<div class="xtend">
         <div class="xtend_ce"><a id="pl.1.1"></a><var>1.1</var>A bill for an act<br />
            		
         </div><a id="pl.1.2"></a><var>1.2</var>relating to education; amending teacher licensure provisions; establishing <br />
         		<a id="pl.1.3"></a><var>1.3</var>an alternative teacher preparation program and limited-term teacher license; <br />
         		<a id="pl.1.4"></a><var>1.4</var>requiring reports;amending Minnesota Statutes 2010, sections 122A.09, <br />
         		<a id="pl.1.5"></a><var>1.5</var>subdivision 4; 122A.16; 122A.23, subdivision 1; proposing coding for new <br />
         		<a id="pl.1.6"></a><var>1.6</var>law in Minnesota Statutes, chapter 122A; repealing Minnesota Statutes 2010, <br />
         		<a id="pl.1.7"></a><var>1.7</var>section 122A.24.<br />
         		<a id="pl.1.8"></a><var>1.8</var>BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:<br />
         		<br />
         		<a id="bill.0.1.0"></a><a id="pl.1.9"></a><var>1.9</var>&nbsp;&nbsp;&nbsp;&nbsp;Section 1. Minnesota Statutes 2010, section 122A.09, subdivision 4, is amended to <br />
         		<a id="pl.1.10"></a><var>1.10</var>read:<br />
         		<a id="pl.1.11"></a><var>1.11</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 4. <b>License and rules.</b> (a) The board must adopt rules to license public school <br />
         		<a id="pl.1.12"></a><var>1.12</var>teachers and interns subject to chapter 14.<br />
         		<a id="pl.1.13"></a><var>1.13</var>(b) The board must adopt rules requiring a person to successfully complete a skills <br />
         		<a id="pl.1.14"></a><var>1.14</var>examination in reading, writing, and mathematics as a requirement for initial teacher <br />
         		<a id="pl.1.15"></a><var>1.15</var>licensure. Such rules must require college and universities offering a board-approved <br />
         		<a id="pl.1.16"></a><var>1.16</var>teacher preparation program to provide remedial assistance to persons who did not <br />
         		<a id="pl.1.17"></a><var>1.17</var>achieve a qualifying score on the skills examination, including those for whom English is <br />
         		<a id="pl.1.18"></a><var>1.18</var>a second language.<br />
         		<a id="pl.1.19"></a><var>1.19</var>(c) The board must adopt rules to approve teacher preparation programs. The board, <br />
         		<a id="pl.1.20"></a><var>1.20</var>upon the request of a postsecondary student preparing for teacher licensure or a licensed <br />
         		<a id="pl.1.21"></a><var>1.21</var>graduate of a teacher preparation program, shall assist in resolving a dispute between the <br />
         		<a id="pl.1.22"></a><var>1.22</var>person and a postsecondary institution providing a teacher preparation program when the <br />
         		<a id="pl.1.23"></a><var>1.23</var>dispute involves an institution's recommendation for licensure affecting the person or the <br />
         		<a id="pl.1.24"></a><var>1.24</var>person's credentials. At the board's discretion, assistance may include the application <br />
         		<a id="pl.1.25"></a><var>1.25</var>of chapter 14.<br />
         		<a id="pl.2.1"></a><var>2.1</var>(d) The board must provide the leadership and ~~shall~~ adopt rules for the redesign of <br />
         		<a id="pl.2.2"></a><var>2.2</var>teacher education programs to implement a research based, results-oriented curriculum that <br />
         		<a id="pl.2.3"></a><var>2.3</var>focuses on the skills teachers need in order to be effective. The board shall implement new <br />
         		<a id="pl.2.4"></a><var>2.4</var>systems of teacher preparation program evaluation to assure program effectiveness based <br />
         		<a id="pl.2.5"></a><var>2.5</var>on proficiency of graduates in demonstrating attainment of program outcomes. Teacher <br />
         		<a id="pl.2.6"></a><var>2.6</var>preparation programs including alternative teacher preparation programs under section <br />
         		<a id="pl.2.7"></a><var>2.7</var>122A.245, among other programs, must include a board-approved performance-based <br />
