Minnesota 2025-2026 Regular Session

Minnesota House Bill HF1418 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	1.1 A bill for an act
2	2	1.2 relating to education; modifying teacher licensure provisions; transferring grant
3	3	1.3 programs from the Professional Educator Licensing and Standards Board to the
4	4	1.4 Department of Education; requiring reports; appropriating money; amending
5	5	1.5 Minnesota Statutes 2024, sections 120B.117, subdivision 4; 120B.363, subdivisions
6	6	1.6 1, 2; 122A.09, subdivision 9; 122A.092, subdivisions 2, 5; 122A.181, subdivision
7	7	1.7 3; 122A.635; 122A.70, subdivisions 2, 3, 5, 5a, 6; 136A.1276, subdivision 4; Laws
8	8	1.8 2023, chapter 55, article 5, section 65, subdivision 10; repealing Laws 2023, chapter
9	9	1.9 55, article 5, section 65, subdivision 7, as amended.
10	10	1.10BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
11	11	1.11 Section 1. Minnesota Statutes 2024, section 120B.117, subdivision 4, is amended to read:
12	12	1.12 Subd. 4.Reporting.The Professional Educator Licensing and Standards Board
13	13	1.13Department of Education must collaborate with the Department of Education Professional
14	14	1.14Educator Licensing and Standards Board and the Office of Higher Education to publish a
15	15	1.15summary report of each of the programs they administer and any other programs receiving
16	16	1.16state appropriations that have or include an explicit purpose of increasing the racial and
17	17	1.17ethnic diversity of the state's teacher workforce to more closely reflect the diversity of
18	18	1.18students. The report must include programs under sections 122A.59, 122A.63, 122A.635,
19	19	1.19122A.70, 122A.73, 124D.09, 124D.861, 136A.1274, 136A.1276, and 136A.1791, along
20	20	1.20with any other programs or initiatives that receive state appropriations to address the shortage
21	21	1.21of teachers of color and American Indian teachers. The board commissioner must, in
22	22	1.22coordination with the Professional Educator Licensing and Standards Board and the Office
23	23	1.23of Higher Education and Department of Education, provide policy and funding
24	24	1.24recommendations related to state-funded programs to increase the recruitment, preparation,
25	25	1.25licensing, hiring, and retention of racially and ethnically diverse teachers and the state's
26	26	1.26progress toward meeting or exceeding the goals of this section. The report must include
27	27	1Section 1.
28	28	REVISOR CR/CH 25-0022402/05/25
29	29	State of Minnesota
30	30	This Document can be made available
31	31	in alternative formats upon request
32	32	HOUSE OF REPRESENTATIVES
33	33	H. F. No. 1418
34	34	NINETY-FOURTH SESSION 2.1recommendations for state policy and funding needed to achieve the goals of this section,
35	35	2.2plans for sharing the report and activities of grant recipients, and opportunities among grant
36	36	2.3recipients of various programs to share effective practices with each other. The initial report
37	37	2.4must also include a recommendation of whether a state advisory council should be established
38	38	2.5to address the shortage of racially and ethnically diverse teachers and what the composition
39	39	2.6and charge of such an advisory council would be if established. The board commissioner
40	40	2.7must consult with the Indian Affairs Council and other ethnic councils along with other
41	41	2.8community partners, including students of color and American Indian students, in developing
42	42	2.9the report. The board commissioner must submit the report to the chairs and ranking minority
43	43	2.10members of the legislative committees with jurisdiction over education and higher education
44	44	2.11policy and finance by November 3, 2025, for the initial report, and by November 3 each
45	45	2.12even-numbered year thereafter. The report must be available to the public on the board's
46	46	2.13commissioner's website.
47	47	2.14 Sec. 2. Minnesota Statutes 2024, section 120B.363, subdivision 1, is amended to read:
48	48	2.15 Subdivision 1.Rulemaking.The Professional Educator Licensing and Standards Board
49	49	2.16commissioner must adopt rules to implement a statewide credential for education
50	50	2.17paraprofessionals who assist a licensed teacher in providing student instruction. Any
51	51	2.18paraprofessional holding this credential or working in a local school district after meeting
52	52	2.19a state-approved local assessment is considered to be highly qualified under federal law.
53	53	2.20Under this subdivision, the Professional Educator Licensing and Standards Board, in
54	54	2.21consultation with the commissioner, must adopt qualitative criteria for approving local
55	55	2.22assessments that include an evaluation of a paraprofessional's knowledge of reading, writing,
56	56	2.23and math and the paraprofessional's ability to assist in the instruction of reading, writing,
57	57	2.24and math. The commissioner must approve or disapprove local assessments using these
58	58	2.25criteria. The commissioner must make the criteria available to the public.
