1.1 A bill for an act
1.2 relating to education; modifying teacher licensure provisions; transferring grant
1.3 programs from the Professional Educator Licensing and Standards Board to the
1.4 Department of Education; requiring reports; appropriating money; amending
1.5 Minnesota Statutes 2024, sections 120B.117, subdivision 4; 120B.363, subdivisions
1.6 1, 2; 122A.09, subdivision 9; 122A.092, subdivisions 2, 5; 122A.181, subdivision
1.7 3; 122A.635; 122A.70, subdivisions 2, 3, 5, 5a, 6; 136A.1276, subdivision 4; Laws
1.8 2023, chapter 55, article 5, section 65, subdivision 10; repealing Laws 2023, chapter
1.9 55, article 5, section 65, subdivision 7, as amended.
1.10BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.11 Section 1. Minnesota Statutes 2024, section 120B.117, subdivision 4, is amended to read:
1.12 Subd. 4.Reporting.The Professional Educator Licensing and Standards Board
1.13Department of Education must collaborate with the Department of Education Professional
1.14Educator Licensing and Standards Board and the Office of Higher Education to publish a
1.15summary report of each of the programs they administer and any other programs receiving
1.16state appropriations that have or include an explicit purpose of increasing the racial and
1.17ethnic diversity of the state's teacher workforce to more closely reflect the diversity of
1.18students. The report must include programs under sections 122A.59, 122A.63, 122A.635,
1.19122A.70, 122A.73, 124D.09, 124D.861, 136A.1274, 136A.1276, and 136A.1791, along
1.20with any other programs or initiatives that receive state appropriations to address the shortage
1.21of teachers of color and American Indian teachers. The board commissioner must, in
1.22coordination with the Professional Educator Licensing and Standards Board and the Office
1.23of Higher Education and Department of Education, provide policy and funding
1.24recommendations related to state-funded programs to increase the recruitment, preparation,
1.25licensing, hiring, and retention of racially and ethnically diverse teachers and the state's
1.26progress toward meeting or exceeding the goals of this section. The report must include
1Section 1.
REVISOR CR/CH 25-0022402/05/25
State of Minnesota
This Document can be made available
in alternative formats upon request
HOUSE OF REPRESENTATIVES
H. F. No. 1418
NINETY-FOURTH SESSION 2.1recommendations for state policy and funding needed to achieve the goals of this section,
2.2plans for sharing the report and activities of grant recipients, and opportunities among grant
2.3recipients of various programs to share effective practices with each other. The initial report
2.4must also include a recommendation of whether a state advisory council should be established
2.5to address the shortage of racially and ethnically diverse teachers and what the composition
2.6and charge of such an advisory council would be if established. The board commissioner
2.7must consult with the Indian Affairs Council and other ethnic councils along with other
2.8community partners, including students of color and American Indian students, in developing
2.9the report. The board commissioner must submit the report to the chairs and ranking minority
2.10members of the legislative committees with jurisdiction over education and higher education
2.11policy and finance by November 3, 2025, for the initial report, and by November 3 each
2.12even-numbered year thereafter. The report must be available to the public on the board's
2.13commissioner's website.
2.14 Sec. 2. Minnesota Statutes 2024, section 120B.363, subdivision 1, is amended to read:
2.15 Subdivision 1.Rulemaking.The Professional Educator Licensing and Standards Board
2.16commissioner must adopt rules to implement a statewide credential for education
2.17paraprofessionals who assist a licensed teacher in providing student instruction. Any
2.18paraprofessional holding this credential or working in a local school district after meeting
2.19a state-approved local assessment is considered to be highly qualified under federal law.
2.20Under this subdivision, the Professional Educator Licensing and Standards Board, in
2.21consultation with the commissioner, must adopt qualitative criteria for approving local
2.22assessments that include an evaluation of a paraprofessional's knowledge of reading, writing,
2.23and math and the paraprofessional's ability to assist in the instruction of reading, writing,
2.24and math. The commissioner must approve or disapprove local assessments using these
2.25criteria. The commissioner must make the criteria available to the public.