         		<a id="pl.2.8"></a><var>2.8</var>assessment that measures teacher candidates in three areas: planning for instruction and <br />
         		<a id="pl.2.9"></a><var>2.9</var>assessment; engaging students and supporting learning; and assessing student learning.<br />
         		<a id="pl.2.10"></a><var>2.10</var>(e) The board must adopt rules requiring candidates for initial licenses to successfully <br />
         		<a id="pl.2.11"></a><var>2.11</var>complete an examination of general pedagogical knowledge and examinations of <br />
         		<a id="pl.2.12"></a><var>2.12</var>licensure-specific teaching skills. The rules shall be effective by September 1, 2001. <br />
         		<a id="pl.2.13"></a><var>2.13</var>The rules under this paragraph also must require candidates for initial licenses to teach <br />
         		<a id="pl.2.14"></a><var>2.14</var>prekindergarten or elementary students to successfully complete, as part of the examination <br />
         		<a id="pl.2.15"></a><var>2.15</var>of licensure-specific teaching skills, test items assessing the candidates' knowledge, <br />
         		<a id="pl.2.16"></a><var>2.16</var>skill, and ability in comprehensive, scientifically based reading instruction under section <br />
         		
         <statute_ref><a id="pl.2.17"></a><var>2.17</var>122A.06
         </statute_ref>, subdivision 4, and their knowledge and understanding of the foundations of <br />
         		<a id="pl.2.18"></a><var>2.18</var>reading development, the development of reading comprehension, and reading assessment <br />
         		<a id="pl.2.19"></a><var>2.19</var>and instruction, and their ability to integrate that knowledge and understanding.<br />
         		<a id="pl.2.20"></a><var>2.20</var>(f) The board must adopt rules requiring teacher educators to work directly with <br />
         		<a id="pl.2.21"></a><var>2.21</var>elementary or secondary school teachers in elementary or secondary schools to obtain <br />
         		<a id="pl.2.22"></a><var>2.22</var>periodic exposure to the elementary or secondary teaching environment.<br />
         		<a id="pl.2.23"></a><var>2.23</var>(g) The board must grant licenses to interns and to candidates for initial licenses.<br />
         		<a id="pl.2.24"></a><var>2.24</var>(h) The board must design and implement an assessment system which requires a <br />
         		<a id="pl.2.25"></a><var>2.25</var>candidate for an initial license and first continuing license to demonstrate the abilities <br />
         		<a id="pl.2.26"></a><var>2.26</var>necessary to perform selected, representative teaching tasks at appropriate levels.<br />
         		<a id="pl.2.27"></a><var>2.27</var>(i) The board must receive recommendations from local committees as established <br />
         		<a id="pl.2.28"></a><var>2.28</var>by the board for the renewal of teaching licenses.<br />
         		<a id="pl.2.29"></a><var>2.29</var>(j) The board must grant life licenses to those who qualify according to requirements <br />
         		<a id="pl.2.30"></a><var>2.30</var>established by the board, and suspend or revoke licenses pursuant to sections 
         <statute_ref>122A.20</statute_ref> and <br />
         		
         <statute_ref><a id="pl.2.31"></a><var>2.31</var>214.10
         </statute_ref>. The board must not establish any expiration date for application for life licenses.<br />
         		<a id="pl.2.32"></a><var>2.32</var>(k) The board must adopt rules that require all licensed teachers who are renewing <br />
         		<a id="pl.2.33"></a><var>2.33</var>their continuing license to include in their renewal requirements further preparation in <br />
         		<a id="pl.2.34"></a><var>2.34</var>the areas of using positive behavior interventions and in accommodating, modifying, and <br />
         		<a id="pl.2.35"></a><var>2.35</var>adapting curricula, materials, and strategies to appropriately meet the needs of individual <br />
         		<a id="pl.2.36"></a><var>2.36</var>students and ensure adequate progress toward the state's graduation rule.<br />