59	59	2.26 Sec. 3. Minnesota Statutes 2024, section 120B.363, subdivision 2, is amended to read:
60	60	2.27 Subd. 2.Training possibilities.In adopting rules under subdivision 1, the board
61	61	2.28commissioner must consider including provisions that provide training in: students'
62	62	2.29characteristics; teaching and learning environment; academic instruction skills; student
63	63	2.30behavior; and ethical practices.
64	64	2.31 Sec. 4. Minnesota Statutes 2024, section 122A.09, subdivision 9, is amended to read:
65	65	2.32 Subd. 9.Professional Educator Licensing and Standards Board must adopt rules.(a)
66	66	2.33The Professional Educator Licensing and Standards Board must adopt rules subject to the
67	67	2Sec. 4.
68	68	REVISOR CR/CH 25-0022402/05/25 3.1provisions of chapter 14 to implement sections 120B.363, 122A.05 to 122A.09, 122A.092,
69	69	3.2122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185,
70	70	3.3122A.187, 122A.188, 122A.19, 122A.20, 122A.21, 122A.23, 122A.26, 122A.28, 122A.29,
71	71	3.4and 124D.72.
72	72	3.5 (b) The board must adopt rules relating to fields of licensure and grade levels that a
73	73	3.6licensed teacher may teach, including a process for granting permission to a licensed teacher
74	74	3.7to teach in a field that is different from the teacher's field of licensure without change to the
75	75	3.8teacher's license tier level.
76	76	3.9 (c) If a rule adopted by the board is in conflict with a session law or statute, the law or
77	77	3.10statute prevails. Terms adopted in rule must be clearly defined and must not be construed
78	78	3.11to conflict with terms adopted in statute or session law.
79	79	3.12 (d) The board must include a description of a proposed rule's probable effect on teacher
80	80	3.13supply and demand in the board's statement of need and reasonableness under section 14.131.
81	81	3.14 (e) The board must adopt rules only under the specific statutory authority.
82	82	3.15 Sec. 5. Minnesota Statutes 2024, section 122A.092, subdivision 2, is amended to read:
83	83	3.16 Subd. 2.Requirements for board approval.Teacher preparation programs must
84	84	3.17demonstrate the following to obtain board approval:
85	85	3.18 (1) the program has implemented a research-based, results-oriented curriculum that
86	86	3.19focuses on the skills teachers need in order to be effective;
87	87	3.20 (2) the program provides a student teaching program;
88	88	3.21 (3) the program demonstrates effectiveness based on proficiency of graduates in
89	89	3.22demonstrating attainment of program outcomes;
90	90	3.23 (4) the program includes a common core of teaching knowledge and skills. This common
91	91	3.24core shall meet the standards developed by the Interstate New Teacher Assessment and
92	92	3.25Support Consortium in its 1992 model standards for beginning teacher licensing and
93	93	3.26development. Amendments to standards adopted under this clause are subject to chapter
94	94	3.2714. The Professional Educator Licensing and Standards Board shall report annually to the
95	95	3.28education committees of the legislature on the performance of teacher candidates on common
96	96	3.29core assessments of knowledge and skills under this clause during the most recent school
97	97	3.30year;
98	98	3.31 (5) the program includes instruction on the knowledge and skills needed to provide
99	99	3.32appropriate instruction to English learners to support and accelerate their academic literacy,
100	100	3Sec. 5.
101	101	REVISOR CR/CH 25-0022402/05/25 4.1including oral academic language and achievement in content areas in a regular classroom
102	102	4.2setting; and
103	103	4.3 (6) the program includes culturally competent training in instructional strategies consistent
104	104	4.4with section 120B.30, subdivision 8.
105	105	4.5 Sec. 6. Minnesota Statutes 2024, section 122A.092, subdivision 5, is amended to read:
106	106	4.6 Subd. 5.Reading strategies.(a) A teacher preparation provider approved by the
107	107	4.7Professional Educator Licensing and Standards Board to prepare persons for classroom
108	108	4.8teacher licensure must include in its teacher preparation programs evidence-based best
109	109	4.9practices in reading, consistent with sections 120B.118 to 120B.124, including instruction
110	110	4.10on phonemic awareness, phonics, vocabulary development, reading fluency, and reading
111	111	4.11comprehension. Instruction on reading must enable the licensure candidate to teach reading
112	112	4.12in the candidate's content areas. Teacher candidates must be instructed in using students'
113	113	4.13native languages as a resource in creating effective differentiated instructional strategies
114	114	4.14for English learners developing literacy skills. A teacher preparation provider also must
115	115	4.15prepare early childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching
116	116	4.16licenses under sections 122A.183 and 122A.184, respectively.