2.26 Sec. 3. Minnesota Statutes 2024, section 120B.363, subdivision 2, is amended to read:
2.27 Subd. 2.Training possibilities.In adopting rules under subdivision 1, the board
2.28commissioner must consider including provisions that provide training in: students'
2.29characteristics; teaching and learning environment; academic instruction skills; student
2.30behavior; and ethical practices.
2.31 Sec. 4. Minnesota Statutes 2024, section 122A.09, subdivision 9, is amended to read:
2.32 Subd. 9.Professional Educator Licensing and Standards Board must adopt rules.(a)
2.33The Professional Educator Licensing and Standards Board must adopt rules subject to the
2Sec. 4.
REVISOR CR/CH 25-0022402/05/25 3.1provisions of chapter 14 to implement sections 120B.363, 122A.05 to 122A.09, 122A.092,
3.2122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185,
3.3122A.187, 122A.188, 122A.19, 122A.20, 122A.21, 122A.23, 122A.26, 122A.28, 122A.29,
3.4and 124D.72.
3.5 (b) The board must adopt rules relating to fields of licensure and grade levels that a
3.6licensed teacher may teach, including a process for granting permission to a licensed teacher
3.7to teach in a field that is different from the teacher's field of licensure without change to the
3.8teacher's license tier level.
3.9 (c) If a rule adopted by the board is in conflict with a session law or statute, the law or
3.10statute prevails. Terms adopted in rule must be clearly defined and must not be construed
3.11to conflict with terms adopted in statute or session law.
3.12 (d) The board must include a description of a proposed rule's probable effect on teacher
3.13supply and demand in the board's statement of need and reasonableness under section 14.131.
3.14 (e) The board must adopt rules only under the specific statutory authority.
3.15 Sec. 5. Minnesota Statutes 2024, section 122A.092, subdivision 2, is amended to read:
3.16 Subd. 2.Requirements for board approval.Teacher preparation programs must
3.17demonstrate the following to obtain board approval:
3.18 (1) the program has implemented a research-based, results-oriented curriculum that
3.19focuses on the skills teachers need in order to be effective;
3.20 (2) the program provides a student teaching program;
3.21 (3) the program demonstrates effectiveness based on proficiency of graduates in
3.22demonstrating attainment of program outcomes;
3.23 (4) the program includes a common core of teaching knowledge and skills. This common
3.24core shall meet the standards developed by the Interstate New Teacher Assessment and
3.25Support Consortium in its 1992 model standards for beginning teacher licensing and
3.26development. Amendments to standards adopted under this clause are subject to chapter
3.2714. The Professional Educator Licensing and Standards Board shall report annually to the
3.28education committees of the legislature on the performance of teacher candidates on common
3.29core assessments of knowledge and skills under this clause during the most recent school
3.30year;
3.31 (5) the program includes instruction on the knowledge and skills needed to provide
3.32appropriate instruction to English learners to support and accelerate their academic literacy,
3Sec. 5.
REVISOR CR/CH 25-0022402/05/25 4.1including oral academic language and achievement in content areas in a regular classroom
4.2setting; and
4.3 (6) the program includes culturally competent training in instructional strategies consistent
4.4with section 120B.30, subdivision 8.
4.5 Sec. 6. Minnesota Statutes 2024, section 122A.092, subdivision 5, is amended to read:
4.6 Subd. 5.Reading strategies.(a) A teacher preparation provider approved by the
4.7Professional Educator Licensing and Standards Board to prepare persons for classroom
4.8teacher licensure must include in its teacher preparation programs evidence-based best
4.9practices in reading, consistent with sections 120B.118 to 120B.124, including instruction
4.10on phonemic awareness, phonics, vocabulary development, reading fluency, and reading
4.11comprehension. Instruction on reading must enable the licensure candidate to teach reading
4.12in the candidate's content areas. Teacher candidates must be instructed in using students'
4.13native languages as a resource in creating effective differentiated instructional strategies
4.14for English learners developing literacy skills. A teacher preparation provider also must
4.15prepare early childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching
4.16licenses under sections 122A.183 and 122A.184, respectively.