         		<a id="pl.3.1"></a><var>3.1</var>(l) In adopting rules to license public school teachers who provide health-related <br />
         		<a id="pl.3.2"></a><var>3.2</var>services for disabled children, the board shall adopt rules consistent with license or <br />
         		<a id="pl.3.3"></a><var>3.3</var>registration requirements of the commissioner of health and the health-related boards who <br />
         		<a id="pl.3.4"></a><var>3.4</var>license personnel who perform similar services outside of the school.<br />
         		<a id="pl.3.5"></a><var>3.5</var>(m) The board must adopt rules that require all licensed teachers who are renewing <br />
         		<a id="pl.3.6"></a><var>3.6</var>their continuing license to include in their renewal requirements further reading <br />
         		<a id="pl.3.7"></a><var>3.7</var>preparation, consistent with section 
         <statute_ref>122A.06, subdivision 4</statute_ref>. The rules do not take effect <br />
         		<a id="pl.3.8"></a><var>3.8</var>until they are approved by law. Teachers who do not provide direct instruction including, at <br />
         		<a id="pl.3.9"></a><var>3.9</var>least, counselors, school psychologists, school nurses, school social workers, audiovisual <br />
         		<a id="pl.3.10"></a><var>3.10</var>directors and coordinators, and recreation personnel are exempt from this section.<br />
         		<a id="pl.3.11"></a><var>3.11</var>(n) The board must adopt rules that require all licensed teachers who are renewing <br />
         		<a id="pl.3.12"></a><var>3.12</var>their continuing license to include in their renewal requirements further preparation <br />
         		<a id="pl.3.13"></a><var>3.13</var>in understanding the key warning signs of early-onset mental illness in children and <br />
         		<a id="pl.3.14"></a><var>3.14</var>adolescents.<br />
         		<a id="pl.3.15"></a><var>3.15</var><b>EFFECTIVE DATE.</b>This section is effective immediately and applies to <br />
         		<a id="pl.3.16"></a><var>3.16</var>individuals who complete a teacher preparation program by the end of the 2013-2014 <br />
         		<a id="pl.3.17"></a><var>3.17</var>school year or later.<br />
         		<br />
         		<a id="bill.0.2.0"></a><a id="pl.3.18"></a><var>3.18</var>&nbsp;&nbsp;&nbsp;&nbsp;Sec. 2. Minnesota Statutes 2010, section 122A.16, is amended to read:<br />
         		<a id="pl.3.19"></a><var>3.19</var><b>122A.16 HIGHLY QUALIFIED TEACHER DEFINED.</b><br />
         		<a id="pl.3.20"></a><var>3.20</var>(a) A qualified teacher is one holding a valid license, under this chapter, to perform <br />
         		<a id="pl.3.21"></a><var>3.21</var>the particular service for which the teacher is employed in a public school.<br />
         		<a id="pl.3.22"></a><var>3.22</var>(b) For the purposes of the federal No Child Left Behind Act, a highly qualified <br />
         		<a id="pl.3.23"></a><var>3.23</var>teacher is one who holds a valid license under this chapter, including under section <br />
         		<a id="pl.3.24"></a><var>3.24</var>122A.245, among other sections, to perform the particular service for which the teacher is <br />
         		<a id="pl.3.25"></a><var>3.25</var>employed in a public school or who meets the requirements of a highly objective uniform <br />
         		<a id="pl.3.26"></a><var>3.26</var>state standard of evaluation (HOUSSE).<br />
         		<a id="pl.3.27"></a><var>3.27</var>All Minnesota teachers teaching in a core academic subject area, as defined by the <br />
         		<a id="pl.3.28"></a><var>3.28</var>federal No Child Left Behind Act, in which they are not fully licensed may complete the <br />
         		<a id="pl.3.29"></a><var>3.29</var>following HOUSSE process in the core subject area for which the teacher is requesting <br />
         		<a id="pl.3.30"></a><var>3.30</var>highly qualified status by completing an application, in the form and manner described by <br />
         		<a id="pl.3.31"></a><var>3.31</var>the commissioner, that includes:<br />