117	117	4.17 (b) Board-approved teacher preparation programs for teachers of elementary education
118	118	4.18must require instruction in applying evidence-based, structured literacy reading instruction
119	119	4.19programs that:
120	120	4.20 (1) teach students to read using foundational knowledge, practices, and strategies
121	121	4.21consistent with sections 120B.118 to 120B.124, with emphasis on mastery of foundational
122	122	4.22reading skills so that students achieve continuous progress in reading; and
123	123	4.23 (2) teach specialized instruction in reading strategies, interventions, and remediations
124	124	4.24that enable students of all ages and proficiency levels, including multilingual learners and
125	125	4.25students demonstrating characteristics of dyslexia, to become proficient readers.
126	126	4.26 (c) Board-approved teacher preparation programs for teachers of elementary education,
127	127	4.27early childhood education, special education, and reading intervention must include
128	128	4.28instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
129	129	4.29programs may consult with the Department of Education, including the dyslexia specialist
130	130	4.30under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
131	131	4.31must be modeled on practice standards of the International Dyslexia Association, and must
132	132	4.32address:
133	133	4.33 (1) the nature and symptoms of dyslexia;
134	134	4Sec. 6.
135	135	REVISOR CR/CH 25-0022402/05/25 5.1 (2) resources available for students who show characteristics of dyslexia;
136	136	5.2 (3) evidence-based instructional strategies for students who show characteristics of
137	137	5.3dyslexia, including the structured literacy approach; and
138	138	5.4 (4) outcomes of intervention and lack of intervention for students who show
139	139	5.5characteristics of dyslexia.
140	140	5.6 (d) Nothing in this section limits the authority of a school district to select a school's
141	141	5.7reading program or curriculum.
142	142	5.8 Sec. 7. Minnesota Statutes 2024, section 122A.181, subdivision 3, is amended to read:
143	143	5.9 Subd. 3.Term of license and renewal.(a) The Professional Educator Licensing and
144	144	5.10Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license
145	145	5.11may be renewed subject to paragraphs (b) and (c).
146	146	5.12 (b) The Professional Educator Licensing and Standards Board must renew a Tier 1
147	147	5.13license if:
148	148	5.14 (1) the district or charter school requesting the renewal demonstrates that it has posted
149	149	5.15the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license
150	150	5.16for the position;
151	151	5.17 (2) the teacher holding the Tier 1 license took a content examination in accordance with
152	152	5.18section 122A.185 and submitted the examination results to the teacher's employing district
153	153	5.19or charter school within one year of the board approving the request for the initial Tier 1
154	154	5.20license;
155	155	5.21 (3) (2) the teacher holding the Tier 1 license participated in cultural competency training
156	156	5.22consistent with section 120B.30, subdivision 8, within one year of the board approving the
157	157	5.23request for the initial Tier 1 license; and
158	158	5.24 (4) (3) the teacher holding the Tier 1 license met the mental illness training renewal
159	159	5.25requirement under section 122A.187, subdivision 6.
160	160	5.26The requirement in clause (2) does not apply to a teacher that teaches a class in a career and
161	161	5.27technical education or career pathways course of study.
162	162	5.28 (c) A Tier 1 license must not be renewed more than three times, unless the requesting
163	163	5.29district or charter school can show good cause for additional renewals. A Tier 1 license
164	164	5.30issued to teach (1) a class or course in a career and technical education or career pathway
165	165	5.31course of study, or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may
166	166	5.32be renewed without limitation.
167	167	5Sec. 7.
168	168	REVISOR CR/CH 25-0022402/05/25 6.1 Sec. 8. Minnesota Statutes 2024, section 122A.635, is amended to read:
169	169	6.2 122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
170	170	6.3EDUCATORS OF COLOR GRANT PROGRAM.
171	171	6.4 Subdivision 1.Establishment.The Professional Educator Licensing and Standards
172	172	6.5Board Department of Education must award competitive grants to increase the number of
173	173	6.6teacher candidates who are of color or who are American Indian, complete teacher preparation
174	174	6.7programs, and meet the requirements for a Tier 3 license under section 122A.183. Eligibility
175	175	6.8for a grant under this section is limited to public or private higher education institutions that
176	176	6.9offer a teacher preparation program approved by the Professional Educator Licensing and
177	177	6.10Standards Board.
