Current through Register Vol. 48, No. 39, March 25, 2024
Subpart 1.
Standards for program design and improvement.
A. Standard 1. The unit must ensure each
program has a clear and consistent conceptual framework threaded throughout the
program that is research-based, results-oriented, and focused on the skills
teachers need to be effective.
B.
Standard 2. The unit must ensure each program provides effective instruction
on:
(1) content-specific methods that meet
the scope of the licensure area;
(2) the teacher Code of Ethics;
(3) lesson planning, including the use of
Minnesota academic standards, or, if unavailable, national discipline specific
standards;
(4) the knowledge and
skills needed to provide appropriate instruction to multilingual learners to
support and accelerate academic literacy, including oral academic language and
achievement in content areas in a regular classroom setting;
(5) the knowledge and skills needed to
implement culturally responsive teaching and instructional strategies,
including incorporating opportunities for candidates to learn about the role of
teachers to disrupt patterns and systems of racism, privilege, and
oppression;
(6) research-based
practices in reading that enable the candidate to teach reading in the
candidate's licensure field;
(7)
using a student's native language as a resource in creating effective
differentiated instructional strategies for multilingual learners developing
literacy skills; and
(8) the
knowledge and skills needed to engage students with technology and deliver
digital and blended learning curricula.
C. Standard 3. The unit must implement an
assessment system with a process for annually collecting and reviewing data
from:
(1) surveys, including those from:
(a) initial licensure program completers at
the time of program completion;
(b)
initial licensure program completers one year after completion; and
(c) initial licensure program completers'
supervisors one year after completion;
(2) clinical experiences;
(3) multiple assessments as required by
Standard 19; and
(4) candidate
scores on state-required examinations and board-adopted performance
assessments.
D. Standard
4. The unit's assessment system must include a process to engage its
stakeholders, including candidates, program completers, school partners,
teacher educators, and representatives from the community to:
(1) systematically review data collected
under Standard 3;
(2) provide
feedback and recommendations on unit-wide strengths and areas of improvement,
which can include program-specific feedback and recommendations; and
(3) provide feedback and recommendations on
long-term plans specific to the unit's program offerings.
E. Standard 5. The unit must implement a
formal process for using the assessment system and stakeholder feedback to
inform unit and program improvement.
Subp. 2.
Standards for the designated
school partnership.
A. Standard 6. The
unit must have at least one designated school partnership with a school or
district that works collaboratively to align theory and practice and that meets
the standards in this subpart. The unit may have additional partnerships with
districts or schools to place candidates in clinical experiences according to
the standards in subpart 3.
B.
Standard 7. For the purpose of continuous improvement and shared
accountability, the unit and designated school partner must maintain an
agreement that addresses:
(1) the type of
student data that the designated school partner is authorized and willing to
share with the candidate and unit regarding student achievement and progress
under Minnesota Statutes, section
13.05,
subdivision 7;
(2) the type of
aggregated candidate data that the unit will share with the designated school
partner regarding candidate efficacy and survey data under Minnesota Statutes,
section
13.05,
subdivision 7; and
(3) how the unit
will solicit feedback and recommendations from candidates, supervisors, and
cooperating teachers about clinical experiences with the designated school
partner.
C. Standard 8.
The unit must meet a minimum of two times per year with the designated school
partner. The unit must engage in ongoing collaboration with the designated
partner to:
(1) review data including but not
limited to data collected under Standards 3 and 7;
(2) assess feedback from candidates,
supervisors, and cooperating teachers;
(3) evaluate the effectiveness of the
partnership to meet mutually beneficial short-term and long-term goals;
and
(4) engage in decision-making
processes regarding changes to design and implementation of teacher preparation
programs.
Subp.
3.
Standards for clinical experiences.
A. Standard 9. The unit and each school
partner must maintain an agreement that addresses:
(1) the expectations for the candidate during
a clinical experience;
(2) the
responsibilities held by the school partner during a clinical
experience;
(3) the grounds for
removing a candidate from a clinical experience and the process for removal;
and
(4) the process for identifying
cooperating teachers who model:
(a) effective
instruction, including the use of state academic standards or, if unavailable,
national discipline specific standards; and
(b) culturally responsive teaching.
