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Key Votes

SF 40 - Amends Licensing and Codes for Education - Key Vote

Minnesota Key Votes

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Issues

Stage Details

Legislation - Signed (Executive) -

Title: Amends Licensing and Codes for Education

Legislation - Conference Report Adopted (House) (81-50) - (Key vote)

Title: Amends Licensing and Codes for Education

Vote Smart's Synopsis:

Vote to adopt a conference report that amends teacher licensure provisions and establishes an alternative teacher preparation program and limited-term teacher licenses.

Highlights:
  • Specifies that teacher preparation programs, including alternative teacher preparation programs, must include a content-specific, board-approved, performance-based assessment that measures teacher candidates in three areas (Sec. 1):
    • Planning for instruction and assessment;
    • Engaging students and supporting learning; and
    • Assessing student learning.
  • Establishes that the program is applicable to individuals who complete a teacher preparation program by the end of the 2013-2014 school year (Sec. 1).
  • Specifies that for the purpose of granting a teaching license to a person who receives a diploma from an out-of-state accredited teacher program leading to licensure, the Board of Teaching must establish criteria and streamlined procedures to recognize the experience and professional credentials of the person holding the out-of-state diploma (Sec. 3).
  • Establishes that the Board of Teaching must approve qualified teacher preparation programs that are a means to acquire a two-year limited-term license (Sec. 4).
  • Specifies that the following entities are eligible to participate in the qualified teacher preparation program (Sec. 4):
    • A school district or charter school that forms a partnership with a college or university that has a board-approved alternative teacher preparation program; and
    • A school district or charter school, after consulting with a college or university with aboard-approved teacher program, forms a partnership with a nonprofit corporation for an education-related purpose that has a board-approved teacher preparation program.
  • Requires all candidates to meet the following criteria prior to participating in the teacher preparation program (Sec. 4):
    • Have a bachelor's degree with a 3.0 or higher grade point average unless the board waives the grade point average requirement based on board-adopted criteria;
    • Pass the reading, writing, and mathematics skills examination; and
    • Obtain qualifying scores on applicable board-approved rigorous content area and pedagogy examinations.
  • Specifies that an alternative teacher preparation program must include the following (Sec. 4):
    • A minimum 200-hour instructional phase that provides preparation and student teaching before a candidate assumes classroom responsibilities;
    • A research-based and results-oriented approach focused on best teaching practices to increase student proficiency;
    • Strategies to combine pedagogy and best teaching practices; -Assessment, supervision, and evaluation of teacher candidates;
    • Multiyear professional learning opportunities that accelerate teacher candidates' professional growth, support student learning, and provide a workplace orientation; and
    • Teacher candidates demonstrate to the local site team satisfactory progress toward acquiring a standard license from the Board of Teaching.
  • Establishes that the Board of Teaching must issue a standard license to an otherwise qualified candidate who performs successfully throughout an eligible teacher preparation program (Sec. 4).
Legislation - Conference Report Adopted (Senate) (46-19) - (Key vote)

Title: Amends Licensing and Codes for Education

Vote Smart's Synopsis:

Vote to adopt a conference report that amends teacher licensure provisions and establishes an alternative teacher preparation program and limited-term teacher licenses.

