Tennessee Senate Bill SB0246

Tennessee 2025-2026 Regular Session

• Introduced: 1/22/25
• Engrossed: 3/6/25
• Enrolled: 4/28/25
• Passed: 5/9/25
• Chaptered: 5/15/25

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to English language learners.

Impact

SB0246 aims to impact state laws concerning the training and support of educators who work with EL students. It promotes several initiatives, including expanding professional development opportunities, creating an EL endorsement for licensed educators, and encouraging collaborative learning methodologies. By examining best practices both within Tennessee and in other states, the bill seeks to provide structured guidance for educators to improve classroom engagement and learning outcomes for EL students. The Department of Education is tasked with reporting its findings and recommendations to the legislative committees by January 1, 2026.

Summary

Senate Bill 246, also known as SB0246, is focused on improving the educational outcomes for English language learners (EL) in Tennessee. The bill mandates the establishment of a working group convened by the Department of Education to study and develop best practices, strategies, and programming tailored for EL educators. This group is to comprise various stakeholders, including K-12 public school directors, state board members, education department representatives, and those with expertise in EL education. The bill specifically targets instructional practices aimed at enhancing the learning experience for EL students from kindergarten through 12th grade.

Sentiment

The sentiment surrounding SB0246 appears to be generally positive, garnering support from various educational stakeholders who see the need for enhanced resources and training for those teaching EL students. Advocates argue that this bill recognizes and addresses the unique challenges faced by English language learners and their educators, thereby improving educational equity. However, there may be some concerns regarding the implementation of the recommendations and whether they will sufficiently address the needs of teachers and students effectively.

Contention

One notable point of contention may revolve around the specifics of how the proposed strategies will be implemented and the engagement level of the various stakeholders involved in the working group. While there is agreement on the need for effective practices, differing opinions may arise on the appropriateness of certain methods, such as how to integrate family involvement in education or the extent of professional development required. Additionally, discussions about funding and resources necessary to carry out the recommendations could lead to debates among legislators and educational administrators.