         		<a id="pl.3.32"></a><var>3.32</var>(1) documentation of student achievement as evidenced by norm-referenced test <br />
         		<a id="pl.3.33"></a><var>3.33</var>results that are objective and psychometrically valid and reliable;<br />
         		<a id="pl.4.1"></a><var>4.1</var>(2) evidence of local, state, or national activities, recognition, or awards for <br />
         		<a id="pl.4.2"></a><var>4.2</var>professional contribution to achievement;<br />
         		<a id="pl.4.3"></a><var>4.3</var>(3) description of teaching experience in the teachers' core subject area in a public <br />
         		<a id="pl.4.4"></a><var>4.4</var>school under a waiver, variance, limited license or other exception; nonpublic school; and <br />
         		<a id="pl.4.5"></a><var>4.5</var>postsecondary institution;<br />
         		<a id="pl.4.6"></a><var>4.6</var>(4) test results from the Praxis II content test;<br />
         		<a id="pl.4.7"></a><var>4.7</var>(5) evidence of advanced certification from the National Board for Professional <br />
         		<a id="pl.4.8"></a><var>4.8</var>Teaching Standards;<br />
         		<a id="pl.4.9"></a><var>4.9</var>(6) evidence of the successful completion of course work or pedagogy courses; and<br />
         		<a id="pl.4.10"></a><var>4.10</var>(7) evidence of the successful completion of high quality professional development <br />
         		<a id="pl.4.11"></a><var>4.11</var>activities.<br />
         		<a id="pl.4.12"></a><var>4.12</var>Districts must assign a school administrator to serve as a HOUSSE reviewer to <br />
         		<a id="pl.4.13"></a><var>4.13</var>meet with teachers under this paragraph and, where appropriate, certify the teachers' <br />
         		<a id="pl.4.14"></a><var>4.14</var>applications. Teachers satisfy the definition of highly qualified when the teachers receive <br />
         		<a id="pl.4.15"></a><var>4.15</var>at least 100 of the total number of points used to measure the teachers' content expertise <br />
         		<a id="pl.4.16"></a><var>4.16</var>under clauses (1) to (7). Teachers may acquire up to 50 points only in any one clause (1) <br />
         		<a id="pl.4.17"></a><var>4.17</var>to (7). Teachers may use the HOUSSE process to satisfy the definition of highly qualified <br />
         		<a id="pl.4.18"></a><var>4.18</var>for more than one subject area.<br />
         		<a id="pl.4.19"></a><var>4.19</var>(c) Achievement of the HOUSSE criteria is not equivalent to a license. A teacher <br />
         		<a id="pl.4.20"></a><var>4.20</var>must obtain permission from the Board of Teaching in order to teach in a public school.<br />
         		<br />
         		<a id="bill.0.3.0"></a><a id="pl.4.21"></a><var>4.21</var>&nbsp;&nbsp;&nbsp;&nbsp;Sec. 3. Minnesota Statutes 2010, section 122A.23, subdivision 1, is amended to read:<br />
         		<a id="pl.4.22"></a><var>4.22</var>&nbsp;&nbsp;&nbsp;&nbsp;Subdivision 1. <b>Preparation equivalency.</b> When a license to teach is authorized to <br />
         		<a id="pl.4.23"></a><var>4.23</var>be issued to any holder of a diploma or a degree of a Minnesota state university, or of the <br />
         		<a id="pl.4.24"></a><var>4.24</var>University of Minnesota, or of a liberal arts university, or a technical training institution, <br />
         		<a id="pl.4.25"></a><var>4.25</var>such license may also, in the discretion of the Board of Teaching or the commissioner of <br />
         		<a id="pl.4.26"></a><var>4.26</var>education, whichever has jurisdiction, be issued to any holder of a diploma or a degree <br />
         		<a id="pl.4.27"></a><var>4.27</var>of a teacher training institution of equivalent rank and standing of any other state. The <br />
         		<a id="pl.4.28"></a><var>4.28</var>diploma or degree must be granted by virtue of ~~the completion of~~ completing a course in <br />
         		<a id="pl.4.29"></a><var>4.29</var>teacher preparation essentially equivalent in content to that required by such Minnesota <br />
         		<a id="pl.4.30"></a><var>4.30</var>state university or the University of Minnesota or a liberal arts university in Minnesota <br />