178	178	6.11 Subd. 2.Competitive grants.(a) The Professional Educator Licensing and Standards
179	179	6.12Board commissioner must award competitive grants to a variety of higher education
180	180	6.13institution types under this section. The board commissioner must require an applicant
181	181	6.14institution to submit a plan describing how it would use grant funds to increase the number
182	182	6.15of teachers who are of color or who are American Indian, and must award grants based on
183	183	6.16the following criteria, listed in descending order of priority. To the extent practicable, the
184	184	6.17commissioner must award grants based on the following criteria:
185	185	6.18 (1) program outcomes, including graduation or program completion rates and licensure
186	186	6.19recommendation rates for candidates who are of color or who are American Indian compared
187	187	6.20to all candidates enrolled in a teacher preparation program at the institution and, for each
188	188	6.21outcome measure, the number of teacher candidates who are of color or who are American
189	189	6.22Indian;
190	190	6.23 (2) the extent to which an institution's plan is clear in describing how the institution
191	191	6.24would use grant funds for implementing explicit research-based practices to provide
192	192	6.25programmatic support to teacher candidates who are of color or who are American Indian.
193	193	6.26Plans for grant funds may include:
194	194	6.27 (i) recruiting more racially and ethnically diverse candidates for admission to teacher
195	195	6.28preparation programs;
196	196	6.29 (ii) providing differentiated advising, mentoring, or other supportive community-building
197	197	6.30activities in addition to what the institution provides to all candidates enrolled in the
198	198	6.31institution;
199	199	6.32 (iii) providing academic tutoring or support to help teacher candidates pass required
200	200	6.33assessments; and
201	201	6Sec. 8.
202	202	REVISOR CR/CH 25-0022402/05/25 7.1 (iv) providing for program staffing expenses;
203	203	7.2 (3) an institution's plan to provide direct financial assistance as scholarships or stipends
204	204	7.3within the allowable dollar range determined by the board under subdivision 3, paragraph
205	205	7.4(b), to teacher candidates who are of color or who are American Indian, not to exceed $5,000
206	206	7.5per academic year for each candidate. The purpose of direct financial assistance is to assist
207	207	7.6candidates matriculating through the licensure program if they demonstrate financial need
208	208	7.7after considering other grants and scholarships provided;
209	209	7.8 (4) whether the institution has previously received a competitive grant under this section
210	210	7.9and has demonstrated positive outcomes from the use of grant funds for efforts helping
211	211	7.10teacher candidates who are of color or who are American Indian to enroll in and successfully
212	212	7.11complete teacher preparation programs and be recommended for licensure;
213	213	7.12 (5) geographic diversity among the applicant institutions. In order to expand the number
214	214	7.13of grant recipients throughout the state, whenever there is at least a 20 percent increase in
215	215	7.14the base appropriation for this grant program, the board must prioritize awarding grants to
216	216	7.15institutions outside of the Twin Cities metropolitan area. If the board awards a grant based
217	217	7.16on the criteria in paragraph (a) to a program that has not previously received funding, the
218	218	7.17board must thereafter give priority to the program equivalent to other programs that have
219	219	7.18received grants and demonstrated positive outcomes To the extent that there are sufficient
220	220	7.19applications, and to the extent practicable, the commissioner must award an equal number
221	221	7.20of grants to applicants in greater Minnesota and applicants in the seven-county metropolitan
222	222	7.21area; and
223	223	7.22 (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
224	224	7.23institution compared to: the aggregate percentage of students of color and American Indian
225	225	7.24students enrolled in the institution, regardless of major.
226	226	7.25 (i) the aggregate percentage of students of color and American Indian students enrolled
227	227	7.26in the institution, regardless of major; and
228	228	7.27 (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
229	229	7.28economic development region of the state where the institution is located and where a
230	230	7.29shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
231	231	7.30 (b) The board must not penalize an applicant institution in the grant review process for
232	232	7.31using grant funds only to provide direct financial support to teacher candidates if that is the
233	233	7.32institution's priority and the institution uses other resources to provide programmatic support
234	234	7.33to candidates.
235	235	7Sec. 8.
236	236	REVISOR CR/CH 25-0022402/05/25 8.1 (c) (b) The board commissioner must determine award amounts for development,
237	237	8.2maintenance, or expansion of programs based only on the degree to which applicants meet
238	238	8.3the criteria in this subdivision, the number of candidates who are of color or who are
239	239	8.4American Indian supported by an applicant program, and funds available.
