Minnesota Rules — Professional Educator Licensing and Standards Board

Chapter 8700 TEACHER LICENSURE EXCEPTIONS

Minn. R. 8700.0100 [Renumbered 8710.0100]

[Renumbered 8710.0100]

Minn. R. 8700.0200 [Renumbered 8710.0300]

[Renumbered 8710.0300]

Minn. R. 8700.0210 [Renumbered 8710.0500]

[Renumbered 8710.0500]

Minn. R. 8700.0300 [Renumbered 8710.1000]

[Renumbered 8710.1000]

Minn. R. 8700.0400 [Renumbered 8710.0600]

[Renumbered 8710.0600]

Minn. R. 8700.0500 [Renumbered 8710.0350]

[Renumbered 8710.0350]

Minn. R. 8700.0501 [Renumbered 8710.0700]

[Renumbered 8710.0700]

Minn. R. 8700.0502 [Renumbered 8710.1100]

[Renumbered 8710.1100]

Minn. R. 8700.0600 [Renumbered 8710.0200]

[Renumbered 8710.0200]

Minn. R. 8700.0700 [Renumbered 8710.0800]

[Renumbered 8710.0800]

Minn. R. 8700.0800 [Renumbered 8710.0850]

[Renumbered 8710.0850]

Minn. R. 8700.0900 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8700.1000 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8700.1100 Repealed by subpart

Subpart 1.

[Renumbered 8710.7300, subpart 1]

Subp. 2.

[Renumbered 8710.7300, subp. 2]

Subp. 3.

[Renumbered 8710.7300, subp. 3]

Subp. 4.

[Renumbered 8710.7300, subp. 4]

Subp. 5.

[Renumbered 8710.7300, subp. 5]

Subp. 6.

[Renumbered 8710.7300, subp. 6]

Subp. 7.

[Renumbered 8710.7300, subp. 7]

Minn. R. 8700.1200 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8700.1300 [Renumbered 8710.7300, subp. 8]

[Renumbered 8710.7300, subp. 8]

Minn. R. 8700.1400 [Renumbered 8710.7300, subp. 9]

[Renumbered 8710.7300, subp. 9]

Minn. R. 8700.1500 [Renumbered 8710.7300, subp. 10]

[Renumbered 8710.7300, subp. 10]

Minn. R. 8700.1600 [Renumbered 8710.7300, subp. 11]

[Renumbered 8710.7300, subp. 11]

Minn. R. 8700.1700 [Renumbered 8710.7300, subp. 12]

[Renumbered 8710.7300, subp. 12]

Minn. R. 8700.1800 [Renumbered 8710.7300, subp. 13]

[Renumbered 8710.7300, subp. 13]

Minn. R. 8700.1900 [Renumbered 8710.7400]

[Renumbered 8710.7400]

Minn. R. 8700.1910 [Renumbered 8710.7300, subp. 14]

[Renumbered 8710.7300, subp. 14]

Minn. R. 8700.2000 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8700.2100 [Renumbered 8710.7500]

[Renumbered 8710.7500]

Minn. R. 8700.2200 [Renumbered 8710.7600]

[Renumbered 8710.7600]

Minn. R. 8700.2300 [Renumbered 8710.7700]

[Renumbered 8710.7700]

Minn. R. 8700.2400 [Renumbered 8710.1400]

[Renumbered 8710.1400]

Minn. R. 8700.2500 [Renumbered 8710.0900]

[Renumbered 8710.0900]

Minn. R. 8700.2600 [Repealed, 11 SR 1793]

[Repealed, 11 SR 1793]

Minn. R. 8700.2700 [Repealed, 23 SR 1928]

[Repealed, 23 SR 1928]

Minn. R. 8700.2800 [Repealed, 6 SR 1023]

[Repealed, 6 SR 1023]

Minn. R. 8700.2810 [Repealed, 23 SR 1928]

[Repealed, 23 SR 1928]

Minn. R. 8700.2900 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3100 [Repealed, 3 SR 1462]

[Repealed, 3 SR 1462]

Minn. R. 8700.3110 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3120 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3300 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3400 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3500 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3510 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3600 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3700 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3800 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.3810 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.3900 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4300 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4400 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4500 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4600 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4700 [Repealed, 11 SR 1793]

[Repealed, 11 SR 1793]

Minn. R. 8700.4710 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4800 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4900 [Repealed, 8 SR 244]

[Repealed, 8 SR 244]

Minn. R. 8700.4901 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.4902 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5000 [Repealed, 11 SR 1793]

[Repealed, 11 SR 1793]

Minn. R. 8700.5100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5300 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5310 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5311 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5400 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5401 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5402 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5403 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5404 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5405 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5406 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.5500 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5501 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5502 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5503 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5504 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5505 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5506 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5507 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5508 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5509 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5510 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5511 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5512 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5800 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.5900 [Repealed, 12 SR 412]

[Repealed, 12 SR 412]

Minn. R. 8700.6300 [Repealed, 7 SR 821]

[Repealed, 7 SR 821]

Minn. R. 8700.6310 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.6400 [Repealed, 11 SR 48]

[Repealed, 11 SR 48]

Minn. R. 8700.6410 [Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

[Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

Minn. R. 8700.6600 [Repealed, 12 SR 412]

[Repealed, 12 SR 412]

Minn. R. 8700.6800 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.6900 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.7000 [Repealed, 12 SR 412]

[Repealed, 12 SR 412]

Minn. R. 8700.7010 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.7100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.7300 Repealed by subpart

Subpart 1.

[Renumbered 8710.1200, subpart 1]

Subp. 2.

[Renumbered 8710.1200, subp. 2]

Subp. 3.

[Repealed, 15 SR 2267]

Minn. R. 8700.7400 Repealed by subpart

Subpart 1.

[Renumbered 8710.1300, subpart 1]

Subp. 1a.

[Renumbered 8710.1300, subp. 2]

Subp. 2.

[Repealed, 15 SR 2267]

Minn. R. 8700.7500 [Renumbered 8710.2100]

[Renumbered 8710.2100]

Minn. R. 8700.7600 Repealed by subpart

Subpart 1.

[Repealed, 39 SR 822]

Subp. 2.

[Repealed, 24 SR 1781]

Subp. 2a.

[Repealed, 39 SR 822]

Subp. 3.

[Repealed, 39 SR 822]

Subp. 4.

[Repealed, 39 SR 822]

Subp. 5.

[Repealed, 39 SR 822]

Subp. 5a.

[Repealed, 39 SR 822]

Subp. 5b.

[Repealed, 39 SR 822]

Subp. 5c.

[Repealed, 39 SR 822]

Subp. 5d.

[Repealed, 39 SR 822]

Subp. 5e.

[Repealed, 39 SR 822]

Subp. 5f.

[Repealed, 39 SR 822]

Subp. 6.

[Repealed, 39 SR 822]

Subp. 7.

[Repealed, 39 SR 822]

Subp. 8.

[Repealed, 39 SR 822]

Subp. 9.

[Repealed, 39 SR 822]

Subp. 10.

[Repealed, 39 SR 822]

Subp. 11.

[Repealed, 39 SR 822]

Minn. R. 8700.7620 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8700.7700 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8700.7710 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8700.7800 [Renumbered 8710.0400]

[Renumbered 8710.0400]

Minn. R. 8700.8000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8010 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8020 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8030 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8040 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8050 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8060 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8070 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8080 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8090 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8110 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8120 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8130 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8140 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8150 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8160 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8170 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8180 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.8190 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8700.9000 [Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

[Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

Minn. R. 8700.9010 [Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

[Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

Minn. R. 8700.9020 [Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

[Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

Minn. R. 8700.9030 [Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

[Repealed, L 1993 c 224 art 12 s 39; L 1994 c 647 art 8 s 32,33]

Chapter 8705 TEACHER PREPARATION PROGRAMS

Minn. R. 8705.0100 Purpose

A teacher preparation provider based in a Minnesota institution of higher education, school district, charter school, or nonprofit corporation organized under Minnesota Statutes, chapter 317A, must be approved as a unit in accordance with the rules and procedures in this chapter to prepare candidates for licensure in Minnesota.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159

Minn. R. 8705.0200 Definitions

Subpart 1. Scope of definitions.

The terms used in this chapter have the meanings given them in this part.

Subp. 2.

[Repealed, 45 SR 1159]

Subp. 3. Assessment system.

"Assessment system" means a comprehensive and integrated set of valid and reliable evaluation and assessment measures that provides information for use in monitoring candidate demonstration of standards, and managing and improving unit operations and programs.

Subp. 4. Board.

"Board" means the Minnesota Professional Educator Licensing and Standards Board.

Subp. 4a. Candidate.

"Candidate" means an individual working toward licensure in the teacher preparation program.

Subp. 4b. Clinical experiences.

"Clinical experiences" means field experiences, student teaching, and practica.

Subp. 4c. Cooperating teacher.

"Cooperating teacher" means a teacher who has agreed to work with a candidate during the candidate's clinical experiences. A cooperating teacher's responsibilities include modeling effective instruction to the candidate, observing the candidate engaging with students throughout clinical experiences, and providing feedback to the candidate based on these observations.

Subp. 4d. Culturally responsive teaching.

"Culturally responsive teaching" means understanding prior experiences, frames of reference, performance styles based on the lived experiences of students, and the effects of systemic and institutional racism, and applying this knowledge to make learning experiences more relevant and effective for students.

Subp. 4e. Designated school partner.

"Designated school partner" means a school or district that hosts candidates for clinical experiences. School or district leaders collaborate with the unit to evaluate data, assess progress toward mutually beneficial goals, and provide input on the content and design of the teacher preparation programs.

Subp. 5. Endorsement.

"Endorsement" means a licensure field that cannot be earned as an initial license.

Subp. 6. Field experience.

"Field experience" means a school-based opportunity in which candidates observe teachers and students, assist, tutor, instruct, or conduct research.

Subp. 6a. Initial licensure program.

"Initial licensure program" means a program approved by the Professional Educator Licensing and Standards Board for the purposes of preparing individuals for their initial professional license based on teacher preparation.

Subp. 7.

[Repealed, 45 SR 1159]

Subp. 7a. Practicum.

"Practicum" means when a candidate is enrolled in a teacher preparation program and is seeking an additional license or an endorsement, and assumes teacher responsibilities to practice and demonstrate the knowledge, skills, and dispositions necessary to teach the content aligned to the additional license or endorsement.

Subp. 7b. Professional dispositions.

"Professional dispositions" means the values, commitments, and professional ethics that are needed to maintain appropriate professional relationships with students, families, colleagues, and communities.

Subp. 7c. Professional license.

"Professional license" means a license that is transferable to any school district, including a Tier 3 license, a Tier 4 license, a 5-year professional license, or a professional license from another state.

Subp. 8. Program completer.

A. "Program completer" means a candidate who has met a program's completion requirements. For an initial licensure candidate to be counted as a completer, the candidate must complete student teaching in the licensure area sought and submit the board-adopted teacher performance assessment for official scoring, if applicable. For an additional licensure candidate to be counted as a completer, the candidate must complete an evaluated practicum in the licensure area sought.

B. Notwithstanding item A, transfer candidates, including those prepared out of state, who have completed less than 50 percent of a licensure program's total requirements at the current preparation provider should not be included.

Subp. 9.