B. Standard 10.
The unit must collaborate with each school partner to ensure that:
(1) each cooperating teacher paired with a
candidate during student teaching and practicum:
(a) has at least three years of teaching
experience as a teacher of record in the licensure area;
(b) holds a professional license aligned to
the assignment;
(c) has completed
professional development in coaching strategies for adult learners;
and
(d) meets all other
requirements in state statute;
(2) each cooperating teacher paired with a
candidate during field experiences:
(a) has
at least two years of teaching experience;
(b) holds a Tier 2 license or professional
license aligned to the assignment; and
(c) meets all other requirements in state
statute; and
(3) each
cooperating teacher receives training that addresses the cooperating teacher's
role, program expectations, candidate assessments, procedures, and
timelines.
C. Standard
11. For candidates seeking an initial professional license, the unit must:
(1) provide a minimum of 100 field experience
hours prior to student teaching that includes:
(a) at least 60 field experience hours that
are aligned to the scope and content of the licensure field sought;
(b) experience with students who differ in
race, ethnicity, home language, and socioeconomic status; and
(c) experience with students with a range of
exceptionalities, including students on an individualized education plan; and
(2) provide a minimum of
12 full-time weeks, or the equivalent number of weeks where the candidate is
participating in at least 80 percent of the contracted school week, of
face-to-face student teaching that:
(a) is
aligned to the scope and content of the licensure field sought;
(b) is split into no more than two placements
where each placement is with a continuous group of students and for continuous
weeks in alignment with the school calendar and day;
(c) includes ongoing observations with actionable
feedback to ensure growth and attainment of standards with a minimum of four
observations conducted by the cooperating teacher;
(d) includes ongoing observations with actionable
feedback to ensure growth and attainment of standards with a minimum of four
observations conducted by the supervisor;
(e) includes a minimum of three triad meetings with
the cooperating teacher, the supervisor, and the candidate for clear and
consistent communication; and
(f)
includes a written evaluation by the supervisor that addresses the candidate's
ability to meet the standards in parts
8710.2000 to
8710.8080 and the required
professional dispositions.
D. provide a minimum of 14 full-time weeks,
or the equivalent number of weeks where the candidate is participating in at
least 80 percent of the contracted school week, of face-to-face student
teaching that:
(1) provide a minimum of 100
field experience hours prior to student teaching that include:
(a) at least 30 field experience hours that
are aligned to the scope and content of each license and endorsement
sought;
(b) experience with
students who differ in race, ethnicity, home language, and socioeconomic
status; and
(c) experience with
students with a range of exceptionalities, including students on an
individualized education plan; and
(2) provide a minimum of 14 weeks of
face-to-face student teaching that:
(a)
includes a placement aligned to the scope and content of each license and
endorsement sought;
(b) is split
into no more than two placements, where each placement is a minimum of two
weeks or the equivalent, with a continuous group of students and for continuous
weeks in alignment with the school calendar and day;
(c) includes observations with actionable feedback to
ensure growth and attainment of standards with a minimum of five observations,
with at least one observation per placement, conducted by the cooperating
teacher;
(d) includes observations
with actionable feedback to ensure growth and attainment of standards with a
minimum of five observations, with at least one observation per placement,
conducted by the supervisor;
(e)
includes a minimum of four triad meetings, with at least one triad meeting per
placement with the cooperating teacher, the supervisor, and the candidate;
and
(f) includes a written
evaluation by the supervisor that addresses the candidate's ability to meet the
applicable standards in parts
8710.2000 to
8710.8080 and the required
professional dispositions.
E. Standard 13. For candidates who have
completed licensure via portfolio or a state-approved initial licensure teacher
preparation program, and are seeking an additional license or endorsement, the
unit must:
(1) have a documented process for
evaluating a candidate's prior clinical experiences and teaching experiences
including:
(a) experience aligned to the
scope and content of the license or endorsement sought;
(b) experience with students who differ in
race, ethnicity, home language, and socioeconomic status; and
(c) experience with students with a range of
exceptionalities, including students on an individualized education plan; and
(2) design a practicum
experience that addresses any gaps in prior experience listed in subitem (1)
and that:
(a) aligns to the scope and content
of the license or endorsement sought;
(b) is a minimum of 80 hours with a
continuous group of students;
(c)
provides observations with actionable feedback to ensure growth and attainment
of standards with a minimum of two observations by the cooperating
teacher;
(d) provides observations
with actionable feedback to ensure growth and attainment of standards with a
minimum of two observations by the supervisor;
(e) includes a minimum of one triad meeting
with the cooperating teacher, the supervisor, and the candidate for clear and
consistent communication; and
(f)
includes a written evaluation by the supervisor that addresses the candidate's
ability to meet the standards in parts
8710.2000 to
8710.8080 and the candidate's
professional dispositions.
