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Key Votes

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

Minnesota Key Votes

Deb Kiel voted Yea (Conference Report Vote) on this Legislation.

Read statements Deb Kiel made in this general time period.

Stages

Family

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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