4.17 (b) Board-approved teacher preparation programs for teachers of elementary education
4.18must require instruction in applying evidence-based, structured literacy reading instruction
4.19programs that:
4.20 (1) teach students to read using foundational knowledge, practices, and strategies
4.21consistent with sections 120B.118 to 120B.124, with emphasis on mastery of foundational
4.22reading skills so that students achieve continuous progress in reading; and
4.23 (2) teach specialized instruction in reading strategies, interventions, and remediations
4.24that enable students of all ages and proficiency levels, including multilingual learners and
4.25students demonstrating characteristics of dyslexia, to become proficient readers.
4.26 (c) Board-approved teacher preparation programs for teachers of elementary education,
4.27early childhood education, special education, and reading intervention must include
4.28instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
4.29programs may consult with the Department of Education, including the dyslexia specialist
4.30under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
4.31must be modeled on practice standards of the International Dyslexia Association, and must
4.32address:
4.33 (1) the nature and symptoms of dyslexia;
4Sec. 6.
REVISOR CR/CH 25-0022402/05/25 5.1 (2) resources available for students who show characteristics of dyslexia;
5.2 (3) evidence-based instructional strategies for students who show characteristics of
5.3dyslexia, including the structured literacy approach; and
5.4 (4) outcomes of intervention and lack of intervention for students who show
5.5characteristics of dyslexia.
5.6 (d) Nothing in this section limits the authority of a school district to select a school's
5.7reading program or curriculum.
5.8 Sec. 7. Minnesota Statutes 2024, section 122A.181, subdivision 3, is amended to read:
5.9 Subd. 3.Term of license and renewal.(a) The Professional Educator Licensing and
5.10Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license
5.11may be renewed subject to paragraphs (b) and (c).
5.12 (b) The Professional Educator Licensing and Standards Board must renew a Tier 1
5.13license if:
5.14 (1) the district or charter school requesting the renewal demonstrates that it has posted
5.15the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license
5.16for the position;
5.17 (2) the teacher holding the Tier 1 license took a content examination in accordance with
5.18section 122A.185 and submitted the examination results to the teacher's employing district
5.19or charter school within one year of the board approving the request for the initial Tier 1
5.20license;
5.21 (3) (2) the teacher holding the Tier 1 license participated in cultural competency training
5.22consistent with section 120B.30, subdivision 8, within one year of the board approving the
5.23request for the initial Tier 1 license; and
5.24 (4) (3) the teacher holding the Tier 1 license met the mental illness training renewal
5.25requirement under section 122A.187, subdivision 6.
5.26The requirement in clause (2) does not apply to a teacher that teaches a class in a career and
5.27technical education or career pathways course of study.
5.28 (c) A Tier 1 license must not be renewed more than three times, unless the requesting
5.29district or charter school can show good cause for additional renewals. A Tier 1 license
5.30issued to teach (1) a class or course in a career and technical education or career pathway
5.31course of study, or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may
5.32be renewed without limitation.
5Sec. 7.
REVISOR CR/CH 25-0022402/05/25 6.1 Sec. 8. Minnesota Statutes 2024, section 122A.635, is amended to read:
6.2 122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
6.3EDUCATORS OF COLOR GRANT PROGRAM.
6.4 Subdivision 1.Establishment.The Professional Educator Licensing and Standards
6.5Board Department of Education must award competitive grants to increase the number of
6.6teacher candidates who are of color or who are American Indian, complete teacher preparation
6.7programs, and meet the requirements for a Tier 3 license under section 122A.183. Eligibility
6.8for a grant under this section is limited to public or private higher education institutions that
6.9offer a teacher preparation program approved by the Professional Educator Licensing and
6.10Standards Board.