240	240	8.5 (d) (c) The board must determine grant awards in part by multiplying the number of
241	241	8.6teacher candidates to be provided direct financial assistance by the average amount the
242	242	8.7institution proposes per candidate that is within the allowable dollar range. After assessing
243	243	8.8an institution's adherence to grant criteria and funds available, the board may grant an
244	244	8.9institution a lower average amount per candidate and the institution may decide to award
245	245	8.10less per candidate or provide financial assistance to fewer candidates within the allowable
246	246	8.11range. Additionally, commissioner must allow an institution may to use up to 25 percent of
247	247	8.12the awarded grant funds to provide programmatic support as described in paragraph (a),
248	248	8.13clause (3). If the board does not award an applicant institution's full request, the board must
249	249	8.14allow the institution to modify how it uses grant funds to maximize program outcomes
250	250	8.15consistent with the requirements of this section for the teacher candidates receiving financial
251	251	8.16support.
252	252	8.17 Subd. 3.Grant program administration.(a) The Professional Educator Licensing and
253	253	8.18Standards Board may enter into an interagency agreement with the Office of Higher
254	254	8.19Education. The agreement may include a transfer of funds to the Office of Higher Education
255	255	8.20to help establish and administer the competitive grant process. The board must award grants
256	256	8.21to institutions located in various economic development regions throughout the state, but
257	257	8.22must not predetermine the number of institutions to be awarded grants under this section
258	258	8.23or set a limit for the amount that any one institution may receive as part of the competitive
259	259	8.24grant application process.
260	260	8.25 (b) The board must establish a standard allowable dollar range for the amount of direct
261	261	8.26financial assistance an applicant institution may provide to each candidate. To determine
262	262	8.27the range, the board may collect de-identified data from institutions that received a grant
263	263	8.28during the previous grant period and calculate the average scholarship amount awarded to
264	264	8.29all candidates across all institutions using the most recent fiscal year data available. The
265	265	8.30calculation may be used to determine a scholarship range that is no more than 25 percent
266	266	8.31of this amount and no less than half the average of this amount. The purpose of direct
267	267	8.32financial assistance is to assist candidates matriculating through completing licensure
268	268	8.33programs if they demonstrate financial need after considering other grants and scholarships
269	269	8.34provided.
270	270	8Sec. 8.
271	271	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
272	272	9.2grants are to be used. An institution that receives a grant under this section may use the
273	273	9.3grant funds over a two- for up to a four-year period to sustain support for teacher candidates
274	274	9.4at any stage from recruitment and program admission to graduation and licensure application.
275	275	9.5 Subd. 4.Report.(a) By August 15 of each year, an institution awarded a grant under
276	276	9.6this section must prepare for the board commissioner a detailed report regarding the
277	277	9.7expenditure of grant funds, including the amounts used to recruit, retain, and support teacher
278	278	9.8candidates of color or American Indian teacher candidates to complete programs and be
279	279	9.9recommended for licensure. The report must include:
280	280	9.10 (1) the total number of teacher candidates of color and American Indian teacher candidates
281	281	9.11who:
282	282	9.12 (i) are enrolled in the institution;
283	283	9.13 (ii) are supported by grant funds with direct financial assistance during the academic
284	284	9.14reporting year;
285	285	9.15 (iii) are supported with other programmatic supports;
286	286	9.16 (iv) are recruited and newly admitted to a licensure program;
287	287	9.17 (v) are enrolled in a licensure program;
288	288	9.18 (vi) have completed a licensure program; and
289	289	9.19 (vii) were recommended for licensure in the field for which they were prepared;
290	290	9.20 (2) the total number of teacher candidates of color or American Indian teacher candidates
291	291	9.21at each stage from program admission to licensure recommendation as a percentage of all
292	292	9.22candidates seeking the same licensure at the institution; and
293	293	9.23 (3) a brief narrative describing the successes and challenges of efforts proposed in the
294	294	9.24grant application to support candidates with grant funds, and lessons learned for future
295	295	9.25efforts.
296	296	9.26 (b) By November 1 of each year, the board commissioner must post a report on its
297	297	9.27website summarizing the activities and outcomes of grant recipients and results that promote
298	298	9.28sharing of effective practices and lessons learned among grant recipients.
299	299	9Sec. 8.
300	300	REVISOR CR/CH 25-0022402/05/25 10.1 Sec. 9. Minnesota Statutes 2024, section 122A.70, subdivision 2, is amended to read:
301	301	10.2 Subd. 2.Board Grants.(a) The Professional Educator Licensing and Standards Board
302	302	10.3Department of Education must make grant application forms available to sites interested in
303	303	10.4developing, sustaining, or expanding a mentorship program.
