.................... moves to amend H.F. No. 63 as follows:
Delete everything after the enacting clause and insert:
"Section 1. Minnesota Statutes 2010, section 122A.16, is amended to read:
1.4122A.16 HIGHLY QUALIFIED TEACHER DEFINED.
(a) A qualified teacher is one holding a valid license, under this chapter, to perform
the particular service for which the teacher is employed in a public school.
(b) For the purposes of the federal No Child Left Behind Act, a highly qualified
teacher is one who holds a valid license under this chapter, including under section
1.9122A.245, among other sections,
to perform the particular service for which the teacher is
employed in a public school or who meets the requirements of a highly objective uniform
state standard of evaluation (HOUSSE).
All Minnesota teachers teaching in a core academic subject area, as defined by the
federal No Child Left Behind Act, in which they are not fully licensed may complete the
following HOUSSE process in the core subject area for which the teacher is requesting
highly qualified status by completing an application, in the form and manner described by
the commissioner, that includes:
(1) documentation of student achievement as evidenced by norm-referenced test
results that are objective and psychometrically valid and reliable;
(2) evidence of local, state, or national activities, recognition, or awards for
professional contribution to achievement;
(3) description of teaching experience in the teachers' core subject area in a public
school under a waiver, variance, limited license or other exception; nonpublic school; and
(4) test results from the Praxis II content test;
(5) evidence of advanced certification from the National Board for Professional
(6) evidence of the successful completion of course work or pedagogy courses; and
(7) evidence of the successful completion of high quality professional development
Districts must assign a school administrator to serve as a HOUSSE reviewer to
meet with teachers under this paragraph and, where appropriate, certify the teachers'
applications. Teachers satisfy the definition of highly qualified when the teachers receive
at least 100 of the total number of points used to measure the teachers' content expertise
under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1)
to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified
for more than one subject area.
(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher
must obtain permission from the Board of Teaching in order to teach in a public school.
Sec. 2. Minnesota Statutes 2010, section 122A.23, subdivision 1, is amended to read:
Subdivision 1. Preparation equivalency.
When a license to teach is authorized to
be issued to any holder of a diploma or a degree of a Minnesota state university, or of the
University of Minnesota, or of a liberal arts university, or a technical training institution,
such license may also, in the discretion of the Board of Teaching or the commissioner of
education, whichever has jurisdiction, be issued to any holder of a diploma or a degree
of a teacher training institution of equivalent rank and standing of any other state. The
diploma or degree must be granted by virtue of
the completion of completing
a course in
teacher preparation essentially equivalent in content to that required by such Minnesota
state university or the University of Minnesota or a liberal arts university in Minnesota
or a technical training institution as preliminary to the granting of a diploma or a degree
of the same rank and class. An applicant who holds a diploma or degree that is not
2.25essentially equivalent may satisfy state licensure requirements by successfully completing
2.26a content-area examination under section 122A.09, subdivision 4, paragraph (e), in the
2.27content area that is not essentially equivalent.
Sec. 3. [122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM
2.29AND LIMITED-TERM TEACHER LICENSE.
2.30 Subdivision 1. Requirements. (a) The Board of Teaching must approve qualified
2.31teacher preparation programs under this section that are a means to acquire a two-year
2.32limited-term license and to prepare for acquiring a standard license. The following entities
2.33are eligible to participate under this section:
3.1(1) a school district or charter school that forms a partnership with a college or
3.2university that has a board-approved alternative teacher preparation program;
3.3(2) a school district or charter school that forms a partnership with a nonprofit
3.4corporation formed under chapter 317A for an education-related purpose that has a
3.5board-approved teacher preparation program; or
3.6(3) a board-approved teacher preparation program within a district.
3.7(b) Before participating in this program, a candidate must:
3.8(1) have a bachelor's degree;
3.9(2) pass the reading, writing, and mathematics skills examination under section
3.10122A.09, subdivision 4, paragraph (b); and
3.11(3) obtain qualifying scores on board-approved content area and pedagogy
3.12examinations under section 122A.09, subdivision 4, paragraph (e).