6.11 Subd. 2.Competitive grants.(a) The Professional Educator Licensing and Standards
6.12Board commissioner must award competitive grants to a variety of higher education
6.13institution types under this section. The board commissioner must require an applicant
6.14institution to submit a plan describing how it would use grant funds to increase the number
6.15of teachers who are of color or who are American Indian, and must award grants based on
6.16the following criteria, listed in descending order of priority. To the extent practicable, the
6.17commissioner must award grants based on the following criteria:
6.18 (1) program outcomes, including graduation or program completion rates and licensure
6.19recommendation rates for candidates who are of color or who are American Indian compared
6.20to all candidates enrolled in a teacher preparation program at the institution and, for each
6.21outcome measure, the number of teacher candidates who are of color or who are American
6.22Indian;
6.23 (2) the extent to which an institution's plan is clear in describing how the institution
6.24would use grant funds for implementing explicit research-based practices to provide
6.25programmatic support to teacher candidates who are of color or who are American Indian.
6.26Plans for grant funds may include:
6.27 (i) recruiting more racially and ethnically diverse candidates for admission to teacher
6.28preparation programs;
6.29 (ii) providing differentiated advising, mentoring, or other supportive community-building
6.30activities in addition to what the institution provides to all candidates enrolled in the
6.31institution;
6.32 (iii) providing academic tutoring or support to help teacher candidates pass required
6.33assessments; and
6Sec. 8.
REVISOR CR/CH 25-0022402/05/25 7.1 (iv) providing for program staffing expenses;
7.2 (3) an institution's plan to provide direct financial assistance as scholarships or stipends
7.3within the allowable dollar range determined by the board under subdivision 3, paragraph
7.4(b), to teacher candidates who are of color or who are American Indian, not to exceed $5,000
7.5per academic year for each candidate. The purpose of direct financial assistance is to assist
7.6candidates matriculating through the licensure program if they demonstrate financial need
7.7after considering other grants and scholarships provided;
7.8 (4) whether the institution has previously received a competitive grant under this section
7.9and has demonstrated positive outcomes from the use of grant funds for efforts helping
7.10teacher candidates who are of color or who are American Indian to enroll in and successfully
7.11complete teacher preparation programs and be recommended for licensure;
7.12 (5) geographic diversity among the applicant institutions. In order to expand the number
7.13of grant recipients throughout the state, whenever there is at least a 20 percent increase in
7.14the base appropriation for this grant program, the board must prioritize awarding grants to
7.15institutions outside of the Twin Cities metropolitan area. If the board awards a grant based
7.16on the criteria in paragraph (a) to a program that has not previously received funding, the
7.17board must thereafter give priority to the program equivalent to other programs that have
7.18received grants and demonstrated positive outcomes To the extent that there are sufficient
7.19applications, and to the extent practicable, the commissioner must award an equal number
7.20of grants to applicants in greater Minnesota and applicants in the seven-county metropolitan
7.21area; and
7.22 (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
7.23institution compared to: the aggregate percentage of students of color and American Indian
7.24students enrolled in the institution, regardless of major.
7.25 (i) the aggregate percentage of students of color and American Indian students enrolled
7.26in the institution, regardless of major; and
7.27 (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
7.28economic development region of the state where the institution is located and where a
7.29shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
7.30 (b) The board must not penalize an applicant institution in the grant review process for
7.31using grant funds only to provide direct financial support to teacher candidates if that is the
7.32institution's priority and the institution uses other resources to provide programmatic support
7.33to candidates.
7Sec. 8.
REVISOR CR/CH 25-0022402/05/25 8.1 (c) (b) The board commissioner must determine award amounts for development,
8.2maintenance, or expansion of programs based only on the degree to which applicants meet
8.3the criteria in this subdivision, the number of candidates who are of color or who are
8.4American Indian supported by an applicant program, and funds available.