[Repealed, 45 SR 1159]

Subp. 9a. School partner.

"School partner" means a school or district that hosts one or more candidates for clinical experiences.

Subp. 10. Scope.

"Scope" means the age or grade span of the licensure field.

Subp. 10a. Student teaching.

"Student teaching" means when a candidate enrolled in an initial licensure program assumes teacher responsibilities while working with a cooperating teacher and a supervisor to practice and demonstrate the knowledge, skills, and dispositions necessary to become a teacher.

Subp. 10b. Supervisor.

"Supervisor" means an individual under the direction of the unit and responsible for supporting and evaluating the candidate during clinical experiences.

Subp. 10c. Teacher educator; instructor.

"Teacher educator" or "instructor" means the individual employed or directed by the unit to facilitate a candidate's learning opportunities and assessments.

Subp. 10d. Teacher of record.

"Teacher of record" has the meaning given in part 8710.0310, subpart 1, item N.

Subp. 11. Teacher preparation program; program.

"Teacher preparation program" or "program" means a program approved by the Professional Educator Licensing and Standards Board for the purpose of preparing individuals for a specific teacher licensure field in Minnesota.

Subp. 12. Unit; teacher preparation program provider.

"Unit" or "teacher preparation program provider" has the meaning given in Minnesota Statutes, section 122A.06, subdivision 8.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159

Minn. R. 8705.0300 [Repealed, 45 SR 1159]

[Repealed, 45 SR 1159]

Minn. R. 8705.0400 School Counseling Programs

Subpart 1. Accreditation or approval required.

To prepare individuals for licensure as a school counselor under part 8710.6400, a school counseling program based in Minnesota must hold accreditation from the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) or be approved to recommend candidates for licensure pursuant to subpart 2.

Subp. 2. State-approved school counseling programs.

A. A school counseling program may seek approval to recommend candidates for licensure who have completed a portion or subset of the program that is accredited by CACREP. To be approved, the program must comply with subitems (1) to (4).

B. The board may grant approval for a term of up to eight years to align approval with the CACREP accreditation cycle.

Subp. 3. Notice required.

A program must notify the board if its CACREP accreditation status changes or if it makes changes to its program model.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 50 SR 479

Minn. R. 8705.1000 [Repealed, 45 SR 1159]

[Repealed, 45 SR 1159]

Minn. R. 8705.1010 Unit Standards

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:

C. Standard 3. The unit must implement an assessment system with a process for annually collecting and reviewing data from:

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:

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:

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:

Subp. 3. Standards for clinical experiences.

A. Standard 9. The unit and each school partner must maintain an agreement that addresses:

B. Standard 10. The unit must collaborate with each school partner to ensure that:

C. Standard 11. For candidates seeking an initial professional license, the unit must:

D. Standard 12. For candidates seeking more than one professional license, the unit must:

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:

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:

G. Standard 15. The unit must ensure each supervisor:

Subp. 4. Standards for candidates.

A. Standard 16. The unit must implement effective strategies to recruit, retain, and increase the percentage of candidates who:

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:

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:

E. Standard 20. The unit must provide each candidate with individualized advising, which includes:

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. Standards for teacher educators.

A. Standard 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:

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:

D. Standard 25. The unit must monitor and assess each teacher educator's effectiveness as an instructor at least once every three years, including using observations and candidate feedback, unless prohibited by an employment agreement.

E. Standard 26. The unit must require and document for each teacher educator:

Subp. 6. Standards for unit and program oversight.

A. Standard 27. The unit must:

B. Standard 28. The unit must designate a leader responsible for:

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.

[Repealed, 50 SR 479]

History

• Statutory Authority: MS s 122A.09; 122A.092; L 2017 1Sp5 art 12 s 20
• History: 45 SR 1159; 48 SR 1144

Minn. R. 8705.1100 Unit Approval

Subpart 1.

[Repealed, 45 SR 1159]

Subp. 1a. Initial unit approval.

A provider must apply for initial unit approval under the procedures in this subpart.

A. The provider must submit a notice of intent to apply for initial unit approval.

B. Within one month of the receipt of the notice of intent, board staff must schedule an informational meeting with the provider to review the approval process and jointly agree upon dates for the site visit.

C. At least 12 months prior to the site visit, the provider must provide a self-study, including evidence demonstrating compliance with standards, for review.

D. At least one month prior to the site visit, the provider must submit an interview schedule to board staff.

E. The review team must review the submitted self-study and supplemental evidence and provide feedback on deficiencies at least six months prior to the site visit.

F. The provider may provide a supplemental narrative and additional evidence to address deficit areas at least one month prior to the site visit and may not provide additional evidence after this time.

G. The review team must conduct a site visit to verify evidence of current compliance with the standards in this chapter, report their findings, and make a recommendation to the board regarding approval status of the unit.

H. Within the written report of findings and recommendations, the review team must identify each standard under part 8705.1010 as:

I. Within one month of the site visit, board staff must provide the written report of findings and recommendations to the unit leader. Within one month of receipt of the review team's report and recommendations, the provider may respond to factual errors.

Subp. 1b. Board determinations for initial approval.

The board must take one of the following actions based upon the review team's written report of findings and recommendations.

A. The board may grant initial unit approval for a duration of two years to newly approved program providers to launch approved licensure programs and begin collecting candidate and program data. The board may require the unit to submit an interim report during the approval period to demonstrate compliance with standards identified as "Met as Planned" and "Not Met" in the review team's written report.

B. The board may grant conditional unit approval for a duration not to exceed two years when the nature and severity of "Not Met" standards threaten the viability of the unit to prepare candidates for licensure. The board must identify standards that must be met in order for the unit to achieve initial approval pursuant to item A. A unit with conditional approval may not submit requests for initial program approval (RIPA). If the unit has already submitted one or more RIPA, the review process must be paused until the unit is granted initial approval pursuant to item A. A unit with conditional approval may not enroll candidates.

C. The board must deny unit approval when the provider's failure to meet the requirements and standards in this chapter, chapter 8710, or Minnesota Statutes, chapter 122A, results in an inability to prepare candidates for licensure. The denial action must state the reasons for the denial. The provider may not enroll candidates. The provider may resubmit a notice of intent to apply for unit approval when at least six months have passed since the date of the denial action.

Subp. 2.

[Renumbered subp 1b]

Subp. 2a. Continuing unit approval.

A. Continuing unit approval is valid for six years. A unit must apply for continuing unit approval to continue to provide teacher preparation programs to candidates by scheduling an informational meeting with board staff, jointly agreeing upon the dates for a site visit, and following the procedures under subpart 1a, items C to F.

B. The review team must conduct a site visit to verify evidence of compliance with the standards in this chapter, report their findings, and make a recommendation to the board regarding the approval status of the unit. Within the written report of findings and recommendations, the review team members must identify each standard under part 8705.1010 as:

C. Within one month of the site visit, board staff must provide the written report of findings and recommendations to the unit leader. Within one month of receipt of the review team's report and recommendations, the provider may respond to factual errors.

Subp. 2b. Board determinations for continuing approval.

The board must take one of the actions in items A to D based upon the review team's written report of findings and recommendations.

A. The board must grant continuing approval for a period of six years when the unit demonstrates that the standards in part 8705.1010 are "Met" or "Met with Concern."

B. The board must grant continuing approval with focus areas for a period of six years when one or more of the standards in part 8705.1010 are "Not Met."

C. The board must place a unit on probation for a duration not to exceed two years when the nature and severity of "Not Met" standards threaten the viability of the unit to prepare candidates for licensure. The unit is identified as "low performing" for Federal Title II reporting.

D. The board must disapprove a unit when the unit's failure to meet the requirements and standards in this chapter, chapter 8710, or Minnesota Statutes, chapter 122A, results in an inability to prepare candidates for licensure. The disapproval action must state the reasons for disapproval and provide a plan for candidates currently enrolled to complete the licensure programs by a specified date. A provider may not reapply for unit or program approval until at least two years have passed since the date of the disapproval action.

Subp. 3.

[Repealed, 45 SR 1159]

Subp. 4.

[Repealed, 45 SR 1159]

Subp. 5.

[Repealed, 45 SR 1159]

Subp. 6. Unit review teams and expenses.

A. The review team for site visits must be comprised of at least three representatives for units and two reviewers for restricted units. The review team may include active or former teacher educators, active or former teachers, and active or former school administrators. The unit leader must provide input to board staff regarding the review team membership. If agreement is not reached, or if input is not provided, the board staff shall appoint the review team members.

B. Expenses of the review team members shall be reimbursed by the Professional Educator Licensing and Standards Board as permitted under state law or rule. Other incidental expenses incurred by the provider, such as those related to preparing reports, arranging meetings, and providing workrooms, supplies, and hospitality for the review team while on site, are the responsibility of the provider.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159

Minn. R. 8705.1200 [Repealed, 45 SR 1159]

[Repealed, 45 SR 1159]

Minn. R. 8705.1300 Units with Board-Approved National Accreditation

Subpart 1. Initial approval.

When a teacher preparation provider that is accredited by a board-approved national education accreditation agency seeks unit approval, the provider may demonstrate compliance with a subset of standards in part 8705.1010.

Subp. 2. Standards.

A teacher preparation provider that is accredited by a board-approved national education accreditation agency is eligible for unit approval from the board by demonstrating compliance with the following subset of standards in part 8705.1010:

A. Standard 2;

B. Standard 9;

C. Standard 11;

D. Standard 12;

E. Standard 13;

F. Standard 14;

G. Standard 18;

H. Standard 20;

I. Standard 23;

J. Standard 24;

K. Standard 26;

L. Standard 27; and

M. Standard 28.

Subp. 3. Approval process for units with board-approved national education accreditation.

A unit that is accredited by a board-approved national education accreditation agency must follow the procedures of this subpart.

A. The unit must notify board staff if it plans to pursue accreditation by a board-approved national education accreditation agency.

B. A unit must apply for approval according to part 8705.1100, subpart 2a.

C. The unit must provide a self-study to board staff that addresses the standards identified in subpart 2.

D. A review team must conduct a site visit to verify evidence of current compliance with the standards in subpart 2, report their findings, and make a recommendation to the board regarding the approval status of the unit. Within the written report of findings and recommendations, the review team must identify each standard according to part 8705.1100, subpart 2a, item B.

Subp. 4. Board determinations for continuing approval.

Based on the review team's written report of findings and recommendations, the board must take one of the actions set forth in part 8705.1100, subpart 2b.

Subp. 5. Notice required.

The unit must notify board staff if there are any changes to its approval status with the board-approved national education accreditation agency.

Subp. 6. Self-study required.

Within one year of terminating its affiliation with the board-approved national education accreditation agency, the unit must submit a self-study demonstrating current compliance with standards in part 8705.1010.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 45 SR 1159

Minn. R. 8705.1400 Units with Restricted Approval

Subpart 1. Restricted approval.

A provider may apply for restricted approval to provide one or more programs designed to meet a subset of licensure standards.

Subp. 2. Limitations.

A unit with restricted approval may not recommend candidates for licensure.

Subp. 3. Standards.