304	304	10.5 (b) The following applicants are eligible for a program grant:
305	305	10.6 (1) a school district, charter school, or cooperative unit, on behalf of its participating
306	306	10.7school sites;
307	307	10.8 (2) a Tribal contract school;
308	308	10.9 (3) a coalition of teachers; and
309	309	10.10 (4) a nonprofit organization;
310	310	10.11 (5) a professional organization; and
311	311	10.12 (4) (6) a coalition of two or more applicants that are individually eligible for a grant.
312	312	10.13A higher education institution or nonprofit organization may partner with an eligible grant
313	313	10.14applicant but is not eligible as a sole applicant for grant funds.
314	314	10.15 (c) The Professional Educator Licensing and Standards Board, in consultation with the
315	315	10.16teacher mentoring task force, commissioner must approve or disapprove the applications.
316	316	10.17To the extent possible, the approved applications must reflect effective mentoring,
317	317	10.18professional development, and retention components, and be geographically distributed
318	318	10.19throughout the state. The Professional Educator Licensing and Standards Board commissioner
319	319	10.20must encourage the selected sites to consider the use of its assessment procedures.
320	320	10.21Sec. 10. Minnesota Statutes 2024, section 122A.70, subdivision 3, is amended to read:
321	321	10.22 Subd. 3.Criteria for selection.(a) At a minimum, Applicants for grants under
322	322	10.23subdivision 2 must express commitment to:
323	323	10.24 (1) allow staff participation;
324	324	10.25 (2) assess skills of both beginning and mentor teachers;
325	325	10.26 (3) provide appropriate in-service to needs identified in the assessment;
326	326	10.27 (4) provide leadership to the effort;
327	327	10.28 (5) cooperate with higher education institutions or teacher educators;
328	328	10.29 (6) provide facilities and other resources;
329	329	10Sec. 10.
330	330	REVISOR CR/CH 25-0022402/05/25 11.1 (7) share findings, materials, and techniques with other school districts; and
331	331	11.2 (8) retain teachers of color and teachers who are American Indian.
332	332	11.3 (b) The Professional Educator Licensing and Standards Board commissioner must give
333	333	11.4priority to applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3
334	334	11.5teachers who are of color or who are American Indian, and Tier 2 or Tier 3 teachers in
335	335	11.6licensure shortage areas within the applicant's economic development region.
336	336	11.7 Sec. 11. Minnesota Statutes 2024, section 122A.70, subdivision 5, is amended to read:
337	337	11.8 Subd. 5.Program implementation.A grant recipient may use grant funds on
338	338	11.9implementing activities over a period of time up to 24 months. New and expanding
339	339	11.10mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
340	340	11.11and evaluate their program must participate in activities that support program development
341	341	11.12and implementation.
342	342	11.13Sec. 12. Minnesota Statutes 2024, section 122A.70, subdivision 5a, is amended to read:
343	343	11.14 Subd. 5a.Grant program administration.The Professional Educator Licensing and
344	344	11.15Standards Board commissioner may enter into an interagency agreement with the Office of
345	345	11.16Higher Education or the Department of Education Professional Educator Licensing and
346	346	11.17Standards Board. The agreement may include a transfer of funds to the Office of Higher
347	347	11.18Education or the Department of Education Professional Educator Licensing and Standards
348	348	11.19Board to help administer the competitive grant process.
349	349	11.20Sec. 13. Minnesota Statutes 2024, section 122A.70, subdivision 6, is amended to read:
350	350	11.21 Subd. 6.Report.By September 30 of each year after receiving a grant, recipients must
351	351	11.22submit a report to the Professional Educator Licensing and Standards Board on program
352	352	11.23efforts that describes mentoring and induction activities and assesses the impact of these
353	353	11.24programs on teacher effectiveness and retention. The board commissioner must publish a
354	354	11.25summary report for the public and submit the report to the committees of the legislature
355	355	11.26with jurisdiction over kindergarten through grade 12 education policy and finance in
356	356	11.27accordance with section 3.302 by November 30 of each even year.
357	357	11.28Sec. 14. Minnesota Statutes 2024, section 136A.1276, subdivision 4, is amended to read:
358	358	11.29 Subd. 4.Report.An alternative teacher preparation program receiving a grant under
359	359	11.30this section must submit a report to the commissioner and the Professional Educator Licensing
360	360	11.31and Standards Board on the grantee's ability to fill teacher shortage areas and positively
361	361	11Sec. 14.
362	362	REVISOR CR/CH 25-0022402/05/25 12.1impact student achievement where data are available and do not identify individual teachers.
363	363	12.2A grant recipient must submit the report required under this subdivision by January 31,
364	364	12.32018, and each even-numbered subsequent year thereafter this particular grant receives
365	365	12.4allocated funding. The report must include disaggregated data regarding:
366	366	12.5 (1) the racial and ethnic diversity of teachers and teacher candidates licensed through
367	367	12.6the program; and
368	368	12.7 (2) program participant placement.