8.5 (d) (c) The board must determine grant awards in part by multiplying the number of
8.6teacher candidates to be provided direct financial assistance by the average amount the
8.7institution proposes per candidate that is within the allowable dollar range. After assessing
8.8an institution's adherence to grant criteria and funds available, the board may grant an
8.9institution a lower average amount per candidate and the institution may decide to award
8.10less per candidate or provide financial assistance to fewer candidates within the allowable
8.11range. Additionally, commissioner must allow an institution may to use up to 25 percent of
8.12the awarded grant funds to provide programmatic support as described in paragraph (a),
8.13clause (3). If the board does not award an applicant institution's full request, the board must
8.14allow the institution to modify how it uses grant funds to maximize program outcomes
8.15consistent with the requirements of this section for the teacher candidates receiving financial
8.16support.
8.17 Subd. 3.Grant program administration.(a) The Professional Educator Licensing and
8.18Standards Board may enter into an interagency agreement with the Office of Higher
8.19Education. The agreement may include a transfer of funds to the Office of Higher Education
8.20to help establish and administer the competitive grant process. The board must award grants
8.21to institutions located in various economic development regions throughout the state, but
8.22must not predetermine the number of institutions to be awarded grants under this section
8.23or set a limit for the amount that any one institution may receive as part of the competitive
8.24grant application process.
8.25 (b) The board must establish a standard allowable dollar range for the amount of direct
8.26financial assistance an applicant institution may provide to each candidate. To determine
8.27the range, the board may collect de-identified data from institutions that received a grant
8.28during the previous grant period and calculate the average scholarship amount awarded to
8.29all candidates across all institutions using the most recent fiscal year data available. The
8.30calculation may be used to determine a scholarship range that is no more than 25 percent
8.31of this amount and no less than half the average of this amount. The purpose of direct
8.32financial assistance is to assist candidates matriculating through completing licensure
8.33programs if they demonstrate financial need after considering other grants and scholarships
8.34provided.
8Sec. 8.
REVISOR CR/CH 25-0022402/05/25 9.1 (c) All grants must be awarded by August November 15 of the fiscal year in which the
9.2grants are to be used. An institution that receives a grant under this section may use the
9.3grant funds over a two- for up to a four-year period to sustain support for teacher candidates
9.4at any stage from recruitment and program admission to graduation and licensure application.
9.5 Subd. 4.Report.(a) By August 15 of each year, an institution awarded a grant under
9.6this section must prepare for the board commissioner a detailed report regarding the
9.7expenditure of grant funds, including the amounts used to recruit, retain, and support teacher
9.8candidates of color or American Indian teacher candidates to complete programs and be
9.9recommended for licensure. The report must include:
9.10 (1) the total number of teacher candidates of color and American Indian teacher candidates
9.11who:
9.12 (i) are enrolled in the institution;
9.13 (ii) are supported by grant funds with direct financial assistance during the academic
9.14reporting year;
9.15 (iii) are supported with other programmatic supports;
9.16 (iv) are recruited and newly admitted to a licensure program;
9.17 (v) are enrolled in a licensure program;
9.18 (vi) have completed a licensure program; and
9.19 (vii) were recommended for licensure in the field for which they were prepared;
9.20 (2) the total number of teacher candidates of color or American Indian teacher candidates
9.21at each stage from program admission to licensure recommendation as a percentage of all
9.22candidates seeking the same licensure at the institution; and
9.23 (3) a brief narrative describing the successes and challenges of efforts proposed in the
9.24grant application to support candidates with grant funds, and lessons learned for future
9.25efforts.
9.26 (b) By November 1 of each year, the board commissioner must post a report on its
9.27website summarizing the activities and outcomes of grant recipients and results that promote
9.28sharing of effective practices and lessons learned among grant recipients.
9Sec. 8.
REVISOR CR/CH 25-0022402/05/25 10.1 Sec. 9. Minnesota Statutes 2024, section 122A.70, subdivision 2, is amended to read:
10.2 Subd. 2.Board Grants.(a) The Professional Educator Licensing and Standards Board
10.3Department of Education must make grant application forms available to sites interested in
10.4developing, sustaining, or expanding a mentorship program.