To be approved as a unit with restricted approval, a provider must comply with the following standards in part 8705.1010:

A. Standard 3, subitems (2) and (3);

B. Standard 4, subitems (2) and (3);

C. Standard 5;

D. Standard 9;

E. Standard 10, subitems (2) and (3);

F. Standard 16;

G. Standard 17;

H. Standard 18;

I. Standard 20;

J. Standard 22;

K. Standard 23;

L. Standard 25;

M. Standard 26;

N. Standard 27;

O. Standard 28, subitem (2); and

P. Standard 29.

Subp. 4. Candidate tracking.

A. A unit with restricted approval must have an assessment system to track candidates.

B. A unit with restricted approval must track candidate field experiences, including:

Subp. 5. Initial approval process.

An organization must apply for restricted approval under the procedures of this subpart.

A. The provider must submit its notice of intent to apply for restricted approval.

B. The provider and board staff must jointly agree upon dates for the site visit approximately three to six months prior to the site visit.

C. At least three months prior to the site visit, the provider must provide input regarding review team membership.

D. At least one month prior to the site visit, the provider must submit a site visit schedule to board staff and must submit the self-study and any supplemental information to board staff and the review team.

E. The review team must conduct a site visit to verify evidence of the applicable standards. The site visit may be virtual.

F. The review team must report findings and make a recommendation to the board regarding the approval status according to the procedures in part 8705.1100, subpart 1a, item H.

Subp. 6. Board determinations for initial approval.

The board must take one of the actions in part 8705.1100, subpart 1b.

Subp. 7. Continuing unit approval.

Continuing restricted approval is valid for up to six years. A unit must apply for continuing restricted approval by meeting the standards and requirements in subparts 3 and 4, and following the procedures under subpart 5.

Subp. 8. Board determinations for continuing approval.

The board must take one of the actions in part 8705.1100, subpart 2b.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 45 SR 1159

Minn. R. 8705.1500 Unit Report on Continuous Improvement

Subpart 1. Submission required.

To maintain continuing unit approval, a unit must submit a midcycle unit report on continuous improvement.

Subp. 2. Unit report on continuous improvement.

The unit must submit a unit report on continuous improvement that provides the following:

A. a description of major changes to the unit and any impact of those changes to unit standards. The description must also address how the unit is complying with new state statutory requirements, if any;

B. a description of the action steps taken to address any standards identified as "Met with Concern" or "Not Met" during the previous site visit, including evidence of how the unit is demonstrating compliance with these standards;

C. identification of unit strengths and areas of improvement, including but not limited to:

D. a summary and evaluation of work completed with the designated school partner;

E. a summary of feedback gathered from stakeholders, including candidates, program completers, school partners, teacher educators, and representatives from the community, and how this feedback has informed continuous improvement; and

F. a description of how data has informed continuous improvement efforts.

Subp. 3. Review procedures.

A. Unit reports on continuous improvement must be initially reviewed by board staff.

B. A unit report on continuous improvement must be reviewed by the board when:

Subp. 4. Exemptions.

A. A unit with accreditation from a board-approved national education accreditation agency is exempt from the requirements in subpart 2, items C to F, when the unit submits its most recent annual report, which was submitted to the board-approved national accrediting agency, and the national accrediting agency's findings.

B. A restricted unit is exempt from the requirements in this part.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 45 SR 1159

Minn. R. 8705.2000 Program Review Panel (prp)

The Professional Educator Licensing and Standards Board must establish a program review panel (PRP) as a standing committee of the board to assist with program review and approval processes. PRP membership must include but is not limited to representation from the Professional Educator Licensing and Standards Board, Minnesota Association of Colleges for Teacher Education, Education Minnesota, and varying types of teacher preparation and teacher advocacy organizations. The PRP will consult with content experts as needed. PRP members will recuse themselves from reviews of their current or former unit or programs or other perceived conflicts of interest as directed by the board's executive director. Professional Educator Licensing and Standards Board staff will facilitate the work of the PRP and serve as nonvoting members. The PRP will make recommendations to the board regarding approval of licensure programs referred to them.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159

Minn. R. 8705.2100 Request for Initial Program Approval (ripa)

Subpart 1. Application required.

An application for initial approval of a program must be submitted in accordance with the timelines and procedures established and published by the Professional Educator Licensing and Standards Board.

Subp. 2. Request for initial program approval (RIPA).

The request for initial program approval (RIPA) must be submitted according to the procedures in this subpart.

A. The unit leader or designee shall submit to the board an application for each new teacher preparation program for which approval is requested through the online educator preparation provider application system (EPPAS).

B. Programs that have submitted applications may not begin enrolling candidates prior to approval by the board.

C. The unit must verify that sufficient financial, physical, human resources, and qualified teacher educators have been dedicated to the program to sustain it if approved.

D. Program applications must include all requirements in subitems (1) to (6).

Subp. 3. Initial review procedures.

A. RIPAs must be initially reviewed by trained content experts and board staff according to timelines and consistent with standards adopted by the Professional Educator Licensing and Standards Board. During the initial review, the content experts must identify each applicable standard in this chapter and parts 8710.2000 to 8710.8000 that align to the licensure area as:

B. If during the initial review applicable standards are identified as "Met with Concern" or "Not Met," the provider may choose to make changes to learning opportunities and assessments for a second review. During the second review, the content experts must review changes to learning opportunities and assessments for standards identified as "Met with Concern" or "Not Met" during the initial review and determine whether the standards are "Met," "Met with Concern," or "Not Met."

C. The program review panel (PRP) must review all RIPAs with standards identified as "Met with Concern" or "Not Met" and all RIPAs seeking a discretionary variance from board rule. The PRP must make a recommendation to the board regarding whether the program should be approved.

Subp. 4. Board determinations.

The board must take one of the following actions based upon the PRP's recommendation.

A. The board may grant initial approval for up to three years to launch the program and to begin to collect candidate and program efficacy data needed for continuing approval. A program with initial approval must seek continuing approval by submitting a program effectiveness report for continuing approval (PERCA) on the same reporting cycle as the unit.

B. The board may deny the request for initial approval. The program may not enroll candidates. The provider may not submit a request for initial program approval until after one year has passed since the date of the denial action.

History

• Statutory Authority: MS s 122A.09; 122A.092; L 2017 1Sp5 art 12 s 20
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159; 48 SR 1144

Minn. R. 8705.2200 Program Effectiveness Report for Continuing Approval (perca)

Subpart 1. Application required.

An application for continuing approval of a program must be submitted in accordance with the timelines and procedures established and published by the Professional Educator Licensing and Standards Board.

Subp. 2. Program effectiveness report for continuing approval (PERCA).

A. A unit must seek continuing approval of a program every three years by submitting a program effectiveness report for continuing approval (PERCA) that includes the following:

B. The unit must report when the primary placement of one or more standards has been changed by revising the learning opportunities and assessments described in the online educator preparation provider application system (EPPAS) at the time of the PERCA submission.

C. PERCAs must be reviewed according to the initial program review procedure in part 8705.2100, subpart 3, when:

Subp. 3. Program effectiveness reports for continuing approval (PERCA) review procedures.

A. PERCAs must be initially reviewed by board staff. PERCAs must be submitted to the program review panel for review when:

B. The PRP or board staff must make a recommendation to the board regarding whether to approve the program.

Subp. 3a. Board determinations.

Based on the findings of the PERCA submission and recommendations of the PRP or board staff, the board must make one of the program approval decisions in items A to D.

A. The board must grant continuing approval for three years when the program report provides evidence that the program meets adopted performance standards, statutory and rule requirements, and evidences that candidates have attained competency of licensure standards. For federal Title II reporting, the board must identify the program as "effective" in the state report card.

B. The board must grant continuing approval with focus areas for three years when the program report revealed that one or more standards, rules, or candidate performance measures were not in compliance with board criteria, including when less than 70 percent of candidates meet board-adopted thresholds on state-required examinations and board-adopted performance assessments. Continuing program approval status is granted with board-identified areas of focus for continuous improvement. The continuous improvement portion of the PERCA report must include evidence of progress in the identified focus areas in the subsequent reporting cycle. The board must make the status of approval with continuous improvement focus and the identified focus areas publicly available on the board's website. Based on evidence of progress specific to the focus areas, the board may grant an additional two years of continuing approval with continuous improvement focus.

C. The board must place a program on probation for up to two years when the program does not demonstrate acceptable progress on focused continuous improvement plans. Probationary status authorizes the program to continue with one year to demonstrate progress on identified unmet standards, rules, or candidate performance measures. During the first year a program is on probation, the board must identify the program as "at risk of low performing" in the state Title II report card. After one year, and based on a written progress report, the board may grant a second one-year extension of the probationary status prior to discontinuing the identified program. Candidates enrolled in a formerly approved program that is placed on probationary status must be notified of the program's status. Probationary status may result in federal reporting or financial aid implications or may impact other accreditations. During the second year a program is on probation, the board must identify the program as "low performing" in the state Title II report card.

D. The board must discontinue a program when the failure of the program to meet the requirements and standards in this chapter, chapter 8710, or Minnesota Statutes, chapter 122A, results in an inability to prepare candidates for licensure. No new candidates may be admitted into a discontinued program after the date the board acts to discontinue the program. The provider must submit to the board a list of candidates enrolled in the program, their expected completion dates, and a plan for those candidates to complete the program by a specified date. The provider must individually notify those candidates in writing of the program's discontinuation and their program completion options. The unit may not apply for program approval for a program that has been discontinued until at least three years have passed since the board action.

Subp. 4.

[Repealed, 45 SR 1159]

History

• Statutory Authority: MS s 122A.09; 122A.092; L 2017 1Sp5 art 12 s 20
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159; 48 SR 1144

Minn. R. 8705.2300 [Repealed, 45 SR 1159]

[Repealed, 45 SR 1159]

Minn. R. 8705.2400 [Repealed, 45 SR 1159]

[Repealed, 45 SR 1159]

Minn. R. 8705.2500 Related Service Licensure Fields

Related service licensure fields set forth in parts 8710.6000 to 8710.6300 are not subject to the program reporting requirements in this chapter. Program approval for these licensure fields is based on either national accreditation status or another state board licensure as cited in the respective rules of parts 8710.6000 to 8710.6300.

History

• Statutory Authority: MS s 122A.09
• History: 39 SR 822

Minn. R. 8705.2600 Board Actions, Discretionary Variances, and Appeals

Subpart 1. Interim conditional approval.

When amendments or additions to Minnesota statutes or to Professional Educator Licensing and Standards Board rules regarding teacher licensure requirements necessitate substantial unit or preparation program revisions, the board may grant interim conditional approval to any currently approved unit and its currently approved teacher preparation programs upon receipt of assurances on a form established by the board that the new requirements will be met by their effective date. The unit or program is returned to its former status upon full compliance with new requirements on a schedule determined by the board.

Subp. 2. Revocation or suspension of approval.

The board may revoke or suspend the approval status of a unit or program when the board determines that the unit violated ethical or legal practices or board rules. A provider may reapply for approval after two years have passed since the date of the board action.

Subp. 3. Appeal of board decision.

A provider may appeal a decision by the board regarding the approval status of a unit or a program to prepare candidates for teacher licensure pursuant to Minnesota Statutes, chapter 14.

Subp. 4. Voluntary discontinuation.

A. For a unit to voluntarily discontinue an approved licensure program, the unit must submit a letter signed by the unit's administration to the executive director of the board, including:

B. The unit must notify all enrolled candidates in writing of the program's discontinuation and their program completion options.