         		<a id="pl.4.31"></a><var>4.31</var>or a technical training institution as preliminary to the granting of a diploma or a degree <br />
         		<a id="pl.4.32"></a><var>4.32</var>of the same rank and class. For purposes of granting a Minnesota teaching license to a <br />
         		<a id="pl.4.33"></a><var>4.33</var>person who receives a diploma or degree from a state-accredited, out-of-state teacher <br />
         		<a id="pl.4.34"></a><var>4.34</var>training program leading to licensure, the Board of Teaching must establish criteria and <br />
         		<a id="pl.4.35"></a><var>4.35</var>streamlined procedures to recognize the experience and professional credentials of the <br />
         		<a id="pl.5.1"></a><var>5.1</var>person holding the out-of-state diploma or degree and allow that person to demonstrate to <br />
         		<a id="pl.5.2"></a><var>5.2</var>the board his or her qualifications for receiving a Minnesota teaching license based on <br />
         		<a id="pl.5.3"></a><var>5.3</var>performance measures the board adopts under this section.<br />
         		<br />
         		<a id="bill.0.4.0"></a><a id="pl.5.4"></a><var>5.4</var>&nbsp;&nbsp;&nbsp;&nbsp;Sec. 4. <b>[122A.245] ALTERNATIVE TEACHER PREPARATION PROGRAM </b><br />
         		<a id="pl.5.5"></a><var>5.5</var><b>AND LIMITED-TERM TEACHER LICENSE.</b><br />
         		<a id="pl.5.6"></a><var>5.6</var>&nbsp;&nbsp;&nbsp;&nbsp;Subdivision 1. <b>Requirements.</b> (a) To improve academic excellence, improve ethnic <br />
         		<a id="pl.5.7"></a><var>5.7</var>and cultural diversity in the classroom, and close the academic achievement gap, the <br />
         		<a id="pl.5.8"></a><var>5.8</var>Board of Teaching must approve qualified teacher preparation programs under this section <br />
         		<a id="pl.5.9"></a><var>5.9</var>that are a means to acquire a two-year limited-term license, which the board may renew <br />
         		<a id="pl.5.10"></a><var>5.10</var>one time for an additional one-year term, and to prepare for acquiring a standard license. <br />
         		<a id="pl.5.11"></a><var>5.11</var>The following entities are eligible to participate under this section:<br />
         		<a id="pl.5.12"></a><var>5.12</var>(1) a school district or charter school that forms a partnership with a college or <br />
         		<a id="pl.5.13"></a><var>5.13</var>university that has a board-approved alternative teacher preparation program; or<br />
         		<a id="pl.5.14"></a><var>5.14</var>(2) a school district or charter school, after consulting with a college or university <br />
         		<a id="pl.5.15"></a><var>5.15</var>with a board-approved teacher preparation program, forms a partnership with a nonprofit <br />
         		<a id="pl.5.16"></a><var>5.16</var>corporation organized under chapter 317A for an education-related purpose that has a <br />
         		<a id="pl.5.17"></a><var>5.17</var>board-approved teacher preparation program.<br />
         		<a id="pl.5.18"></a><var>5.18</var>(b) Before participating in this program, a candidate must:<br />
         		<a id="pl.5.19"></a><var>5.19</var>(1) have a bachelor's degree with a 3.0 or higher grade point average unless the <br />
         		<a id="pl.5.20"></a><var>5.20</var>board waives the grade point average requirement based on board-adopted criteria;<br />
         		<a id="pl.5.21"></a><var>5.21</var>(2) pass the reading, writing, and mathematics skills examination under section <br />
         		<a id="pl.5.22"></a><var>5.22</var>122A.09, subdivision 4, paragraph (b); and<br />
         		<a id="pl.5.23"></a><var>5.23</var>(3) obtain qualifying scores on applicable board-approved content area and <br />
         		<a id="pl.5.24"></a><var>5.24</var>pedagogy examinations under section 122A.09, subdivision 4, paragraph (e).<br />
         		<a id="pl.5.25"></a><var>5.25</var>(c) The Board of Teaching must issue a two-year limited-term license to a person <br />
