1.1.................... moves to amend H.F. No. 2749, the first engrossment, as follows:
1.2Page 57, after line 32, insert:

"1.3    Sec. 22. Minnesota Statutes 2015 Supplement, section 122A.09, subdivision 4,
1.4is amended to read:
1.5    Subd. 4. License and rules. (a) The board must adopt rules to license public school
1.6teachers and interns subject to chapter 14.
1.7(b) The board must require all candidates for teacher licensure to demonstrate a
1.8passing score on a board-adopted skills examination in reading, writing, and mathematics,
1.9as a requirement for initial teacher licensure, except that the board may issue up to four
1.10temporary, one-year teaching licenses to an otherwise qualified candidate who has not yet
1.11passed the board-adopted skills exam. The board must require colleges and universities
1.12offering a board-approved teacher preparation program to provide remedial assistance to
1.13persons who did not achieve a qualifying score on the board-adopted skills examination,
1.14including those for whom English is a second language. The requirement to pass a
1.15board-adopted reading, writing, and mathematics skills examination does not apply to
1.16nonnative English speakers, as verified by qualified Minnesota school district personnel
1.17or Minnesota higher education faculty, who, after meeting the content and pedagogy
1.18requirements under this subdivision, apply for a teaching license to provide direct
1.19instruction in their native language or world language instruction under section 120B.022,
1.20subdivision 1
. The Board of Teaching and the entity administering the content, pedagogy,
1.21and skills examinations must allow any individual who produces documentation of a
1.22disability in the form of an evaluation, 504 plan, or individual education program (IEP) to
1.23receive the same testing accommodations on the content, pedagogy, and skills examinations
1.24that the applicant received during their secondary or postsecondary education.
1.25(c) The board must adopt rules to approve teacher preparation programs. The board,
1.26upon the request of a postsecondary student preparing for teacher licensure or a licensed
1.27graduate of a teacher preparation program, shall assist in resolving a dispute between the
2.1person and a postsecondary institution providing a teacher preparation program when the
2.2dispute involves an institution's recommendation for licensure affecting the person or the
2.3person's credentials. At the board's discretion, assistance may include the application
2.4of chapter 14.
2.5(d) The board must provide the leadership and adopt rules for the redesign of teacher
2.6education programs to implement a research based, results-oriented curriculum that
2.7focuses on the skills teachers need in order to be effective. Among other components,
2.8teacher preparation programs may use the Minnesota State Colleges and Universities
2.9program model to provide a school-year-long student teaching program that combines
2.10clinical opportunities with academic coursework and in-depth student teaching
2.11experiences to offer students ongoing mentorship, coaching, and assessment, help to
2.12prepare a professional development plan, and structured learning experiences. The board
2.13shall implement new systems of teacher preparation program evaluation to assure program
2.14effectiveness based on proficiency of graduates in demonstrating attainment of program
2.15outcomes. Teacher preparation programs including alternative teacher preparation
2.16programs under section 122A.245, among other programs, must include a content-specific,
2.17board-approved, performance-based assessment that measures teacher candidates in three
2.18areas: planning for instruction and assessment; engaging students and supporting learning;
2.19and assessing student learning. The board's redesign rules must include creating flexible,
2.20specialized teaching licenses, credentials, and other endorsement forms to increase
2.21students' participation in language immersion programs, world language instruction,
2.22career development opportunities, work-based learning, early college courses and careers,
2.23career and technical programs, Montessori schools, and project and place-based learning,
2.24among other career and college ready learning offerings.
2.25(e) The board must adopt rules requiring candidates for initial licenses to pass an
2.26examination of general pedagogical knowledge and examinations of licensure-specific
2.27teaching skills. The rules shall be effective by September 1, 2001. The rules under this
2.28paragraph also must require candidates for initial licenses to teach prekindergarten or
2.29elementary students to pass, as part of the examination of licensure-specific teaching
2.30skills, test items assessing the candidates' knowledge, skill, and ability in comprehensive,
2.31scientifically based reading instruction under section 122A.06, subdivision 4, and their
2.32knowledge and understanding of the foundations of reading development, the development
2.33of reading comprehension, and reading assessment and instruction, and their ability to
2.34integrate that knowledge and understanding.