C. A provider must submit a request for initial program approval (RIPA) application according to part 8705.2100 to obtain approval of a program that has been voluntarily discontinued.

Subp. 5. Discretionary variance.

The board may grant a discretionary variance to authorize a provider or program to meet a requirement in this chapter in a manner other than as specified in rule or to waive the requirement entirely when application of the requirement would result in undue hardship. A provider may request a discretionary variance by using a form developed by the board. To apply for a discretionary variance, a provider must:

A. identify the requirement for which the variance is requested;

B. describe why adherence to the particular rule requirement would impose an undue burden or hardship; and

C. describe the alternative practices or measures in place to protect the rights and learning opportunities of candidates and students and the rationale for any alternative practices or measures. The board shall review discretionary variance requests. If the discretionary variance request is denied, the board shall provide a written determination listing the reason for the denial. The board may attach conditions to granting the variance if it is determined that conditions are needed to protect the rights of candidates and students.

Subp. 6. Interim reports.

A. If the board identifies new or repeated violations of the requirements in this chapter, chapter 8710, or Minnesota Statutes, chapter 122A, the board may require the unit to submit an interim report. The unit must submit an interim report within two months of receiving notice, and the report must include evidence of how the violations were resolved and how the unit or program has achieved compliance.

B. Upon receipt of the interim report, the board must take one or more of the following actions:

C. When taking a board action against a unit or program, the board must consider the nature and severity of the violation of law or rule and the effect of the violation on the rights of the candidates in the program.

History

• Statutory Authority: MS s 122A.09; 122A.092
• History: 39 SR 822; L 2017 1Sp5 art 12 s 22; 45 SR 1159

Chapter 8710 TEACHER AND OTHER SCHOOL PROFESSIONAL LICENSING

Minn. R. 8710.0100 Scope

This chapter governs the procedures for licensure and the educational requirements for instructional and support personnel who are required to be licensed by the Professional Educator Licensing and Standards Board. A person required to hold a license shall meet the requirements in this chapter for each licensure field in which the person practices.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 15 SR 2267; L 1998 c 397 art 11 s 3; 23 SR 1928; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.0200 Fees

Each application for the issuance or renewal of a license to teach shall be accompanied by a processing fee in compliance with the fee authorized by the legislature. The fees shall be paid to the board who shall deposit the fees in the general revenue fund, as provided by law.

The fee shall be nonrefundable for applicants not qualifying for a license, except the fee is refundable when the applicant for a license already holds the license for which application is made and that license does not expire in the year the application is submitted.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18; 125.05; 125.08; 125.185; 214.06
• History: L 1995 1Sp3 art 16 s 13; 20 SR 2702; L 1998 c 397 art 11 s 3; 23 SR 1928; L 2003 c 112 art 2 s 50; L 2003 c 130 s 12; L 2009 c 101 art 2 s 109; 34 SR 595; 47 SR 986

Minn. R. 8710.0300 Repealed by subpart

Subpart 1.

[Repealed, 43 SR 463]

Subp. 1a.

[Repealed, 43 SR 463]

Subp. 2.

[Repealed, 43 SR 463]

Subp. 2a.

[Repealed, 43 SR 463]

Subp. 2b.

[Repealed, 43 SR 463]

Subp. 3.

[Repealed, 43 SR 463]

Subp. 4.

[Repealed, 25 SR 805]

Subp. 5.

[Repealed, 43 SR 463]

Subp. 6.

[Repealed, 43 SR 463]

Subp. 7.

[Repealed, 43 SR 463]

Subp. 8.

[Repealed, 43 SR 463]

Subp. 9.

[Repealed, 43 SR 463]

Subp. 10.

[Repealed, 43 SR 463]

Subp. 11.

[Repealed, 43 SR 463]

Minn. R. 8710.0310 Definitions and General Rules for Teaching Licenses

Subpart 1. Definitions.

A. For the purposes of parts 8710.0310 to 8710.0330, the terms in this subpart have the meanings given them.

B. "Assignment" means the course or courses taught in a school for which students are granted credit.

C. "Board" means the Professional Educator Licensing and Standards Board.

D. "Cultural competency training" means a training program that promotes self-reflection and discussion including but not limited to all of the following topics: racial, cultural, and socioeconomic groups; American Indian and Alaskan native students; religion; systemic racism; gender identity, including transgender students; sexual orientation; language diversity; and individuals with disabilities and mental health concerns. Training programs must be designed to deepen teachers' understanding of their own frames of reference, the potential bias in these frames, and their impact on expectations for and relationships with students, students' families, and the school communities, consistent with part 8710.2000 and Minnesota Statutes, section 120B.30, subdivision 1, paragraph (q).

E. "Day" means a calendar day, unless otherwise noted.

F. "District" means a school district or a charter school.

G. "Field-specific methods" means differentiated instructional strategies targeting content and pedagogy for a singular licensure area to enable student learning.

H. "Good cause" means:

I. "Licensure area" or "licensure field" means the content taught for which standards have been adopted in Minnesota Rules.

J. "Mentorship program" means a program that meets the following criteria:

K. "Professional license from another state" means a professional teaching license issued by the responsible state agency of another state and required by the law of that state for an individual to teach in a public school, but does not include an emergency, temporary, or substitute teaching license.

L. "Related services professional" means a teacher who holds a license issued by the board consistent with Minnesota Statutes, section 122A.06, subdivision 2, and who meets the requirements for a license issued pursuant to parts 8710.6000 to 8710.6400.

M. "Student teaching" means a minimum of 12 weeks full time, or the equivalent, when an individual enrolled in a teacher preparation program assumes teacher responsibilities while working with a cooperating teacher who holds a Tier 3 or 4 license or a professional license from another state in the subject area and a provider supervisor to practice and demonstrate the necessary development of the individual's knowledge, skills, and dispositions to become a teacher. A student teaching experience includes observation, feedback, and evaluation from the cooperating teacher and provider supervisor.

N. "Substitute teacher" means an individual who replaces a teacher of record during an approved leave of absence or fills an unfilled vacancy pursuant to part 8710.0327.

O. "Teacher of record" means an individual who is responsible for the planning, instruction, and assessment of students in a classroom and, when applicable, authorized to grant students credit for meeting standards attributed to the content taught, or is part of a co-teaching assignment and has shared responsibility for planning, instruction, and assessment of students in a classroom. Serving in one of the following assignments or roles does not meet the definition of teacher of record: paraprofessional, short-term substitute, teacher aide, teacher in a home-school setting, teacher in a private early childhood program, or as an instructor of post-secondary students outside the E-12 setting.

P. "Teacher preparation program" means a program approved by the board or the state where the program resides that trains candidates in educational pedagogy and content-specific pedagogy for any subset of the scope of licensure for students from birth to 21 years of age.

Q. "Teaching license" or "teacher license" means a license that permits an individual to be a teacher of record. This includes Tier 1, Tier 2, Tier 3, and Tier 4 licenses issued under parts 8710.0311 to 8710.0314.

Subp. 2. Teaching licenses, in general.

A. Teaching licenses must be granted by the board to applicants who meet all requirements of applicable statutes and rules.

B. An applicant must qualify separately for each licensure area for which an application is made.

C. A license becomes valid on the date issued by the board and expires on June 30 of the expiration year. A Tier 1 or Tier 2 license, out-of-field permission, or cross-curricular delivery permission can be used until September 1 after the date of expiration if the placement is in a summer school program at the district aligned to the license or is part of a year-round school at the district aligned to the licensure area.

D. The board must request a criminal history background check consistent with Minnesota Statutes, section 122A.18, subdivision 8, upon an individual applying for a teaching license or substitute license for the first time.

E. All applicants for licensure and license renewals are subject to a conduct review performed by the board. The board may refuse to issue a license or deny a license renewal based on the results of the conduct review. An applicant who is denied a license or license renewal as a result of the conduct review may appeal the board's decision pursuant to subpart 6.

F. At the time of application and renewal, each applicant must provide the board with a current street address, telephone number, and email address.

G. Each applicant and licensed teacher must notify the board in writing of any change in address, telephone number, or email address within 30 days of the change.

Subp. 3.

[Repealed, 47 SR 986]

Subp. 4. Movement between tiers.

Teachers may apply to obtain a license in a higher licensure tier at any time after the requirements for the higher tier have been met. The teacher must be granted the license under a higher tier upon review and approval by the board pursuant to the rules established for the license sought.

Subp. 5. Multiple expiration dates.

If a license holder has completed and verified the renewal requirements for a currently held Tier 3 or 4 license issued under parts 8710.0313 and 8710.0314, the license holder may renew a currently held Tier 3 or 4 license up to one year before the expiration date for the purpose of consolidating multiple expiration dates of any Tier 3 or 4 licenses held into one expiration date. The consolidation of multiple expiration dates must be consolidated within a single tier.

Subp. 6. Appeal.

An applicant who is denied a teaching license by the board or who is issued a license under a different licensure tier than what was sought may appeal the board's decision under part 8710.0900 and Minnesota Statutes, chapter 14, and section 122A.188.

Subp. 7. Licenses issued in error.

A license issued in error to a person who does not qualify for the license must be corrected without charge to the license holder, and the corrections must be made without a hearing under part 8710.0900 and Minnesota Statutes, chapter 14. A license issued in error is not valid.

Subp. 8. Report.

The board must issue an annual report by September 1 that summarizes the previous fiscal year's Tier 1, 2, 3, and 4 licenses and out-of-field and innovative program permissions, organized by licensure field, race and ethnicity, and district.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0311 Tier 1 License

Subpart 1. Purpose.

If a district is unable to fill an open position with a teacher holding a Tier 2, 3, or 4 license, a Tier 1 license must be issued, consistent with this part, to an applicant who does not hold a Tier 2, 3, or 4 license. A Tier 1 license authorizes the license holder to teach within the requesting district and the specific licensure field in the application.

Subp. 2. Requirements.

The board must issue a Tier 1 license to an applicant upon request by the designated administrator of the hiring district and the applicant. The applicant must initiate the application process and meet the requirements of this subpart.

A. The applicant must:

B. The hiring district must show:

C. The hiring district must affirm the applicant:

Subp. 3. Duration.

A Tier 1 license is valid for up to one year and expires on June 30 of the expiration year. A Tier 1 license may be used until September 1 after the date of expiration if the placement is in a summer school program at the district aligned to the license or is part of a year-round school at the district aligned to the licensure area.

Subp. 4. First renewal.

To renew a Tier 1 license for the first time, the applicant must initiate the renewal application process, and the hiring district must meet the requirements of this subpart.

A. The hiring district must show that the position was posted for at least 60 days on the board-approved statewide job board. If an applicant accepts the position but later turns it down, the hiring district must repost the position for 15 days.

B. The hiring district must show one of the following:

C. The applicant must show the applicant attempted the board-approved content examination aligned to the assignment, if applicable, during the academic year in which the applicant held a Tier 1 license. Any licensure area that does not have a board-approved content examination is exempt from this requirement.

D. The hiring district must show the applicant participated in:

Subp. 5. Second and third renewals.

To renew a Tier 1 license for the second or third time, the applicant must initiate the renewal application process, and the hiring district must meet the requirements of this subpart.

