropriation amount to monitor and
1086	1081		33.12administer the grant program.
1087	1082		33.13 (c) Any balance does not cancel but is available in the following fiscal year.
1088	1083		33.14 (d) The base appropriation for fiscal year 2026 and later is $6,000,000.
1089	1084		33.15 Subd. 3.Reports on increasing percentage of teachers of color and American Indian
1090	1085		33.16teachers.(a) For a full-time equivalent employee to complete reports on state-funded
1091	1086		33.17programs to increase the percentage of teachers of color and American Indian teachers in
1092	1087		33.18Minnesota schools in accordance with Minnesota Statutes, section 120B.117, and process
1093	1088		33.19reports under Minnesota Statutes, sections 122A.40, subdivision 3, and 122A.41, subdivision
1094	1089		33.2016:
1095	1090		2024............33.21 $
1096	1091		2025............33.22 $
1097	1092		33.23 (b) The base for fiscal year 2026 and every even-numbered year after is $.......
1098	1093		33.24 Subd. 4.Mentoring, induction, and retention incentive program grants for teachers
1099	1094		33.25of color.(a) To develop and expand mentoring, induction, and retention programs designed
1100	1095		33.26for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:
1101	1096		2024.....3,500,00033.27 $
1102	1097		2025.....3,500,00033.28 $
1103	1098		33.29 (b) Any balance does not cancel but is available in the following fiscal year.
1104	1099		33.30 (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2026
1105	1100		33.31and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop
1106	1101		33Sec. 25.
1107		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 34.1and expand mentoring, induction, and retention programs designed for teachers of color or
	1102	+	23-01280 as introduced12/27/22 REVISOR CM/NS 34.1and expand mentoring, induction, and retention programs designed for teachers of color or
1108	1103		34.2American Indian teachers.
1109	1104		34.3 (d) The board may retain up to three percent of the appropriation amount to monitor and
1110	1105		34.4administer the grant program.
1111	1106		34.5 Subd. 5.Teacher recruitment marketing campaign.(a) To develop two contracts to
1112	1107		34.6develop and implement an outreach and marketing campaign under this subdivision:
1113	1108		2024.....500,00034.7 $
1114	1109		2025.....500,00034.8 $
1115	1110		34.9 (b) The Professional Educator Licensing and Standards Board must issue a request for
1116	1111		34.10proposals to develop and implement an outreach and marketing campaign to elevate the
1117	1112		34.11profession and recruit teachers, especially teachers of color and American Indian teachers.
1118	1113		34.12Outreach efforts should include and support current and former Teacher of the Year finalists
1119	1114		34.13interested in being recruitment fellows to encourage prospective educators throughout the
1120	1115		34.14state.
1121	1116		34.15 (c) The outreach and marketing campaign must focus on increasing interest in teaching
1122	1117		34.16in Minnesota public schools for the following individuals:
1123	1118		34.17 (1) high school and college students of color or American Indian students who have not
1124	1119		34.18chosen a career path; or
1125	1120		34.19 (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
1126	1121		34.20may be seeking to change careers.
1127	1122		34.21 (d) The board must award two $250,000 grants each year to firms or organizations that
1128	1123		34.22demonstrate capacity to reach wide and varied audiences of prospective teachers based on
1129	1124		34.23a work plan with quarterly deliverables. Preferences should be given to firms or organizations
1130	1125		34.24that are led by people of color and that have people of color working on the campaign with
1131	1126		34.25a proven record of success. The grant recipients must recognize current pathways or programs
1132	1127		34.26to become a teacher and must partner with educators, schools, institutions, and racially
1133	1128		34.27diverse communities. The grant recipients are encouraged to provide in-kind contributions
1134	1129		34.28or seek funds from nonstate sources to supplement the grant award.
1135	1130		34.29 (e) The board may use no more than three percent of the appropriation amount to
1136	1131		34.30administer the program under this subdivision, and may have an interagency agreement
1137	1132		34.31with the Department of Education including transfer of funds to help administer the program.
1138	1133		34.32 (f) Any balance in the first year does not cancel but is available in the second year.
1139	1134		34Sec. 25.
1140		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM 35.1 EFFECTIVE DATE.This section is effective July 1, 2023.
	1135	+	23-01280 as introduced12/27/22 REVISOR CM/NS 35.1 EFFECTIVE DATE.This section is effective July 1, 2023.
1141	1136		35Sec. 25.
1142		-	~~S0619-1 1st Engrossment~~~~SF619~~ REVISOR CM
	1137	+	23-01280 as introduced12/27/22 REVISOR CM/NS