         		<a id="pl.5.26"></a><var>5.26</var>who enrolls in an alternative teacher preparation program.<br />
         		<a id="pl.5.27"></a><var>5.27</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 2. <b>Characteristics.</b> An alternative teacher preparation program under this <br />
         		<a id="pl.5.28"></a><var>5.28</var>section must include:<br />
         		<a id="pl.5.29"></a><var>5.29</var>(1) a minimum 200-hour instructional phase that provides intensive preparation <br />
         		<a id="pl.5.30"></a><var>5.30</var>before the teacher candidate assumes classroom responsibilities;<br />
         		<a id="pl.5.31"></a><var>5.31</var>(2) a research-based and results-oriented approach focused on best teaching practices <br />
         		<a id="pl.5.32"></a><var>5.32</var>to increase student proficiency and growth measured against state academic standards;<br />
         		<a id="pl.5.33"></a><var>5.33</var>(3) strategies to combine pedagogy and best teaching practices to better inform <br />
         		<a id="pl.5.34"></a><var>5.34</var>teacher candidates' classroom instruction;<br />
         		<a id="pl.6.1"></a><var>6.1</var>(4) assessment, supervision, and evaluation of teacher candidates to determine <br />
         		<a id="pl.6.2"></a><var>6.2</var>their specific needs throughout the program and to support their efforts to successfully <br />
         		<a id="pl.6.3"></a><var>6.3</var>complete the program;<br />
         		<a id="pl.6.4"></a><var>6.4</var>(5) intensive, ongoing, and multiyear professional learning opportunities that <br />
         		<a id="pl.6.5"></a><var>6.5</var>accelerate teacher candidates' professional growth, support student learning, and provide a <br />
         		<a id="pl.6.6"></a><var>6.6</var>workplace orientation, professional staff development, and mentoring and peer review <br />
         		<a id="pl.6.7"></a><var>6.7</var>focused on standards of professional practice and continuous professional growth; and<br />
         		<a id="pl.6.8"></a><var>6.8</var>(6) a requirement that teacher candidates demonstrate to the local site team under <br />
         		<a id="pl.6.9"></a><var>6.9</var>subdivision 5 their satisfactory progress toward acquiring a standard license from the <br />
         		<a id="pl.6.10"></a><var>6.10</var>Board of Teaching.<br />
         		<a id="pl.6.11"></a><var>6.11</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 3. <b>Program approval.</b> The Board of Teaching must approve alternative <br />
         		<a id="pl.6.12"></a><var>6.12</var>teacher preparation programs under this section based on board-adopted criteria that <br />
         		<a id="pl.6.13"></a><var>6.13</var>reflect best practices for alternative teacher preparation programs, consistent with this <br />
         		<a id="pl.6.14"></a><var>6.14</var>section. The board must permit teacher candidates to demonstrate mastery of pedagogy <br />
         		<a id="pl.6.15"></a><var>6.15</var>and content standards in school-based settings and through other nontraditional means.<br />
         		<a id="pl.6.16"></a><var>6.16</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 4. <b>Employment conditions.</b> Where applicable, teacher candidates with a <br />
         		<a id="pl.6.17"></a><var>6.17</var>limited-term license under this section are members of the local employee organization <br />
         		<a id="pl.6.18"></a><var>6.18</var>representing teachers and subject to the terms of the local collective bargaining agreement <br />
         		<a id="pl.6.19"></a><var>6.19</var>between the exclusive representative of the teachers and the school board. A collective <br />
         		<a id="pl.6.20"></a><var>6.20</var>bargaining agreement between a school board and the exclusive representative of the <br />
         		<a id="pl.6.21"></a><var>6.21</var>teachers must not prevent or restrict or otherwise interfere with a school district's ability to <br />
         		<a id="pl.6.22"></a><var>6.22</var>employ a teacher prepared under this section.<br />