10.5 (b) The following applicants are eligible for a program grant:
10.6 (1) a school district, charter school, or cooperative unit, on behalf of its participating
10.7school sites;
10.8 (2) a Tribal contract school;
10.9 (3) a coalition of teachers; and
10.10 (4) a nonprofit organization;
10.11 (5) a professional organization; and
10.12 (4) (6) a coalition of two or more applicants that are individually eligible for a grant.
10.13A higher education institution or nonprofit organization may partner with an eligible grant
10.14applicant but is not eligible as a sole applicant for grant funds.
10.15 (c) The Professional Educator Licensing and Standards Board, in consultation with the
10.16teacher mentoring task force, commissioner must approve or disapprove the applications.
10.17To the extent possible, the approved applications must reflect effective mentoring,
10.18professional development, and retention components, and be geographically distributed
10.19throughout the state. The Professional Educator Licensing and Standards Board commissioner
10.20must encourage the selected sites to consider the use of its assessment procedures.
10.21Sec. 10. Minnesota Statutes 2024, section 122A.70, subdivision 3, is amended to read:
10.22 Subd. 3.Criteria for selection.(a) At a minimum, Applicants for grants under
10.23subdivision 2 must express commitment to:
10.24 (1) allow staff participation;
10.25 (2) assess skills of both beginning and mentor teachers;
10.26 (3) provide appropriate in-service to needs identified in the assessment;
10.27 (4) provide leadership to the effort;
10.28 (5) cooperate with higher education institutions or teacher educators;
10.29 (6) provide facilities and other resources;
10Sec. 10.
REVISOR CR/CH 25-0022402/05/25 11.1 (7) share findings, materials, and techniques with other school districts; and
11.2 (8) retain teachers of color and teachers who are American Indian.
11.3 (b) The Professional Educator Licensing and Standards Board commissioner must give
11.4priority to applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3
11.5teachers who are of color or who are American Indian, and Tier 2 or Tier 3 teachers in
11.6licensure shortage areas within the applicant's economic development region.
11.7 Sec. 11. Minnesota Statutes 2024, section 122A.70, subdivision 5, is amended to read:
11.8 Subd. 5.Program implementation.A grant recipient may use grant funds on
11.9implementing activities over a period of time up to 24 months. New and expanding
11.10mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
11.11and evaluate their program must participate in activities that support program development
11.12and implementation.
11.13Sec. 12. Minnesota Statutes 2024, section 122A.70, subdivision 5a, is amended to read:
11.14 Subd. 5a.Grant program administration.The Professional Educator Licensing and
11.15Standards Board commissioner may enter into an interagency agreement with the Office of
11.16Higher Education or the Department of Education Professional Educator Licensing and
11.17Standards Board. The agreement may include a transfer of funds to the Office of Higher
11.18Education or the Department of Education Professional Educator Licensing and Standards
11.19Board to help administer the competitive grant process.
11.20Sec. 13. Minnesota Statutes 2024, section 122A.70, subdivision 6, is amended to read:
11.21 Subd. 6.Report.By September 30 of each year after receiving a grant, recipients must
11.22submit a report to the Professional Educator Licensing and Standards Board on program
11.23efforts that describes mentoring and induction activities and assesses the impact of these
11.24programs on teacher effectiveness and retention. The board commissioner must publish a
11.25summary report for the public and submit the report to the committees of the legislature
11.26with jurisdiction over kindergarten through grade 12 education policy and finance in
11.27accordance with section 3.302 by November 30 of each even year.
11.28Sec. 14. Minnesota Statutes 2024, section 136A.1276, subdivision 4, is amended to read:
11.29 Subd. 4.Report.An alternative teacher preparation program receiving a grant under
11.30this section must submit a report to the commissioner and the Professional Educator Licensing
11.31and Standards Board on the grantee's ability to fill teacher shortage areas and positively
11Sec. 14.
REVISOR CR/CH 25-0022402/05/25 12.1impact student achievement where data are available and do not identify individual teachers.