369	369	12.8 Sec. 15. Laws 2023, chapter 55, article 5, section 65, subdivision 10, is amended to read:
370	370	12.9 Subd. 10.Teacher recruitment marketing campaign.(a) To develop two contracts
371	371	12.10to develop and implement an outreach and marketing campaign under this subdivision:
372	372	2024.....500,00012.11 $
373	373	2025.....500,00012.12 $
374	374	12.13 (b) The Professional Educator Licensing and Standards Board Department of Education
375	375	12.14must issue a request for proposals to develop and implement an outreach and marketing
376	376	12.15campaign to elevate the profession and recruit teachers, especially teachers of color and
377	377	12.16American Indian teachers. Outreach efforts should include and support current and former
378	378	12.17Teacher of the Year finalists interested in being recruitment fellows to encourage prospective
379	379	12.18educators throughout the state. The board may renew a grant contract with a prior recipient
380	380	12.19if it determines sufficient deliverables were achieved and the plans of the firm or organization
381	381	12.20are more promising than proposals from other entities.
382	382	12.21 (c) The outreach and marketing campaign must focus on increasing interest in teaching
383	383	12.22in Minnesota public schools for the following individuals:
384	384	12.23 (1) high school and college students of color or American Indian students who have not
385	385	12.24chosen a career path; or
386	386	12.25 (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
387	387	12.26may be seeking to change careers.
388	388	12.27 (d) The board commissioner must award two $250,000 grants each year to firms or
389	389	12.28organizations that demonstrate capacity to reach wide and varied audiences of prospective
390	390	12.29teachers based on a work plan with quarterly deliverables. Preferences should be given to
391	391	12.30firms or organizations that are led by people of color and that have people of color working
392	392	12.31on the campaign with a proven record of success. The grant recipients must recognize current
393	393	12.32pathways or programs to become a teacher and must partner with educators, schools,
394	394	12Sec. 15.
395	395	REVISOR CR/CH 25-0022402/05/25 13.1institutions, and racially diverse communities. The grant recipients are encouraged to provide
396	396	13.2in-kind contributions or seek funds from nonstate sources to supplement the grant award.
397	397	13.3 (e) The board commissioner may use no more than three percent of the appropriation
398	398	13.4amount to administer the program under this subdivision, and may have an interagency
399	399	13.5agreement with the Department of Education Professional Educator Licensing and Standards
400	400	13.6Board including transfer of funds to help administer the program.
401	401	13.7 (f) Any balance in the first year does not cancel but is available in the second year.
402	402	13.8 Sec. 16. TRANSFER OF GRANT ADMINISTRATION AND STAFF.
403	403	13.9 Subdivision 1.Transfer of contracts, obligations, and unexpended funds.All contracts,
404	404	13.10obligations, and unexpended funds associated with the administration of grant programs
405	405	13.11under Minnesota Statutes, sections 122A.635 and 122A.70, are transferred from the
406	406	13.12Professional Educator Licensing and Standards Board to the Department of Education
407	407	13.13pursuant to Minnesota Statutes, section 15.039, subdivisions 5, 5a, and 6.
408	408	13.14 Subd. 2.Transfer of staff.The staff position associated with the administration of grant
409	409	13.15programs is transferred from the Professional Educator Licensing and Standards Board to
410	410	13.16the Department of Education pursuant to Minnesota Statutes, section 15.039, subdivision
411	411	13.177. In addition to any other protection, no employee shall suffer job loss, have a salary
412	412	13.18reduced, or have employment benefits reduced as a result of the transfer of authority.
413	413	13.19Sec. 17. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
414	414	13.20 Subdivision 1.Department of Education.The sums indicated in this section are
415	415	13.21appropriated from the general fund to the Department of Education in the fiscal years
416	416	13.22designated.
417	417	13.23 Subd. 2.Collaborative urban and greater Minnesota educators of color grants.(a)
418	418	13.24For collaborative urban and greater Minnesota educators of color competitive grants under
419	419	13.25Minnesota Statutes, section 122A.635:
420	420	2026.....5,440,00013.26 $
421	421	2027.....5,440,00013.27 $
422	422	13.28 (b) The commissioner may retain up to five percent of the appropriation amount to
423	423	13.29monitor and administer the grant program.
424	424	13.30 (c) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
425	425	13Sec. 17.
