This portion of the proposed rule focuses on legislative changes that expand the exemption from a bachelor's degree requirement for licensure to include teachers seeking licensure in world language & culture, and the visual or performing arts. Previously, the bachelor's degree exemption was limited to teachers of career and technical education (CTE) and career pathways when tiered licensure went into effect in 2018.
Many teachers in the Arts and CTE have a multitude of experience that they can bring to a classroom. Unlike teachers in the core subject areas of Math, English, Science, and Social Studies, teachers in the Arts and CTE have many course preparations at the same time. It can be difficult for these teachers to be licensed in every course preparation. Conversely, school districts can have a difficult time finding qualified teachers to fill openings in the arts and CTE. The proposed rule can help teachers get licensed in the Arts and CTE by allowing relevant work experience to count towards licensure.
The 2023 legislative changes exempt the following applicants from needing a bachelor’s degree to qualify for a teaching license in any tier. All other tiered licensure requirements remain in effect and individuals must meet all qualifications to receive a license.
Individuals with 5 years of relevant work experience in the visual or performing arts are exempt from the bachelor's degree requirement when pursuing a license in the arts aligned to their experience. The applicant will need to have their prior experience verified by a prior employer or the hiring school district. This practice aligns to what is already in place for CTE or Career Pathway candidates who are using relevant work experience to qualify for a CTE license.
The proposed rule will clarify the new statutory requirements for a teacher who does not hold a bachelor's degree and is seeking licensure in world languages & culture, visual arts, dance, theatre, or music.
Prior to moving to tiered licensure in 2018, the Board of Teaching offered Non-Licensed Community Expert permissions (NLCE). Requested by the school district on behalf of applicants, this permission was available to applicants that otherwise did not meet some or all of the requirements for an educator license (e.g. no bachelor’s degree). Community Expert permissions were designed for content experts to teach specialized courses to students, often in areas of CTE, the arts and world languages. When tiered licensure was established, the ability to grant NLCE was removed and a bachelor’s degree requirement (other than CTE fields) was implemented.
Changes in 2023 legislation expanded the BA exemption to include the arts and world languages. These changes better align to licensure options available previously with the NLCE permissions.
A number of sections in Minnesota Rule 8710 ask licensure candidates to make “meaningful progress” towards meeting the requirements for their license. Currently, the rule does not define the term, which leads to discrepancies in interpretation of the rule. The proposed rule adds a clearer definition of “meaningful progress”, which can assist licensure candidates on what they need for completion.
Meaningful progress is defined in the definitions section of Rule 8710 as either: (1) completing at least 15 credits, or (2) at least 10 sub-standards within the Standards of Effective Practice. The proposed changes to the definition of “meaningful progress” do not apply to a teacher seeking or renewing a Tier 1 license. The proposed changes require teacher who hold a Tier 2 license based on the “enrollment pathway,” to have demonstrative meaningful progress in order to renew their license. Additionally, the proposed changes require teachers who hold a Tier 2 license based on the “master’s degree pathway,” to have demonstrated meaningful progress by completing professional development aligned to the Standards of Effective Practice. Finally, the proposed changes allow a district to bypass posting a position when offering the position to a teacher who will need an Out-of-Field Permission (OFP) if the teacher is enrolled and making meaningful progress (Note: Enrollment is required for the initial OFP and meaningful progress is required at the point of renewal (or good cause)).
Licensure via portfolio is a nontraditional pathway to obtaining a teacher license in Minnesota. An applicant may obtain a Tier 3 or Tier 4 license or add a licensure field to an existing license by successfully evidencing the required standards in one or more portfolio.
Licensure via Portfolio is a non-traditional option for earning a Tier 3 teaching license or to add additional licensure fields to an existing Tier 3 or Tier 4 teaching license. Through this process, a teacher can submit a “portfolio,” which is a collection of evidence with accompanying narratives describing how the teacher has the knowledge, skills and competencies required for a specific licensure field.
The proposed rule combines the review and appeal process for three areas of the portfolio applications: content portfolios, pedagogy portfolios, and core skills portfolios.
American Indian History and Culture Professional Development for Relicensure
The 2023 state legislature created a new renewal requirement for all teachers on American Indian History & Culture. In order to renew a teaching license, a teacher must complete a training on the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Minnesota Tribal Nations. The law requires the Professional Educator Licensing and Standards Board to adopt rules to implement this requirement.
Statutory Authority
Laws of Minnesota 2023, chapter 55, article 5, section 42, subdivision 7
Subd. 7. American Indian history and culture. The Professional Educator Licensing and Standards Board must adopt rules that require all licensed teachers renewing their license under sections 122A.181 to 122A.184 to include in the renewal requirements professional development in the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Minnesota Tribal Nations.
Proposed Training Requirements
Initial training:
The initial training must address:
1. key concepts and terminology, including Tribal sovereignty, Tribal Nation, American Indian, and Indigenous;
2. the Dakota and Ojibwe peoples' relationship with Minnesota and their unique and distinct cultural heritages and sovereignty; and
3. the laws that govern how Minnesota teachers, schools, and districts work with the 11 Tribal Nations that share geography with the state of Minnesota.
Subsequent trainings:
Once a teacher has completed an initial training in American Indian History and Culture, subsequent trainings must address one of the following topics:
1. promising practices for serving American Indian students;
2. incorporating Dakota or Ojibwe history, language, culture, and economic contributions into curriculum, resources, and classroom activities;
3. understanding historical events and treaties relevant to the relationships among the federal government, the state of Minnesota, and the 11 Tribal Nations that share geography with the state of Minnesota;
4. understanding the current status of treaty and land rights for the 11 Tribal Nations that share geography with Minnesota; and
5. understanding the traumatic impact of federal and state laws and policies that were in place to eliminate cultural practices and the coherence of Tribal Nations, such as the American Indian boarding school system.
Revised Licensure Standards for Early Childhood Education.
PELSB proposes adoption of the National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Education Teachers. The proposed standards would adopt a nationally recognized method for teachers to be licensed as Early Childhood teachers and would replace the current licensure standards. For detailed information, see the NAEYC website.
Additional Licensure Standards for Computer Science Teachers.
PELSB proposes adoption of the 2020 Computer Science Teachers Association Standards for Computer Science Teachers. The proposed standards would adopt a nationally recognized method for teachers to be licensed as Computer Science teachers. Detailed information can be found on the CSTA website
New Licensure Standards for Ethnic Studies Teachers.
PELSB proposes adoption of standards for a separate teaching license for Ethnic Studies. The proposed standards address a 2023 Minnesota law that requires Ethnic Studies in schools (Sec. 120B.251 MN Statutes). Minnesota high schools must offer an Ethnic Studies course starting in the 2026-27 school year, and elementary and middle schools must offer Ethnic Studies instruction by the 2027-28 school year. The proposed new license standards will help ensure that Ethnic Studies teachers meet statewide academic standards.