         		<a id="pl.6.23"></a><var>6.23</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 5. <b>Approval for standard license.</b> A school board or its designee must <br />
         		<a id="pl.6.24"></a><var>6.24</var>appoint members to a local site team that includes teachers, school administrators, <br />
         		<a id="pl.6.25"></a><var>6.25</var>and postsecondary faculty under subdivision 1, paragraph (a), clause (1), or staff of a <br />
         		<a id="pl.6.26"></a><var>6.26</var>participating nonprofit corporation under subdivision 1, paragraph (a), clause (2), to <br />
         		<a id="pl.6.27"></a><var>6.27</var>evaluate the performance of the teacher candidate. The evaluation must be consistent with <br />
         		<a id="pl.6.28"></a><var>6.28</var>board-adopted performance measures, use the Minnesota state standards of effective <br />
         		<a id="pl.6.29"></a><var>6.29</var>practice and subject matter content standards for teachers established in rule, and include <br />
         		<a id="pl.6.30"></a><var>6.30</var>a report to the board recommending whether or not to issue the teacher candidate a <br />
         		<a id="pl.6.31"></a><var>6.31</var>standard license.<br />
         		<a id="pl.6.32"></a><var>6.32</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 6. <b>Applicants trained in other states.</b> A person who successfully completes <br />
         		<a id="pl.6.33"></a><var>6.33</var>another state's alternative teacher preparation program, consistent with section 122A.23, <br />
         		<a id="pl.6.34"></a><var>6.34</var>subdivision 1, may apply to the Board of Teaching for a standard license under subdivision <br />
         		<a id="pl.6.35"></a><var>6.35</var>7.<br />
         		<a id="pl.7.1"></a><var>7.1</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 7. <b>Standard license.</b> The Board of Teaching must issue a standard license <br />
         		<a id="pl.7.2"></a><var>7.2</var>to an otherwise qualified teacher candidate under this section who successfully performs <br />
         		<a id="pl.7.3"></a><var>7.3</var>throughout a program under this section, successfully completes all required skills, <br />
         		<a id="pl.7.4"></a><var>7.4</var>pedagogy, and content area examinations under section 122A.09, subdivision 4, paragraphs <br />
         		<a id="pl.7.5"></a><var>7.5</var>(a) and (e), and is recommended for licensure under subdivision 5 or successfully <br />
         		<a id="pl.7.6"></a><var>7.6</var>demonstrates to the board his or her qualifications for licensure under subdivision 6.<br />
         		<a id="pl.7.7"></a><var>7.7</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 8. <b>Highly qualified teacher.</b> A person holding a valid limited-term license <br />
         		<a id="pl.7.8"></a><var>7.8</var>under this section is a highly qualified teacher and the teacher of record under section <br />
         		<a id="pl.7.9"></a><var>7.9</var>122A.16.<br />
         		<a id="pl.7.10"></a><var>7.10</var>&nbsp;&nbsp;&nbsp;&nbsp;Subd. 9. <b>Reports.</b> The Board of Teaching must submit an interim report on the <br />
         		<a id="pl.7.11"></a><var>7.11</var>efficacy of this program to the policy and finance committees of the legislature with <br />
         		<a id="pl.7.12"></a><var>7.12</var>jurisdiction over kindergarten through grade 12 education by February 15, 2013, and a <br />
         		<a id="pl.7.13"></a><var>7.13</var>final report by February 15, 2015.<br />
         		<a id="pl.7.14"></a><var>7.14</var><b>EFFECTIVE DATE.</b>This section is effective for the 2011-2012 school year and <br />
         		<a id="pl.7.15"></a><var>7.15</var>later.<br />
         		<br />
         		<a id="bill.0.5.0"></a><a id="pl.7.16"></a><var>7.16</var>&nbsp;&nbsp;&nbsp;&nbsp;Sec. 5. <b> REPEALER.</b><br />
         		<a id="pl.7.17"></a><var>7.17</var>Minnesota Statutes 2010, section 122A.24, is repealed.<br />
         		<a id="pl.7.18"></a><var>7.18</var><b>EFFECTIVE DATE.</b>This section is effective August 1, 2011.<br />
         		
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