A. The hiring district must show that the position was posted for at least 60 days on the board-approved statewide job board. If an applicant accepts the position but later turns it down, the hiring district must repost the position for 15 days.

B. The hiring district must show one of the following:

C. The hiring district must show the applicant participated in:

Subp. 6. Additional renewals.

To renew a Tier 1 license more than three times, the applicant must initiate the renewal application process, and the hiring district must meet the requirements of this subpart.

A. The hiring district must show that the position was posted for at least 60 days on the board-approved statewide job board. If an applicant accepts the position but later turns it down, the hiring district must repost the position for 15 days.

B. The hiring district must show one of the following:

C. The hiring district must show one of the following:

D. The hiring district must show the applicant participated in:

Subp. 7. Position change.

If a Tier 1 license holder moves to another licensure area within a district or to another district, prior to the expiration of the Tier 1 license, the license holder must initiate a new application, including paying the application fee, and the hiring district must meet the requirements under subpart 2 for the new position. The applicant is not required to complete a new background check by the board. The Tier 1 license issued by the board under this subpart is considered a new license, not a renewal under subparts 4 to 6.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18; L 2017 1Sp5 art 12 s 20
• History: 43 SR 463; 47 SR 986; 48 SR 1144

Minn. R. 8710.0312 Tier 2 License

Subpart 1. Purpose.

A Tier 2 license authorizes the license holder to teach within the requesting district and the specific licensure field in the application.

Subp. 2. Requirements.

The board must issue a Tier 2 license to an applicant upon request by the designated administrator of the hiring district and the applicant. The applicant must initiate the application process and must meet the requirements of this subpart.

A. The applicant must:

B. The applicant must:

C. The hiring district must affirm the applicant will participate in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another identified district-aligned evaluation.

Subp. 3. Duration.

A Tier 2 license is valid for up to two years and expires on June 30 of the expiration year. A Tier 2 license may be used until September 1 after the date of expiration if the placement is in a summer school program at the district aligned to the license or is part of a year-round school at the district aligned to the licensure area.

Subp. 4. First renewal.

To renew a Tier 2 license for the first time, the applicant must initiate the renewal application process, and the requirements of this subpart must be met.

A. The hiring district must show the applicant participated in:

B. If the applicant holds a Tier 2 license while enrolled in a board-approved teacher preparation program, the provider must certify that meaningful progress, as defined by the provider, has been made toward completion of the program. If no meaningful progress has been made, the board must deem the applicant not to be enrolled in a teacher preparation program unless the applicant provides justification to the board for failing to make meaningful progress.

Subp. 5. Second and third renewals.

To renew a Tier 2 license for the second or third time, the applicant must initiate the renewal application process, and the requirements of this subpart must be met.

A. If the applicant holds a Tier 2 license while enrolled in a board-approved teacher preparation program, the provider must certify that meaningful progress, as defined by the provider, has been made toward completion of the program. If no meaningful progress has been made, the board must deem the applicant not to be enrolled in a teacher preparation program unless the applicant provides justification to the board for failing to make meaningful progress.

B. The hiring district must show the applicant participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another identified district-aligned evaluation.

Subp. 6. Additional renewals.

To renew a Tier 2 license more than three times, the applicant must initiate the renewal application process, and the requirements of this subpart must be met. The hiring district must show:

A. the applicant participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another identified district-aligned evaluation; and

B. within the renewal application good cause justification for why the applicant should receive additional Tier 2 renewals pursuant to part 8710.0310, subpart 1, item H. The renewal application is reviewed pursuant to Minnesota Statutes, section 122A.182, subdivision 3. The board must issue or deny the renewal no later than 60 days after receiving the renewal application.

Subp. 7. Position change.

If a Tier 2 license holder moves to another licensure area within a district or to another district, prior to the expiration of the Tier 2 license, the license holder must initiate a new application, including paying the application fee, and the hiring district must meet the requirements under subpart 2 for the new position. The applicant is not required to complete a new background check by the board. The Tier 2 license issued by the board under this subpart is considered a new license, not a renewal under subparts 4 to 6.

History

• Statutory Authority: MS s 122A.09; 122A.092; L 2017 1Sp5 art 12 s 20
• History: 43 SR 463; 48 SR 1144

Minn. R. 8710.0313 Tier 3 License

Subpart 1. Purpose.

A Tier 3 license must be issued to an applicant, consistent with this part, aligned to the scope and field of the applicant's training and experience. A Tier 3 license authorizes the license holder to teach within the specific licensure field for which board rules exist.

Subp. 2. Requirements.

The board must issue a Tier 3 license if the applicant meets all of the requirements of this subpart.

A. The applicant must:

B. The applicant must obtain passing scores on the board-approved pedagogy and content examinations aligned to the licensure area sought. Any licensure area that does not have a board-approved content examination is exempt from the content examination requirement.

C. The applicant must show one of the following:

Subp. 3. Duration.

A Tier 3 license is valid for up to three years and expires on June 30 of the expiration year.

Subp. 4. Renewal.

A Tier 3 license may be renewed an unlimited number of times. To renew a Tier 3 license, the applicant must complete:

A. mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5; and

B. board-approved licensure renewal requirements, including obtaining approval from the applicant's local continuing education/relicensure committee, under parts 8710.7100 and 8710.7200 and Minnesota Statutes, section, 122A.187, subdivision 3.

Subp. 5. Restrictions and expansions.

A. An applicant whose content training or experience does not align to a currently approved Minnesota license, but for which past rules have been adopted, and who meets all other requirements of subpart 2, must be issued a Tier 3 license restricted to the scope and licensure area of the applicant's content training or experience.

B. Applicants with content training or experience within two grade levels of a currently approved Minnesota licensure scope must be granted the full scope of the Minnesota license.

C. Upon request and at the time of application or renewal, a teacher who holds a Tier 3 license that is restricted or limited in scope must be granted the full scope of a currently approved Minnesota license when:

D. Applicants who meet the requirements of subpart 2, items A and B, from a Montessori Accreditation Council for Teacher Education accredited training center must be issued a Tier 3 license restricted to a Montessori setting and aligned to the scope of training.

Subp. 6. Addition to Tier 3 license.

When a licensure area is added to a Tier 3 license issued under this part, the expiration date is the date previously established for the Tier 3 license in effect.

Subp. 7. Middle level licenses.

A. The board must issue a Tier 3 license to teach middle level communication arts and literature, mathematics, social studies, and general science, pursuant to parts 8710.3310 to 8710.3340, to an applicant who:

B. The scope of the license shall not exceed grades 5 through 8. If the applicant holds two or more professional licenses, the board may not issue a stand-alone middle level license.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0314 Tier 4 License

Subpart 1. Purpose.

A Tier 4 license authorizes the license holder, consistent with this part, to teach in the field and scope aligned to the license holder's preparation. A Tier 4 license indicates the license holder has had at least three years of experience in Minnesota within the field and scope of licensure and completed the professional development requirements mandated by statute.

Subp. 2. Requirements.

The board must issue a Tier 4 license if the applicant meets all of the requirements of this subpart.

A. The applicant must:

B. The applicant must have completed one of the following:

C. The applicant must obtain passing scores on the board-approved pedagogy and content examinations aligned to the licensure area sought. Any licensure area that does not have a board-approved content examination is exempt from the content examination requirement.

D. The applicant must have at least three years of field-specific experience teaching as the teacher of record.

E. The applicant must have participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another identified district-aligned evaluation.

Subp. 3. Adding a Tier 4 license.

To add an additional Tier 4 license, the applicant must show evidence of meeting the requirements of subpart 2, item C, and part 8710.0313, subpart 2, item C, subitem (1), (2), (3), or (4), in the licensure area sought. An applicant may add a teachers of science endorsement by meeting the requirements of part 8710.4770. When a licensure area is added to a Tier 4 license issued under this part, the expiration date is the date previously established for the Tier 4 license in effect.

Subp. 4. Duration.

A Tier 4 license is valid for up to five years and expires on June 30 of the expiration year.

Subp. 5. Renewal.

A Tier 4 license may be renewed an unlimited number of times. To renew a Tier 4 license, the applicant must complete:

A. mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5; and

B. board-approved licensure renewal requirements, including obtaining approval from the applicant's local continuing education/relicensure committee, under parts 8710.7100 and 8710.7200 and Minnesota Statutes, section 122A.187, subdivision 3.

Subp. 6. Restrictions and expansions.

A. An applicant whose content training or experience does not align to a currently approved Minnesota license, but for which past rules have been adopted, and who meets all other requirements of this part must be issued a Tier 4 license restricted to the scope and licensure area of the applicant's content training or experience.

B. Applicants with content training or experience within two grade levels of a currently approved Minnesota licensure scope must be granted the full scope of the Minnesota license.

C. Upon request and at the time of application or renewal, a teacher who holds a Tier 4 license that is restricted or limited in scope must be granted the full scope of a currently approved Minnesota license when:

Subp. 7. Moving from Tier 3 to Tier 4 license.

An applicant who holds a Tier 3 license and is seeking a Tier 4 license after three years of teaching experience must meet the renewal clock hour requirements in part 8710.7200, subpart 2, and the professional development requirements in part 8710.7200, subpart 2a.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18; L 2017 1Sp5 art 12 s 20
• History: 43 SR 463; 47 SR 986; 48 SR 1144

Minn. R. 8710.0320 Out-of-Field Permission

Subpart 1. Purpose.

An out-of-field permission authorizes a teacher holding a Tier 2, 3, or 4 license, consistent with this part, to teach in an assignment outside of the scope or field of the license held.

Subp. 2. Requirements.

A. The board must issue an out-of-field permission upon request by the designated administrator of the hiring district. The applicant must initiate the application process, and the hiring district must show:

B. The district must show one of the following:

C. An applicant who holds a Tier 2, 3, or 4 license in career and technical education or career pathways fields without a baccalaureate degree may obtain an out-of-field permission for another career and technical education or career pathways field.

Subp. 3. Duration.

An out-of-field permission is valid for one school year and expires on June 30 of the expiration year, unless otherwise indicated under item A or B at the time the permission is granted.

An out-of-field permission can be used until September 1 after the date of expiration if the placement is aligned to the permission and is:

A. in a summer school program at the district; or

B. part of the year-round school.

Subp. 4. Renewal.

An out-of-field permission may be renewed four times. To renew an out-of-field permission, the applicant must initiate the application process, and the hiring district must show:

A. the applicant approves the request;

B. the district will provide professional development, mentorship, or other supports for the applicant in any content area assigned to an out-of-field permission;

C. the position was posted for at least 60 days on the board-approved statewide job board. If an applicant accepts the position but later turns it down, the hiring district must repost the position for 15 days. The hiring district does not need to post the position on the board-approved statewide job board when:

D. one of the following:

Subp. 5. Additional renewals.

To renew an out-of-field permission more than four times, the hiring district must provide within the renewal application good cause justification for why the applicant should receive additional out-of-field permission renewals pursuant to part 8710.0310, subpart 1, item H. The renewal application is reviewed pursuant to Minnesota Statutes, section 122A.181, subdivision 3. The board must issue or deny the renewal no later than 60 days after receiving the renewal application.

Subp. 6. Limitations and exceptions.