3.1(f) The board must adopt rules requiring teacher educators to work directly with
3.2elementary or secondary school teachers in elementary or secondary schools to obtain
3.3periodic exposure to the elementary or secondary teaching environment.
3.4(g) The board must grant licenses to interns and to candidates for initial licenses
3.5based on appropriate professional competencies that are aligned with the board's licensing
3.6system and students' diverse learning needs. All teacher candidates must have preparation
3.7in English language development and content instruction for English learners in order to be
3.8able to effectively instruct the English learners in their classrooms. The board must include
3.9these licenses in a statewide differentiated licensing system that creates new leadership
3.10roles for successful experienced teachers premised on a collaborative professional culture
3.11dedicated to meeting students' diverse learning needs in the 21st century, recognizes the
3.12importance of cultural and linguistic competencies, including the ability to teach and
3.13communicate in culturally competent and aware ways, and formalizes mentoring and
3.14induction for newly licensed teachers provided through a teacher support framework.
3.15(h) The board must design and implement an assessment system which requires a
3.16candidate for an initial license and first continuing license to demonstrate the abilities
3.17necessary to perform selected, representative teaching tasks at appropriate levels.
3.18(i) The board must receive recommendations from local committees as established
3.19by the board for the renewal of teaching licenses. The board must require licensed teachers
3.20who are renewing a continuing license to include in the renewal requirements further
3.21preparation in English language development and specially designed content instruction
3.22in English for English learners.
3.23(j) The board must grant life licenses to those who qualify according to requirements
3.24established by the board, and suspend or revoke licenses pursuant to sections 122A.20 and
3.25214.10 . The board must not establish any expiration date for application for life licenses.
3.26(k) The board must adopt rules that require all licensed teachers who are renewing
3.27their continuing license to include in their renewal requirements further preparation in
3.28the areas of using positive behavior interventions and in accommodating, modifying, and
3.29adapting curricula, materials, and strategies to appropriately meet the needs of individual
3.30students and ensure adequate progress toward the state's graduation rule.
3.31(l) In adopting rules to license public school teachers who provide health-related
3.32services for disabled children, the board shall adopt rules consistent with license or
3.33registration requirements of the commissioner of health and the health-related boards who
3.34license personnel who perform similar services outside of the school.
3.35(m) The board must adopt rules that require all licensed teachers who are renewing
3.36their continuing license to include in their renewal requirements further reading
4.1preparation, consistent with section 122A.06, subdivision 4. The rules do not take effect
4.2until they are approved by law. Teachers who do not provide direct instruction including, at
4.3least, counselors, school psychologists, school nurses, school social workers, audiovisual
4.4directors and coordinators, and recreation personnel are exempt from this section.
4.5(n) The board must adopt rules that require all licensed teachers who are renewing
4.6their continuing license to include in their renewal requirements at least one hour of
4.7suicide prevention best practices in each licensure renewal period that are based on
4.8nationally recognized evidence-based programs and practices, among the continuing
4.9education credits required to renew a license under this paragraph, and further preparation,
4.10first, in understanding the key warning signs of early-onset mental illness in children
4.11and adolescents and then, during subsequent licensure renewal periods, preparation may
4.12include providing a more in-depth understanding of students' mental illness trauma,
4.13accommodations for students' mental illness, parents' role in addressing students' mental
4.14illness, Fetal Alcohol Spectrum Disorders, autism, the requirements of section 125A.0942
4.15governing restrictive procedures, and de-escalation methods, among other similar topics.
4.16(o) The board must adopt rules by January 1, 2016, to license applicants under
4.17sections 122A.23 and 122A.245. The rules must permit applicants to demonstrate their
4.18qualifications through the board's recognition of a teaching license from another state
4.19in a similar content field, completion of a state-approved teacher preparation program,
4.20teaching experience as the teacher of record in a similar licensure field, depth of content
4.21knowledge, depth of content methods or general pedagogy, subject-specific professional
4.22development and contribution to the field, or classroom performance as determined by
4.23documented student growth on normed assessments or documented effectiveness on
4.24evaluations. The rules must adopt criteria for determining a "similar content field" and
4.25"similar licensure area."
4.26EFFECTIVE DATE.This section is effective the day following final enactment
4.27and applies to teachers renewing their teaching licenses beginning August 1, 2017.
"4.28Renumber the sections in sequence and correct the internal references
4.29Amend the title accordingly