F. Standard 14. For a candidate working as a
teacher of record while completing a teacher preparation program to obtain an
initial professional license, the unit must ensure:
(1) the candidate completes the requirements
in Standard 11;
(2) a cooperating
teacher holding a professional license in the licensure area sought is
available to work with the candidate throughout the course of the student
teaching experience; and
(3) a
cooperating teacher holding a professional license aligned to the licensure
area or scope of the license sought is available in the school to work with the
candidate to model effective practices and provide feedback throughout the
course of the student teaching experience.
G. Standard 15. The unit must ensure each
supervisor:
(1) is qualified by one of the
following:
(a) holding or having held a
professional license aligned to the licensure field or scope of the license
sought by the candidate and at least three years of experience as a teacher of
record; or
(b) being a current or
former E-12 administrator with documented experience in teacher evaluation;
(2) completes
professional development in coaching strategies for adult learners;
and
(3) completes training on the
program requirements and evaluation procedures for candidates.
Subp. 4.
Standards for candidates.
A.
Standard 16. The unit must implement effective strategies to recruit, retain,
and increase the percentage of candidates who:
(1) complete programs that address state and
district teacher shortage areas; and
(2) are of color or indigenous in proportion
to either regional or state K-12 student demographic
ratios.
B. Standard 17.
The unit must maintain accurate records of candidate progress through the
program, including applicable learning opportunities and coursework, clinical
experiences, and all program requirements.
C. Standard 18. The unit must make available
to candidates, online or in print, the following information:
(1) a description of the requirements for
admission into each program;
(2) a
description of the completion requirements for each program;
(3) a description of the state requirements
for licensure, including information about the completion of a board-adopted
performance assessment;
(4) the
unit's procedures for receiving and responding to complaints and grievances
from candidates;
(5) the unit's
policy for substituting program requirements for prior learning experiences,
coursework, teaching experience, and credit by examination. The policy must
make clear that the unit will not substitute prior experience for student
teaching requirements in Standard 11, item C, subitem (2), and Standard 12,
item D, subitem (2);
(6) a
description of the candidate's appeal process if not recommended for
licensure;
(7) cost information,
including information about financial aid; and
(8) unit and program accreditation
status.
D. Standard 19.
The unit must monitor each candidate's attainment of content and pedagogical
knowledge and skills as required by parts
8710.2000 to
8710.8080, enactment of
unit-determined professional dispositions, and progress toward completing the
program by assessing each candidate:
(1) at a
minimum of three identified checkpoints, including at entry, midpoint through
the program, and at exit; and
(2)
through multiple assessments implemented throughout the
program.
E. Standard 20.
The unit must provide each candidate with individualized advising, which
includes:
(1) prior to student teaching or
practicum, discussing the candidate's attainment of content and pedagogical
knowledge and skills as required by parts
8710.2000 to
8710.8080, enactment of
professional dispositions, and progress toward completing the
program;
(2) counseling a candidate
out of the program who is failing to evidence the necessary content and
pedagogical knowledge and skills or professional dispositions to be an
effective teacher; and
(3)
documenting program completion.
F. Standard 21. The unit must ensure each
candidate , prior to completing an initial licensure program, completes a
board-adopted teacher performance assessment if an assessment exists that is
aligned with the license sought.
Subp. 5.
[Effective 4/26/2024]
Standards for teacher educators.
A. Standad 22. The unit must implement
effective strategies to recruit, retain, and increase the percentage of teacher
educators who are of color or indigenous in proportion to either regional or
state K-12 student demographic ratios.
B. Standard 23. The unit must ensure each
teacher educator is able to show expertise for teaching assignments through
documentation of one of the following:
(1) the
individual holds a master's degree or higher in any field and:
(a) at least 18 graduate credits in the
teacher educator's area of instruction; or
(b) has completed a dissertation or published
peer-reviewed research in the teacher educator's area of instruction;
(2) the individual:
(a) holds a bachelor's degree in any
field;
(b) has at least five years
of experience as a teacher of record; and
(c) has completed a state-approved teacher
preparation program.