12.2A grant recipient must submit the report required under this subdivision by January 31,
12.32018, and each even-numbered subsequent year thereafter this particular grant receives
12.4allocated funding. The report must include disaggregated data regarding:
12.5 (1) the racial and ethnic diversity of teachers and teacher candidates licensed through
12.6the program; and
12.7 (2) program participant placement.
12.8 Sec. 15. Laws 2023, chapter 55, article 5, section 65, subdivision 10, is amended to read:
12.9 Subd. 10.Teacher recruitment marketing campaign.(a) To develop two contracts
12.10to develop and implement an outreach and marketing campaign under this subdivision:
2024.....500,00012.11 $
2025.....500,00012.12 $
12.13 (b) The Professional Educator Licensing and Standards Board Department of Education
12.14must issue a request for proposals to develop and implement an outreach and marketing
12.15campaign to elevate the profession and recruit teachers, especially teachers of color and
12.16American Indian teachers. Outreach efforts should include and support current and former
12.17Teacher of the Year finalists interested in being recruitment fellows to encourage prospective
12.18educators throughout the state. The board may renew a grant contract with a prior recipient
12.19if it determines sufficient deliverables were achieved and the plans of the firm or organization
12.20are more promising than proposals from other entities.
12.21 (c) The outreach and marketing campaign must focus on increasing interest in teaching
12.22in Minnesota public schools for the following individuals:
12.23 (1) high school and college students of color or American Indian students who have not
12.24chosen a career path; or
12.25 (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
12.26may be seeking to change careers.
12.27 (d) The board commissioner must award two $250,000 grants each year to firms or
12.28organizations that demonstrate capacity to reach wide and varied audiences of prospective
12.29teachers based on a work plan with quarterly deliverables. Preferences should be given to
12.30firms or organizations that are led by people of color and that have people of color working
12.31on the campaign with a proven record of success. The grant recipients must recognize current
12.32pathways or programs to become a teacher and must partner with educators, schools,
12Sec. 15.
REVISOR CR/CH 25-0022402/05/25 13.1institutions, and racially diverse communities. The grant recipients are encouraged to provide
13.2in-kind contributions or seek funds from nonstate sources to supplement the grant award.
13.3 (e) The board commissioner may use no more than three percent of the appropriation
13.4amount to administer the program under this subdivision, and may have an interagency
13.5agreement with the Department of Education Professional Educator Licensing and Standards
13.6Board including transfer of funds to help administer the program.
13.7 (f) Any balance in the first year does not cancel but is available in the second year.
13.8 Sec. 16. TRANSFER OF GRANT ADMINISTRATION AND STAFF.
13.9 Subdivision 1.Transfer of contracts, obligations, and unexpended funds.All contracts,
13.10obligations, and unexpended funds associated with the administration of grant programs
13.11under Minnesota Statutes, sections 122A.635 and 122A.70, are transferred from the
13.12Professional Educator Licensing and Standards Board to the Department of Education
13.13pursuant to Minnesota Statutes, section 15.039, subdivisions 5, 5a, and 6.
13.14 Subd. 2.Transfer of staff.The staff position associated with the administration of grant
13.15programs is transferred from the Professional Educator Licensing and Standards Board to
13.16the Department of Education pursuant to Minnesota Statutes, section 15.039, subdivision
13.177. In addition to any other protection, no employee shall suffer job loss, have a salary
13.18reduced, or have employment benefits reduced as a result of the transfer of authority.
13.19Sec. 17. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
13.20 Subdivision 1.Department of Education.The sums indicated in this section are
13.21appropriated from the general fund to the Department of Education in the fiscal years
13.22designated.
13.23 Subd. 2.Collaborative urban and greater Minnesota educators of color grants.(a)
13.24For collaborative urban and greater Minnesota educators of color competitive grants under
13.25Minnesota Statutes, section 122A.635:
2026.....5,440,00013.26 $
2027.....5,440,00013.27 $
13.28 (b) The commissioner may retain up to five percent of the appropriation amount to
13.29monitor and administer the grant program.