426	426	REVISOR CR/CH 25-0022402/05/25 14.1 Subd. 3.Mentoring, induction, and retention incentive program grants for teachers
427	427	14.2of color.(a) To develop and expand mentoring, induction, and retention programs designed
428	428	14.3for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:
429	429	2026.....4,500,00014.4 $
430	430	2027.....4,500,00014.5 $
431	431	14.6 (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
432	432	14.7 (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2028
433	433	14.8and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop
434	434	14.9and expand mentoring, induction, and retention programs designed for teachers of color or
435	435	14.10American Indian teachers.
436	436	14.11 (d) The commissioner may retain up to three percent of the appropriation amount to
437	437	14.12monitor and administer the grant program.
438	438	14.13Sec. 18. APPROPRIATIONS; BOARD OF SCHOOL ADMINISTRATORS.
439	439	14.14 Subdivision 1.Board of School Administrators.The sums indicated in this section are
440	440	14.15appropriated from the general fund to the Board of School Administrators in the fiscal years
441	441	14.16designated.
442	442	14.17 Subd. 2.License applications.For the board to undertake the review and processing of
443	443	14.18administrative license applications:
444	444	2026.....289,00014.19 $
445	445	2027.....189,00014.20 $
446	446	14.21Sec. 19. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
447	447	14.22STANDARDS BOARD.
448	448	14.23 Subdivision 1.Professional Educator Licensing and Standards Board.(a) The sums
449	449	14.24indicated in this section are appropriated from the general fund to the Professional Educator
450	450	14.25Licensing and Standards Board in the fiscal years designated:
451	451	2026.....3,933,00014.26 $
452	452	2027.....4,033,00014.27 $
453	453	14.28 (b) Any balance remaining in fiscal year 2026 is available in fiscal year 2027.
454	454	14.29 Subd. 2.Alternative pathways support position.To fund a new position at the
455	455	14.30Professional Educator Licensing and Standards Board to support candidates through
456	456	14.31alternative pathway programs, including the licensure via portfolio process, and to support
457	457	14Sec. 19.
458	458	REVISOR CR/CH 25-0022402/05/25 15.1districts, charter schools, and educational cooperatives to become alternative preparation
459	459	15.2providers:
460	460	2026.....205,00015.3 $
461	461	2027.....208,00015.4 $
462	462	15.5 Subd. 3.Heritage language and culture teachers.To support an additional licensure
463	463	15.6pathway program for heritage language and culture teachers under Minnesota Statutes,
464	464	15.7section 122A.631, including funding for a portfolio liaison and funding for substitute teachers
465	465	15.8on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program
466	466	15.9participants:
467	467	2026.....319,00015.10 $
468	468	2027.....322,00015.11 $
469	469	15.12 Subd. 4.Licensure via portfolio online platform.To complete the licensure via portfolio
470	470	15.13online platform to streamline the portfolio submission and review process:
471	471	2026.....471,00015.14 $
472	472	2027.....321,00015.15 $
473	473	15.16Sec. 20. REPEALER.
474	474	15.17 Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024,
475	475	15.18chapter 115, article 5, section 18, is repealed.
476	476	15.19 EFFECTIVE DATE.This section is effective the day following final enactment.
477	477	15Sec. 20.
478	478	REVISOR CR/CH 25-0022402/05/25 Laws 2023, chapter 55, article 5, section 65, subdivision 7, as amended by Laws 2024, chapter
479	479	115, article 5, section 18;
480	480	Sec. 65. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
481	481	STANDARDS BOARD.
482	482	Subd. 7.Pathway preparation grants.(a) For grants to support teachers holding a Tier 1 or
483	483	Tier 2 license and seeking a Tier 3 or Tier 4 license:
484	484	2024.....400,000$
485	485	2025.....400,000$
486	486	(b) The following are eligible for grants under this subdivision:
487	487	(1) school districts;
488	488	(2) charter schools;
489	489	(3) service cooperatives; and
490	490	(4) partnerships between one or more teacher preparation providers, school districts, or charter
491	491	schools.
492	492	(c) Grant funds must be used to support teachers holding a Tier 1 or Tier 2 license and seeking
493	493	a Tier 3 or Tier 4 license through completion of a teacher preparation program or the licensure via
494	494	portfolio process. A grant recipient must provide teachers holding a Tier 1 or Tier 2 license with
495	495	professional development, mentorship, and coursework aligned to state standards for teacher
496	496	licensure.
497	497	(d) The Professional Educator Licensing and Standards Board may collaborate with the
498	498	Department of Education and the Office of Higher Education to administer the grant program.
499	499	(e) The board may retain up to three percent of the appropriation amount to monitor and
500	500	administer the grant.
501	501	1R
502	502	APPENDIX
503	503	Repealed Minnesota Session Laws: 25-00224