At least one of the components listed in units (a) to (c) must
align to the content area of instruction;
(3) for teacher educators of career and
technical education or the visual or performing arts, a bachelor's degree in
any field and at least five years of relevant professional work experience
aligned to the teacher educator's area of instruction; or
(4) the individual holds a bachelor's degree
or higher in any field and provides evidence of the individual's background and
experience to the board that demonstrates essential equivalency of necessary
pedagogical and content standard proficiency. Examples of background and
experience include but are not limited to previous work experiences, teaching
experiences, educator evaluations, industry-recognized certifications, and
national board certification.
C. Standard 24. The unit must ensure each
teacher educator of field-specific methods instruction, including reading
methods, is able to show expertise for teaching assignments through
documentation of one of the following:
(1)
the individual:
(a) holds a master's degree
or higher in any field and:
i. has at least 18
graduate credits aligned to the content area of instruction;
ii. has completed a dissertation or published
peer-reviewed research in the teacher educator's area of instruction;
or
iii. has completed a
state-approved teacher preparation program aligned to the content area of
instruction; and
(b) has
three years of experience as a teacher of record, including at least one year
aligned to the scope and content area of instruction;
(2) the individual:
(a) holds a bachelor's degree in any
field;
(b) has completed a
state-approved teacher preparation program; and
(c) has seven years of experience as a teacher of
record, including at least three years aligned to the scope and content area of
instruction.
At least one of the components listed in units (a) and (b) must
align to the content area of instruction;
(3) for teacher educators of field-specific
methods in career and technical education or the visual and performing arts,
the individual:
(a) holds a bachelor's degree
in any field and:
i. the bachelor's degree is
aligned to the content area of instruction;
ii. the individual has at least five years of
relevant professional work experience aligned to the teacher educator's content
area of instruction; or
iii. the
individual has completed a state-approved teacher preparation program aligned
to the content area of instruction; and
(b) has seven years of experience as a
teacher of record, including at least three aligned to the scope and content
area of instruction; or
(4) the individual holds a bachelor's degree
or higher in any field and provides evidence of the individual's background and
experience to the board that demonstrates essential equivalency of necessary
pedagogical and content standard proficiency. Examples of background and
experience include but are not limited to previous work experiences, teaching
experiences, educator evaluations, industry-recognized certifications, and
national board certification.
D. Standard 25. The unit must monitor and
assess each teacher educator at least once every three years using a teacher
educator framework that models continuous improvement practices and includes
observations and candidate feedback.
E. Standard 26. The unit must require and
document for each teacher educator:
(1)
completion of ongoing professional development opportunities related to the
teacher educator's area of instruction focusing on research-based best
practices;
(2) completion of 30
hours in a three-year period of professional involvement in an early childhood,
elementary, or secondary school setting aligned to the area of instruction that
must include at least one of the following: teaching, tutoring, supervising
candidates in the field, completing observations, school-level consulting, or
engaging with a professional learning community; and
(3) completion of periodic orientation on
requirements in chapters 8705 and 8710 and Minnesota Statutes, chapter
122A.
Subp. 6.
Standards for unit and program oversight.
A. Standard 27. The unit must:
(1) meet the applicable requirements in this
chapter, chapter 8710, and Minnesota Statutes, chapter 122A;
(2) administer all licensure programs as
approved;
(3) ensure information
submitted to the board as part of the unit approval process and program
approval process is not misleading, false, or fraudulent;
(4) comply with state and federal data
practices laws; and
(5) maintain an
assessment system that enables storing, tracking, and reporting to meet state
and federal annual data submission requirements.
B. Standard 28. The unit must designate a
leader responsible for:
(1) recommending
candidates for licensure upon completion of the teacher preparation program;
and
(2) communicating with the
board, including notifying the board of changes to approved programs through
the program reporting process and submitting licensure program proposal
applications and program effectiveness reports.
C. Standard 29. The unit must have financial,
human, and physical resources to maintain licensure programs, support teacher
educators, provide administrative support, and meet all unit and program
standards, including the ability to collect and analyze data for continuous
improvement.
Subp. 7.
Standards for school counseling programs.
Standard 30. For a school counseling program approved by the
board, the unit must demonstrate compliance with all applicable entry-level
Council for Accreditation of Counseling and Related Education Program (CACREP)
standards for a school counseling program including:
A. the learning environment;
B. a professional counseling
identity;
C. professional
practice;
D. program evaluation;
and
E. school counseling
standards.