A. An individual cannot hold an out-of-field permission to work in a related services position.

B. An out-of-field permission is limited to the licensure area and the district for which it was granted.

C. An out-of-field permission granted for a summer school only position may be renewed an unlimited number of times.

D. A teacher holding a Tier 2 license may hold an out-of-field permission for no more than 50 percent of the teacher's total assignments.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0321 Cross-Curricular Delivery Permission

Subpart 1. Purpose.

A cross-curricular delivery permission authorizes a teacher holding a Tier 3 or Tier 4 license, consistent with this part, to teach multiple fields to a group of students.

Subp. 2. Requirements.

The board must issue a cross-curricular delivery permission upon request by the designated administrator of the hiring district. The applicant must initiate the application process, and the hiring district must show:

A. the applicant holds a bachelor's degree;

B. the applicant holds a Tier 3 or 4 license;

C. the applicant will serve as the teacher of record; and

D. the assignments require:

E. the assignment is within a middle school or high school setting (grades 5 through 12).

Subp. 2a. Limitations.

A. A cross-curricular delivery permission cannot be issued if the applicant holds only a license to serve as a related services professional.

B. A cross-curricular delivery permission cannot be issued for any of following assignments: special education, elementary education, early childhood education, related services, driver's education, work-based learning, or English as a second language.

C. A cross-curricular delivery permission cannot be issued for any assignment for which state or federal law requires specific training or licensure requirements.

Subp. 3. Duration.

A cross-curricular delivery permission is valid for one school year and expires on June 30 of the expiration year, unless otherwise indicated under item A or B at the time the permission is granted. A cross-curricular delivery permission can be used until September 1 after the date of expiration if the placement is aligned to the permission and is:

A. in a summer school program; or

B. part of a year-round program or school.

Subp. 4. Renewal.

A cross-curricular delivery permission may be renewed an unlimited number of times.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0325 Short-Call Substitute License

Subpart 1. Purpose.

A short-call substitute license authorizes the license holder to replace the same teacher of record or fill a vacancy for no more than 20 consecutive school days.

Subp. 2. Requirements.

The board must issue a short-call substitute license to an applicant who meets the requirements of this subpart. The applicant must:

A. hold the minimum of a bachelor's degree from a college or university located in the United States, as verified by a college transcript;

B. hold a credential from outside the United States that is equivalent to a bachelor's degree, as verified by a credential evaluation completed by a credential evaluator approved by the National Association of Credential Evaluation Services or other board-approved credential evaluation service; or

C. be enrolled in a state-approved teacher preparation program and have successfully completed student teaching.

Subp. 2a. Requirements for a CTE short-call substitute license.

The board must issue a short-call substitute license to authorize an individual to substitute teach in career and technical education and career pathway courses of study to an applicant who meets the requirements of subpart 2 or if the applicant has one of the following:

A. five years of relevant work experience aligned to a career and technical education field or career pathway;

B. an associate's degree aligned to a career and technical education field or career pathway; or

C. a professional certification aligned to a career and technical education field or career pathway from an approved certifying organization.

Subp. 3. Duration.

A short-call substitute license is valid for up to three years and expires on June 30 of the expiration year.

Subp. 4. Renewal.

An applicant must reapply for a short-call substitute license upon its expiration.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0326 Lifetime Substitute License

Subpart 1. Purpose.

A lifetime substitute license is issued, consistent with this part, to a retired teacher and authorizes the license holder to replace a teacher of record who is on an approved leave of absence.

Subp. 2. Requirements.

The board must issue a lifetime substitute license to an applicant who meets one of the following:

A. holds or held a Tier 3 or 4 license, a Minnesota five-year standard license or its equivalent, or a professional license from another state and receives a retirement annuity as a result of the person's teaching experience; or

B. holds or held a Tier 3 or 4 license or a Minnesota five-year standard license or its equivalent, taught for at least three years in an accredited nonpublic school in Minnesota, and receives a retirement annuity as a result of the person's teaching experience.

Subp. 3. Duration.

A lifetime substitute license does not expire.

Subp. 4. Limitations.

A teacher holding a lifetime substitute license may replace the same teacher of record on an approved leave of absence for more than 15 consecutive school days if the substitute teacher's previous Tier 3 or 4 license, Minnesota five-year standard license or its equivalent, or professional license from another state is aligned to the assignment.

History

• Statutory Authority: MS s 122A.09
• History: 43 SR 463

Minn. R. 8710.0327 Substitute Teaching

Subpart 1. Term for a short-call substitute.

An individual may serve as a short-call substitute for the same teacher of record or fill a vacancy for no more than 20 consecutive school days.

Subp. 2. Short-call substitute teaching.

An individual is authorized to serve as a short-call substitute when:

A. the individual holds a valid Tier 1, Tier 2, Tier 3, or Tier 4 license pursuant to this chapter;

B. the individual holds a short-call substitute license pursuant to part 8710.0325; or

C. the individual holds a lifetime substitute license pursuant to part 8710.0326.

Subp. 3. Limitations.

An individual acting as a short-call substitute is not considered a teacher of record.

Subp. 4. Filling a vacancy.

When a teacher of record is absent from an assignment for more than 20 consecutive school days or a vacancy remains unfilled for more than 20 consecutive school days, the assignment must be filled with a long-term substitute or a teacher licensed for the assignment.

Subp. 5. Long-term substitute teaching.

The following individuals are authorized to serve as a long-term substitute:

A. an individual who holds a Tier 1, Tier 2, Tier 3, or Tier 4 license aligned to the assignment;

B. an individual who holds an out-of-field permission aligned to the assignment; or

C. an individual who holds a lifetime substitute license pursuant to part 8710.0326 and held a Tier 3 or Tier 4 license, Minnesota five-year standard license or its equivalent, or a professional license from another state aligned to the assignment.

Subp. 6. Emergency extensions.

An individual authorized to short-call substitute teach pursuant to subpart 2 may continue replacing the same teacher of record for more than 20 consecutive school days when the individual has submitted a completed application for a license for the assignment.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 47 SR 986

Minn. R. 8710.0330 Teacher Licensure Via Portfolio Application

Subpart 1. Purpose.

The licensure via portfolio is a nontraditional pathway to obtaining a teacher license in Minnesota. An applicant may obtain a Tier 3 license or add a licensure field to an existing Tier 3 or Tier 4 license by successfully evidencing the required standards in one or more portfolio and by passing applicable testing.

Subp. 1a. Eligibility for portfolio process.

A. To be eligible to initiate the licensure via portfolio process to pursue an initial Tier 3 license, the applicant must have:

B. To be eligible to initiate the licensure via portfolio process to add a licensure field or expand the scope of a license, the applicant must have an existing Tier 3 or Tier 4 license.

Subp. 2. Portfolio review process.

A. The applicant must initiate the application process by submitting a portfolio aligned to board-adopted submission guidelines.

B. Applications for an initial Tier 3 license must include content, pedagogy, and core skills portfolios as follows:

C. Applications to add a licensure area to a current Tier 3 or 4 license must include a content portfolio that shows the applicant meets the content standards aligned to the licensure area sought under parts 8710.3000 to 8710.5850 and 8710.8000. Applications to add a licensure area to an existing Tier 3 license or Tier 4 license must also include a pedagogy portfolio pursuant to item B, subitem (4), when the applicant has not completed a state-approved teacher preparation program or been recommended for licensure via portfolio for an initial license. Applications to add a licensure area in special education or career and technical education to an existing Tier 3 license or Tier 4 license must also include a core skills portfolio pursuant to item B, subitem (2), or B, subitem (3), if the applicant has not completed a state-approved teacher preparation program or been recommended for licensure via portfolio for an initial license in a special education area or career and technical education area, respectively.

D. A pedagogy portfolio must be reviewed by a panel of educators within 90 days of receiving a complete pedagogy portfolio and required fees. An applicant may present the contents of a submitted pedagogy portfolio in person to the panel on the set review date. An applicant may choose not to present the contents of the submitted pedagogy portfolio to the panel on the review date and thereby waives the right to defend the pedagogy portfolio material in person. To indicate knowledge of effective teaching dispositions under the Minnesota Code of Ethics for Teachers, the applicant must submit a completed evaluation by the individual responsible for the mentorship or supervision of the applicant for review by the panel of educators.

E. If the panel of educators under item D does not recommend an applicant for licensure via the pedagogy portfolio, the panel must provide specific information to the applicant on how to successfully demonstrate meeting any standard the panel determined was not met. If the applicant submits the revised pedagogy portfolio within two years from the date the portfolio is not approved, one member of the panel of educators must review the revised portfolio and recommend it for approval or disapproval, applying the standards in effect on the date of the original submission. The approval or disapproval must occur within 60 days of receiving the revised submission. If the applicant resubmits a revised portfolio after two years from the date the portfolio is not approved, the portfolio must be reviewed in full, applying the pedagogical standards in effect on the date of the resubmission.

F. Each content portfolio must be reviewed by two reviewers who meet board-adopted qualifications within 90 days of receiving the completed portfolio and required fees.

G. If the content reviewers under item F do not recommend the applicant for licensure via the content portfolio, the reviewers must provide specific information to the applicant on how to successfully demonstrate meeting any standard the reviewers determined was not met. If the applicant submits the revised content portfolio within two years from the date the portfolio is not approved, a content reviewer must review the revised portfolio and recommend it for approval or disapproval, applying the standards in effect on the date of the original submission. The approval or disapproval must occur within 60 days of receiving the revised submission. If the applicant resubmits a revised portfolio after two years from the date the portfolio is not approved, the portfolio must be reviewed in full, applying the content standards in effect on the date of the resubmission.

H. An applicant who is recommended for licensure via portfolio review under this subpart must submit an application for licensure to the board that meets the requirements under subpart 3. The applicant must also pay an application fee.

Subp. 3. Application requirements.

An applicant who is recommended for licensure via portfolio review under subpart 2 must submit an application for licensure to the board that meets the requirements of this subpart.

A. The applicant must:

B. The applicant must submit board-adopted passing scores on board-adopted content and pedagogy exams. Any licensure area that does not have a board-approved content examination is exempt from the content examination requirement.

C. An applicant recommended for an initial Tier 3 license by the panel of educators under subpart 2, item D, and content reviewers under subpart 2, item F, must pass a criminal background check.

D. An applicant recommended for the addition of a licensure area to a current Tier 3 or 4 license by the content reviewers under subpart 2, item F, must pass a criminal background check, if applicable.

Subp. 4. CTE portfolios.

An applicant for any career and technical education field under parts 8710.8010 to 8710.8080 may apply for an initial Tier 3 license under part 8710.0313 through portfolio review under Minnesota Statutes, section 122A.18, subdivision 10. The applicant must:

A. demonstrate competency in the standards of effective practice set forth in part 8710.2000;

B. demonstrate competency in the CTE core skills set forth in part 8710.8000; and

C. demonstrate competency in the applicable licensure standards set forth in parts 8710.8010 to 8710.8080. Competency in the licensure standards can be demonstrated through one of the following criteria:

Subp. 5. Submission timelines.

A. An applicant must submit a letter of intent to the board at least 30 days prior to submission of a portfolio application.

B. A portfolio application prepared according to published guidelines must be submitted between 30 days and one year after the letter of intent is received by the board.

Subp. 6. Appeal.