Highlights:
  • Specifies that teacher preparation programs, including alternative teacher preparation programs, must include a content-specific, board-approved, performance-based assessment that measures teacher candidates in three areas (Sec. 1):
    • Planning for instruction and assessment;
    • Engaging students and supporting learning; and
    • Assessing student learning.
  • Establishes that the program is applicable to individuals who complete a teacher preparation program by the end of the 2013-2014 school year (Sec. 1).
  • Specifies that for the purpose of granting a teaching license to a person who receives a diploma from an out-of-state accredited teacher program leading to licensure, the Board of Teaching must establish criteria and streamlined procedures to recognize the experience and professional credentials of the person holding the out-of-state diploma (Sec. 3).
  • Establishes that the Board of Teaching must approve qualified teacher preparation programs that are a means to acquire a two-year limited-term license (Sec. 4).
  • Specifies that the following entities are eligible to participate in the qualified teacher preparation program (Sec. 4):
    • A school district or charter school that forms a partnership with a college or university that has a board-approved alternative teacher preparation program; and
    • A school district or charter school, after consulting with a college or university with aboard-approved teacher program, forms a partnership with a nonprofit corporation for an education-related purpose that has a board-approved teacher preparation program.
  • Requires all candidates to meet the following criteria prior to participating in the teacher preparation program (Sec. 4):
    • Have a bachelor's degree with a 3.0 or higher grade point average unless the board waives the grade point average requirement based on board-adopted criteria;
    • Pass the reading, writing, and mathematics skills examination; and
    • Obtain qualifying scores on applicable board-approved rigorous content area and pedagogy examinations.
  • Specifies that an alternative teacher preparation program must include the following (Sec. 4):
    • A minimum 200-hour instructional phase that provides preparation and student teaching before a candidate assumes classroom responsibilities;
    • A research-based and results-oriented approach focused on best teaching practices to increase student proficiency;
    • Strategies to combine pedagogy and best teaching practices; -Assessment, supervision, and evaluation of teacher candidates;
    • Multiyear professional learning opportunities that accelerate teacher candidates' professional growth, support student learning, and provide a workplace orientation; and
    • Teacher candidates demonstrate to the local site team satisfactory progress toward acquiring a standard license from the Board of Teaching.
  • Establishes that the Board of Teaching must issue a standard license to an otherwise qualified candidate who performs successfully throughout an eligible teacher preparation program (Sec. 4).
Legislation - Concurrence Vote Failed (Senate) -
Legislation - Bill Passed With Amendment (House) (72-59) -
Legislation - Bill Passed (Senate) (40-23) - (Key vote)

Title: Amends Licensing and Codes for Education

Vote Smart's Synopsis:

Vote to pass a bill that amends the process of teacher qualification.

Highlights:
  • Establishes an "alternative teacher preparation program and limited-term teacher license" that (Sec. 2):
    • Authorizes teachers to acquire a two-year limited-term license; and
    • Is approved by the Board of Education.
  • Specifies that the alternative preparation programs are composed of, but not limited to, the following (Sec. 2):
    • A minimum 200 hour instruction period providing thorough preparation before the teacher begins classroom responsibilities;
    • A research-based and results-based approach focused on best teaching practices in order to raise student proficiency and growth in regards to state academic standards;
    • Strategies to combine the process of becoming a teacher and best teaching practices to better the classroom instruction of teachers;
    • Supervision and evaluation of participants of the alternative program in order to support the participant in a successful manner;
    • Continual and intensive professional learning opportunities; and
    • A requirement that participants demonstrate that they are making satisfactory progress toward acquiring a standard entrance license.
  • Specifies that applicants for the alternative teaching program must (Sec. 2):
    • Have a bachelor's degree;
    • Pass the reading, writing, and mathematics skills examination; and
    • Obtain qualifying scores on the relevant Board of Education-approved content area and pedagogy examination.
  • Requires that the alternative teaching program be approved by the Board of Teachers (Sec. 2).
  • Specifies that, when applicable, teachers that acquire the limited-term license are (Sec. 2):
    • Members of the local collective bargaining unit of teachers and the school board; and
    • Subject to the terms of a collective bargaining agreements so long as the agreement does not limit or prohibit employment of limited-term licensed teachers.
  • Requires a school district or charter school to evaluate the performance of the applicant teacher in a manner consistent with the board-adopted standards as well as the state standards for effective practice for teachers (Sec. 2).
  • Authorizes applicants who have successfully completed an alternative teacher preparation program in another state to apply for a standard entrance license (Sec. 2).
  • This act is effective August 1, 2011, and for the 2011-2012 school year (Sec. 2).
Legislation - Introduced (Senate) -

Title: Amends Licensing and Codes for Education

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