3.13 Subd. 2. Characteristics. An alternative teacher preparation program under this
3.14section must include:
3.15(1) a minimum 200-hour instructional phase that provides intensive preparation
3.16before the teacher candidate assumes classroom responsibilities;
3.17(2) a research-based and results-oriented approach focused on best teaching practices
3.18to increase student proficiency and growth measured against state academic standards;
3.19(3) strategies to combine pedagogy and best teaching practices to better inform
3.20teacher candidates' classroom instruction;
3.21(4) assessment, supervision, and evaluation of teacher candidates to determine
3.22their specific needs throughout the program and to support their efforts to successfully
3.23complete the program;
3.24(5) intensive, ongoing, and multiyear professional learning opportunities that
3.25accelerate teacher candidates' professional growth, support student learning, and provide a
3.26workplace orientation, professional staff development, and mentoring and peer review
3.27focused on standards of professional practice and continuous professional growth; and
3.28(6) a requirement that teacher candidates demonstrate to the local site team under
3.29subdivision 5 their satisfactory progress toward acquiring a standard license from the
3.30Board of Teaching.
3.31 Subd. 3. Program approval. The Board of Teaching must approve alternative
3.32teacher preparation programs under this section based on board-adopted criteria that
3.33reflect best practices for alternative teacher preparation programs, consistent with this
3.34section. The board must permit teacher candidates to demonstrate mastery of pedagogy
3.35and content standards in school-based settings and through other nontraditional means.
4.1 Subd. 4. Employment conditions. Where applicable, teacher candidates with a
4.2limited-term license under this section are members of the local employee organization
4.3representing teachers and subject to the terms of the local collective bargaining agreement
4.4between the local representative of the teachers and the school board.
4.5 Subd. 5. Approval for standard license. A local site team that may include
4.6teachers, school administrators, or postsecondary faculty under subdivision 1, paragraph
4.7(a), clause (1), or staff of a participating nonprofit corporation under subdivision 1,
4.8paragraph (a), clause (2), must evaluate the performance of the teacher candidate.
4.9The evaluation must be consistent with board-adopted performance measures, use the
4.10Minnesota state standards of effective practice for teachers established in rule, and
4.11include a report to the board recommending whether or not to issue the teacher candidate
4.12a standard license.
4.13 Subd. 6. Applicants trained in other states. A person who successfully completes
4.14another state's alternative teacher preparation program may apply to the Board of Teaching
4.15for a standard license under subdivision 7. A teacher candidate under this subdivision must
4.16successfully complete two years of classroom teaching before applying for the license. The
4.17teacher candidate must request an evaluation and the local site team in the school where
4.18the teacher candidate taught must submit to the board a formal performance evaluation
4.19using methodology that the board determines is identical or substantially similar to the
4.20Minnesota state standards of effective practice for teachers, and the local site team must
4.21recommend to the board whether or not to issue the teacher candidate a standard license.
4.22 Subd. 7. Standard license. The Board of Teaching must issue a standard
4.23license to an otherwise qualified teacher candidate under this section who successfully
4.24performs throughout a program under this section, successfully completes all required
4.25skills, pedagogy, and content area examinations under section 122A.09, subdivision 4,
4.26paragraphs (a) and (e), and is recommended for licensure under subdivision 5 or 6.
4.27 Subd. 8. Highly qualified or qualified teacher. A person holding a valid
4.28limited-term license under this section is a highly qualified teacher and the teacher of
4.29record under section 122A.16.
4.30 Subd. 9. Reports. The Board of Teaching must submit an interim report on the
4.31efficacy of this program to the K-12 education policy and finance committees of the
4.32legislature by February 15, 2013, and a final report by February 15, 2015.
4.33EFFECTIVE DATE.This section is effective for the 2011-2012 school year and
Delete the title and insert:
relating to education; amending teacher licensure provisions; establishing
an alternative teacher preparation program and limited-term teacher license;
requiring reports;amending Minnesota Statutes 2010, sections 122A.16;
122A.23, subdivision 1; proposing coding for new law in Minnesota Statutes,