An applicant who is denied an initial Tier 3 license or an addition to a current Tier 3 or 4 license by the board under this part may appeal the board's decision under part 8710.0900 and Minnesota Statutes, chapter 14.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 43 SR 463; 47 SR 986

Minn. R. 8710.0350 [Repealed, 25 SR 805]

[Repealed, 25 SR 805]

Minn. R. 8710.0400 [Repealed, 47 SR 986]

[Repealed, 47 SR 986]

Minn. R. 8710.0500 Examinations for Teacher Licenses

Subpart 1. Examination requirements.

A. An applicant for a first professional teaching license shall provide official evidence of having successfully completed examinations of skills in reading, writing, and mathematics before being issued an initial Minnesota professional teaching license. The examinations must have been adopted by the Professional Educator Licensing and Standards Board. An applicant who is deaf must fulfill the mathematics requirement of this part by successfully completing the mathematics examination, and must fulfill the reading and writing requirements of this part either by successfully completing the reading and writing examinations or by evaluation by board approved colleges and universities of demonstrated proficiency (Intermediate Plus) in the expressive and receptive use of alternative communication systems including sign language and finger spelling as measured by the Sign Communication Proficiency Inventory (SCPI). This inventory is published by the National Technical Institute for the Deaf in Rochester, New York, and is administered through the College of Education at the University of Minnesota on at least an annual basis. A description of this inventory is available through the Minitex interlibrary loan system in the Journal of Sign Language Studies and American Annals for the Deaf. The inventory is incorporated by reference. It may be periodically changed. An applicant who is blind shall be required to fulfill requirements of this part by successfully completing the examinations with an opportunity to select a reader, to use adaptive visual aids or technology aids, and to complete the testing under adaptive conditions.

B. On or after September 1, 2001, an applicant for a first professional teaching license in any field shall provide evidence of having successfully completed an examination of general teaching knowledge and the examination required for the teaching field for which licensure is applied under this chapter. The examinations must have been adopted by the board. Teachers applying to add teaching fields to existing licenses must successfully complete the examination required for each teaching field to be added, but are not required to complete an examination of general teaching knowledge.

Subp. 2. Selection and adoption.

The Professional Educator Licensing and Standards Board shall solicit proposals for the development, validation, and implementation of teacher examinations under subpart 1. The board shall select the proposal of a party whose understanding of the project, statement of work to be performed, management plan, staffing, and related experience demonstrate the ability to develop, validate, and implement a statewide examination system and to conduct subsequent administrations of the adopted examinations. The board shall adopt examinations that have been validated by another state or reputable national testing organization and field tested in Minnesota.

Subp. 3. Requirement.

A. An applicant must achieve a minimum passing score on each examination required under subpart 1. The Professional Educator Licensing and Standards Board shall establish a minimum passing score for each examination based on validation for use in Minnesota.

B. Notwithstanding item A, for applications submitted on or before August 31, 2002, examinations required under subpart 1, item B, shall have no minimum passing score. The board shall use test scores achieved by applicants on or before August 31, 2002, to establish minimum passing scores.

Subp. 4. Notification.

Minimum passing scores applicants must achieve on the examinations and the identification of the examinations adopted shall be published in the State Register within 60 days of adoption by the Professional Educator Licensing and Standards Board. Before July 2 of each calendar year, the board shall notify the colleges and universities approved by the board to prepare candidates for teacher licensure of the minimum passing score applicants must achieve on the examinations and which examinations are adopted under subpart 2.

Subp. 5. Licensure recommendation.

In recommending candidates for licensure, Minnesota colleges and universities shall attest that license requirements have been met, including successful completion of all examinations required under this part.

Subp. 6. Administration, scoring, and reporting.

Administration, scoring, and reporting of examinations shall be conducted by the party whose examinations have been adopted by the Professional Educator Licensing and Standards Board. Applicants may take the examinations on any of the dates that are established by the party for national administration or on dates established by the board for special administration. Examinations shall be administered at least four times a year in Minnesota. It is the responsibility of the applicant to be informed about the dates and locations of the examinations and to apply for the appropriate examinations. Registration procedures are governed by the party whose examinations have been adopted. Examinees shall authorize the forwarding of their scores to the institutions they attend and to the board. The scores as forwarded are the official evidence required in this part.

Subp. 7. Fees.

Candidates for licenses shall pay the examination fee approved by the Professional Educator Licensing and Standards Board for the examinations they take.

Subp. 8.

[Repealed, L 2023 c 55 art 5 s 67]

Subp. 9.

[Repealed, 25 SR 877]

Subp. 10. Retesting procedures.

Examinees who fail to achieve at least the minimum score on one or more of the examinations are permitted to retake the examination or examinations for which the minimum score was not achieved under this part. No minimum waiting time is required.

Subp. 11.

[Repealed, L 2023 c 55 art 5 s 67]

Subp. 12. Review and modification.

The Professional Educator Licensing and Standards Board shall periodically review the examination system to determine whether the system meets the requirements of this part. Modifications by the board in the adoption of examinations or the minimum passing scores shall be published in the State Register. The modifications are effective for administration of the examinations 30 days after publication.

Subp. 13. Exemptions.

The following applicants for a Tier 3 or Tier 4 license are exempt from the requirement to pass content and pedagogy exams:

A. an applicant who completed a board-approved teacher preparation program aligned to the license sought;

B. an applicant who completed a state-approved teacher preparation program in another state, aligned to the license sought, and passed licensure exams in that state. If no licensure exams existed in the other state, the applicant is exempt from the applicable board-approved examinations; and

C. an applicant who was recommended for a Tier 3 license through the licensure via portfolio process aligned to the license sought.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18; 125.05; 125.185; L 2017 1Sp5 art 12 s 20
• History: 11 SR 1793; 15 SR 2267; L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 805; 25 SR 877; 26 SR 700; L 2017 1Sp5 art 12 s 22; 48 SR 1144

Minn. R. 8710.0550 [Repealed, 47 SR 986]

[Repealed, 47 SR 986]

Minn. R. 8710.0600 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.0700 Procedures for Voluntary Surrender of Licenses

Subpart 1. Materials required to surrender license.

A person holding a license granted by the Professional Educator Licensing and Standards Board may voluntarily surrender the license by submitting to the executive director of the board the following:

A. a written request to surrender which specifies the license or licenses to be surrendered;

B. the applicant copy of the license;

C. the school district copy of the license, together with a written statement that the designated administrator of the employing school district or charter school has been notified that the employer's copy of the license has been removed from the school district or charter school files; and

D. the required processing fee in part 8710.0200.

Subp. 2. Surrender date.

When the executive director receives the materials listed in subpart 1 by January 1, the date of surrender is July 1 of that year. When the materials are received after January 1, the date of surrender is July 1 of the following calendar year. An applicant may revoke the request. The revocation must be made in writing to the executive director no later than December 31 of the year in which the request for voluntary surrender is received by the executive director.

Subp. 3. When surrender is prohibited.

A person may not voluntarily surrender a license if any of the following exists:

A. the school board has commenced proceedings to terminate the continuing contract, pursuant to Minnesota Statutes, section 122A.40, subdivision 9 or 13, or 122A.41, subdivision 6;

B. the Professional Educator Licensing and Standards Board has commenced proceedings to suspend or revoke the license pursuant to Minnesota Statutes, sections 122A.20 and 214.10 or part 8710.2100; or

C. any educational agency or board has commenced proceedings which could result in alteration of the status of the license due to the person's conduct.

Subp. 4. First professional license after surrender.

A person whose Minnesota license has been voluntarily surrendered may apply for first professional licensure in the subject or field for which licensure was previously surrendered. A first professional license shall be granted to the applicant if the following criteria are met:

A. a licensure rule exists in the subject or field for which licensure was previously surrendered;

B. the applicant meets the first professional licensure standards which are in effect in the subject or field at the time of application and meets procedures set forth in Professional Educator Licensing and Standards Board rules applicable to a first professional license; and

C. the required processing fee set forth in part 8710.0200 accompanies the application for first professional licensure.

Subp. 5. Construction of rule.

Nothing in subparts 1 to 4 shall prohibit a person from holding or applying for a license in any subject or field upon surrender of a license in another subject or field.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 8 SR 244; 15 SR 2267; L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.0800 Procedures for Revocation or Suspension of All Licenses

Subpart 1. Statutory requirements.

Licenses shall be revoked or suspended pursuant to the provisions of Minnesota Statutes, sections 122A.09 and 122A.20, or part 8710.2100.

Subp. 2. Revocation.

Revocation shall include the cancellation or repeal of a license or renewal privilege. Revocation shall disqualify a person from teaching, or performing any other function, which is permitted on the basis of holding a license issued pursuant to the rules of the Professional Educator Licensing and Standards Board. Revocation shall be final, except that a person whose license has been revoked may petition the board for a license pursuant to part 8710.0850, subpart 1.

Subp. 3. Suspension.

Suspension shall include the temporary withdrawal of a license or renewal privilege. Suspension shall disqualify a person from teaching or performing any other function which is permitted on the basis of holding a license issued pursuant to the rules of the Professional Educator Licensing and Standards Board. The length of each suspension and any terms and conditions attached thereto shall be determined by the board upon the consideration of the following factors:

A. the activity of the individual which led to the license suspension;

B. any relevant mitigating factors which the individual may interpose on the individual's behalf;

C. the prior teaching record of the individual; and

D. other similar factors. Unless otherwise provided by the board, a revocation or suspension applies to each license or renewal privilege held by the individual at the time final action is taken by the board. A person whose license or renewal privilege has been suspended or revoked shall be ineligible to be issued any other license by the board during the pendency of the suspension or revocation.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.09; 125.185
• History: 17 SR 1279; L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.0850 Issuance or Reinstatement of License After Revocation or Suspension

Subpart 1. After revocation.

A person whose license or renewal privilege has been revoked by the Professional Educator Licensing and Standards Board may apply for and shall be granted a first professional license upon presentation of competent evidence that all terms and conditions which the board may have imposed have been fulfilled, and upon meeting current licensure standards.

Subp. 2. After suspension.

A person whose license or renewal privilege has been suspended by the Professional Educator Licensing and Standards Board may apply for reinstatement of that license in one of the following manners:

A. If the suspended license was a license which expired during the suspension, that license shall be renewed upon proper application after the period of suspension has expired provided that this chapter permits renewal of the license and that all renewal requirements have been met and upon presentation of competent evidence that all terms and conditions which the board may have imposed have been fulfilled.

B. If the suspended license was a license which has not expired during the suspension, the person may resume teaching or performing any other function which is permitted on the basis of holding a license granted by the board for whatever period of time remains on that license after the period of the suspension has expired and upon presentation of competent evidence that all terms and conditions which the board may have imposed have been fulfilled.

C. If the suspended license was a life license, the person may resume teaching or performing any other function which is permitted on the basis of holding a license granted by the board after the period of the suspension has expired and upon presentation of competent evidence that all terms and conditions which the board may have imposed have been fulfilled.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.09; 125.185
• History: L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.0900 Appeal to Professional Educator Licensing and Standards Board

All persons denied issuance or renewal of licenses granted by the Professional Educator Licensing and Standards Board, and all Minnesota teacher-preparing institutions denied program or institutional approval, and all persons licensed by the board whose appeals are denied by the local committee for continuing education/relicensures, are hereby entitled to a hearing pursuant to Minnesota Statutes, chapter 14, on such denial and to a final decision by the board.