13.30 (c) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
13Sec. 17.
REVISOR CR/CH 25-0022402/05/25 14.1 Subd. 3.Mentoring, induction, and retention incentive program grants for teachers
14.2of color.(a) To develop and expand mentoring, induction, and retention programs designed
14.3for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:
2026.....4,500,00014.4 $
2027.....4,500,00014.5 $
14.6 (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
14.7 (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2028
14.8and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop
14.9and expand mentoring, induction, and retention programs designed for teachers of color or
14.10American Indian teachers.
14.11 (d) The commissioner may retain up to three percent of the appropriation amount to
14.12monitor and administer the grant program.
14.13Sec. 18. APPROPRIATIONS; BOARD OF SCHOOL ADMINISTRATORS.
14.14 Subdivision 1.Board of School Administrators.The sums indicated in this section are
14.15appropriated from the general fund to the Board of School Administrators in the fiscal years
14.16designated.
14.17 Subd. 2.License applications.For the board to undertake the review and processing of
14.18administrative license applications:
2026.....289,00014.19 $
2027.....189,00014.20 $
14.21Sec. 19. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
14.22STANDARDS BOARD.
14.23 Subdivision 1.Professional Educator Licensing and Standards Board.(a) The sums
14.24indicated in this section are appropriated from the general fund to the Professional Educator
14.25Licensing and Standards Board in the fiscal years designated:
2026.....3,933,00014.26 $
2027.....4,033,00014.27 $
14.28 (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
14.29 Subd. 2.Alternative pathways support position.To fund a new position at the
14.30Professional Educator Licensing and Standards Board to support candidates through
14.31alternative pathway programs, including the licensure via portfolio process, and to support
14Sec. 19.
REVISOR CR/CH 25-0022402/05/25 15.1districts, charter schools, and educational cooperatives to become alternative preparation
15.2providers:
2026.....205,00015.3 $
2027.....208,00015.4 $
15.5 Subd. 3.Heritage language and culture teachers.To support an additional licensure
15.6pathway program for heritage language and culture teachers under Minnesota Statutes,
15.7section 122A.631, including funding for a portfolio liaison and funding for substitute teachers
15.8on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program
15.9participants:
2026.....319,00015.10 $
2027.....322,00015.11 $
15.12 Subd. 4.Licensure via portfolio online platform.To complete the licensure via portfolio
15.13online platform to streamline the portfolio submission and review process:
2026.....471,00015.14 $
2027.....321,00015.15 $
15.16Sec. 20. REPEALER.
15.17 Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024,
15.18chapter 115, article 5, section 18, is repealed.
15.19 EFFECTIVE DATE.This section is effective the day following final enactment.
15Sec. 20.
REVISOR CR/CH 25-0022402/05/25 Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024, chapter
115, article 5, section 18;
Sec. 65. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
STANDARDS BOARD.
Subd. 7.Pathway preparation grants.(a) For grants to support teachers holding a Tier 1 or
Tier 2 license and seeking a Tier 3 or Tier 4 license:
2024.....400,000$
2025.....400,000$
(b) The following are eligible for grants under this subdivision:
(1) school districts;
(2) charter schools;
(3) service cooperatives; and
(4) partnerships between one or more teacher preparation providers, school districts, or charter
schools.
(c) Grant funds must be used to support teachers holding a Tier 1 or Tier 2 license and seeking
a Tier 3 or Tier 4 license through completion of a teacher preparation program or the licensure via
portfolio process. A grant recipient must provide teachers holding a Tier 1 or Tier 2 license with
professional development, mentorship, and coursework aligned to state standards for teacher
licensure.
(d) The Professional Educator Licensing and Standards Board may collaborate with the
Department of Education and the Office of Higher Education to administer the grant program.
(e) The board may retain up to three percent of the appropriation amount to monitor and
administer the grant.
1R
APPENDIX
Repealed Minnesota Session Laws: 25-00224