A person or an institution entitled to a hearing under the provisions of this part shall file a written request for such hearing with the executive secretary of the board within 30 days from the date of the denial. Failure to file a written request for a hearing within 30 days constitutes a waiver of the individual's right to a hearing.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 15 SR 2267; L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.1000 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.1050 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.1100 [Repealed, 25 SR 805]

[Repealed, 25 SR 805]

Minn. R. 8710.1200 [Repealed, 25 SR 805]

[Repealed, 25 SR 805]

Minn. R. 8710.1250 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.1300 [Repealed, 25 SR 805]

[Repealed, 25 SR 805]

Minn. R. 8710.1400 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.1410 [Repealed, 43 SR 463]

[Repealed, 43 SR 463]

Minn. R. 8710.2000 Standards of Effective Practice

Subpart 1. Standard 1. Student learning.

A. The teacher understands that students bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values, and approaches their work and students with this asset-based mindset, affirming the validity of students' backgrounds and identities.

B. The teacher understands multiple theories of identity formation and knows how to help students develop positive social identities based on their membership in multiple groups in society.

C. The teacher understands how students construct knowledge and acquire skills.

D. The teacher understands how alignment with a student's cultural background is necessary to make meaningful connections that enable the construction of knowledge and acquisition of skills.

E. The teacher understands the cognitive processes associated with various kinds of learning, including critical and creative thinking, problem framing and problem solving, invention, memorization, and recall.

F. The teacher understands how culture influences cognitive processes and how these processes can be stimulated in a cultural frame.

G. The teacher understands that each student's cognitive, linguistic, social, emotional, and physical development influences learning and makes instructional decisions that build on learners' strengths, needs, and cultural ways of knowing.

H. The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.

I. The teacher understands language development and the benefits of multilingualism and multiliteracy and knows how to incorporate instructional strategies and resources to support language development.

J. The teacher understands the exceptional needs of students, including those with disabilities and giftedness, and knows how to use strategies and resources to address these needs.

K. The teacher is able to recognize the distinguishing characteristics of reading disabilities, including dyslexia, and knows how to implement appropriate accommodations.

L. The teacher understands the diverse impacts of individual and systemic trauma, such as experiencing homelessness, foster care, incarceration, migration, medical fragility, racism, and micro and macro aggressions, on learning and development and knows how to support students using culturally responsive strategies and resources to address these impacts.

M. The teacher is able to recognize symptoms of mental health illnesses and their impact on learning and knows how to use strategies and resources to address these impacts.

N. The teacher understands the influence of use of tobacco, alcohol, and drugs on student life and learning.

Subp. 2. Standard 2. Learning environments.

A. The teacher knows how to collaborate with students to create a welcoming and inclusive classroom community that reflects the diversity of student cultures in the design of the physical and virtual space, expectations, and organizational routines that represent the needs of all students.

B. The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build student self-direction and ownership of learning.

C. The teacher understands the importance of relationship-based, culturally affirming, and proactive approaches to behavior and implements these approaches in order to improve student outcomes and reduce exclusionary practices.

D. The teacher fosters an environment that ensures student identities such as race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, and religious beliefs are historically and socially contextualized, affirmed, and incorporated into a learning environment where students are empowered to learn and contribute as their whole selves.

E. The teacher understands and supports students as they recognize and process dehumanizing biases, discrimination, prejudices, and structural inequities.

F. The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.

Subp. 3. Standard 3. Assessment.

A. The teacher understands the varying types and multiple purposes of assessment.

B. The teacher understands how to design, adapt, and select appropriate assessments to address specific learning goals and individual differences.

C. The teacher understands bias in assessment, evaluates standardized and teacher-created assessments for bias, and designs and modifies assessments that minimize sources of bias.

D. The teacher understands the positive impact of effective descriptive feedback for learners, engages students in understanding and identifying quality work, and uses a variety of strategies for communicating this feedback.

E. The teacher knows how and when to engage students in analyzing their own assessment results and setting goals for their own learning.

F. The teacher regularly assesses individual and group performance in order to design and modify instruction to meet students' needs in each area of development, including cognitive, linguistic, social, emotional, and physical, and scaffolds the next level of development.

G. The teacher, independently and in collaboration with colleagues, uses a variety of data, including data disaggregated by student race, ethnicity, and home language, to evaluate the outcomes of teaching and learning and to adapt planning and practice.

H. The teacher uses assessment strategies and devices that are nondiscriminatory, and takes into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

Subp. 4. Standard 4. Planning for instruction.

A. The teacher understands Minnesota's English Language Development Standards Framework and uses the framework components to develop learning experiences that support the development of language in content instruction.

B. The teacher understands cross-disciplinary instruction, with particular attention to historically marginalized disciplines to engage learners purposefully in applying content knowledge.

C. The teacher creates or adapts lessons, unit plans, learning experiences, and aligned assessments based on Minnesota's academic standards, or if unavailable, local, national, or international discipline-specific standards.

D. The teacher designs instruction to build on learners' prior knowledge, culture, and experiences, allowing learners to accelerate as they demonstrate their understandings.

E. The teacher plans how to achieve each student's learning goals by choosing anti-racist, culturally relevant, and responsive instructional strategies, accommodations, and resources to differentiate instruction for individuals and groups of learners.

F. The teacher demonstrates the ability to feature, highlight, and use resources written and developed by traditionally marginalized voices that offer diverse perspectives on race, culture, language, gender, sexual identity, ability, religion, nationality, migrant/refugee status, socioeconomic status, housing status, and other identities traditionally silenced or omitted from curriculum by offering a wide range of curriculum materials.

G. The teacher creates opportunities for students to learn, practice, and use language of the content area.

H. Consistent with the local curriculum and state and local academic standards, the teacher demonstrates the ability to create opportunities for students to learn about power, privilege, intersectionality, and systemic oppression in the context of various communities and empowers learners to be agents of social change to promote equity.

I. The teacher explores and applies instructional design principles to create innovative digital learning environments that engage and support learning.

Subp. 5. Standard 5. Instructional strategies.

A. The teacher collaborates with students to design and implement culturally relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.

B. The teacher understands the value of and knows how to implement instructional approaches that integrate real-world learning opportunities, including service learning, community-based learning, and project-based learning, into instruction.

C. The teacher develops learning experiences that engage students in collaborative and self-directed learning and that extend student interaction with ideas and people locally and globally.

D. The teacher uses learners' native languages as a resource in creating effective differentiated instructional strategies for multilingual learners, including those who are developing literacy skills.

E. The teacher provides multiple models and representations of concepts and skills which consider diverse cultural ways of knowing with opportunities for learners to demonstrate their knowledge through a variety of products and performances.

F. The teacher asks questions to stimulate discussion that serves different purposes, such as probing for learner understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question.

G. The teacher engages all students in developing higher-order questioning skills and metacognitive processes.

H. Consistent with the local curriculum and state and local academic standards, the teacher demonstrates the ability to nurture critical thinking about culture and race and knows how to include multiple perspectives and missing narratives from the dominant culture by offering a range of curriculum materials.

I. The teacher varies learning activities to involve whole group, small group, and individual work, and to develop a range of learner skills.

J. The teacher uses technology to create, adapt, and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

K. The teacher employs a variety of strategies to assist students to develop social and emotional competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

Subp. 6. Standard 6. Professional responsibilities.

A. The teacher understands the standards of professional conduct in the Code of Ethics for Minnesota Teachers, including the role of social media, privacy, and boundaries in relationships with students.

B. The teacher understands laws related to student rights and teacher responsibilities, such as for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, data practices, and mandatory reporting requirements in situations of known or suspected abuse or neglect.

C. The teacher understands the historical foundations of education in Minnesota, including laws, policies, and practices, that have and continue to create inequitable opportunities, experiences, and outcomes for learners, especially for Indigenous students and students historically denied access, underserved, or underrepresented on the basis of race, class, disability, religion, gender, sexual orientation, language, socioeconomic status, or country of origin.

D. The teacher understands how prejudice, discrimination, and racism operates at the interpersonal, intergroup, and institutional levels.

E. The teacher explores their own intersecting social identities and how they impact daily experience as an educator.

F. The teacher assesses how their biases, perceptions, and academic training may affect their teaching practice and perpetuate oppressive systems and utilizes tools to mitigate their own behavior to disrupt oppressive systems.

G. The teacher uses a variety of self-assessment and problem-solving strategies to analyze and reflect on their practice and to make adaptations and adjustments toward more equitable outcomes.

H. The teacher demonstrates continual growth in knowledge and skills of current and emerging technologies and applies them to improve personal productivity and professional practice.

I. The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology, including appropriate documentation of sources and respect for others in use of social media.

J. The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving.

Subp. 7. Standard 7. Collaboration and leadership.

A. The teacher understands the importance of engaging in culturally affirming, reciprocal communication with families about student development, learning, and performance.

B. The teacher knows how to collaborate with a culturally relevant and responsive lens with families to support student learning and secure appropriate services to meet the needs of students.

C. The teacher plans collaboratively with professionals who have specialized expertise to design and jointly deliver, as appropriate, learning experiences to meet unique learning needs.

D. The teacher demonstrates the ability to identify gaps where the current curriculum does not address multiple perspectives, cultures, and backgrounds, and understands how curriculum and instruction impacts students that are not part of the dominant culture.

E. The teacher recognizes the responsibility to question normative school knowledge, conventional teaching and other professional practices, and beliefs and assumptions about diverse students, their families, and communities that adversely impact learning.

F. The teacher understands multiple leadership models for teachers; knows how to take on leadership roles at the school, district, state, or national level; and advocates for students, the school, the community, and the profession.

Subp. 8. Standard 8. Racial consciousness and reflection.

A. The teacher understands multiple theories of race and ethnicity, including but not limited to racial formation, processes of racialization, and intersectionality.

B. The teacher understands the definitions of and difference between prejudice, discrimination, bias, and racism.

C. The teacher understands how ethnocentrism, eurocentrism, deficit-based teaching, and white supremacy undermine pedagogical equity.

D. The teacher understands that knowledge creation, ways of knowing, and teaching are social and cultural practices shaped by race and ethnicity, often resulting in racially disparate advantages and disadvantages.

E. The teacher understands the histories and social struggles of historically defined racialized groups, including but not limited to Indigenous people, Black Americans, Latinx Americans, and Asian Americans.

F. The teacher understands the cultural content, world view, concepts, and perspectives of Minnesota-based American Indian Tribal Nations and communities, including Indigenous histories and languages.

G. The teacher understands the impact of the intersection of race and ethnicity with other forms of difference, including class, gender, sexuality, religion, national origin, immigration status, language, ability, and age.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 34 SR 595; 47 SR 986

Minn. R. 8710.2100 Code of Ethics for Minnesota Teachers

Subpart 1. Scope.

Each teacher, upon entering the teaching profession, assumes a number of obligations, one of which is to adhere to a set of principles which defines professional conduct. These principles are reflected in the following code of ethics, which sets forth to the education profession and the public it serves standards of professional conduct and procedures for implementation.

This code shall apply to all persons licensed according to rules established by the Professional Educator Licensing and Standards Board.

Subp. 2. Standards of professional conduct.

The standards of professional conduct are as follows:

A. A teacher shall provide professional education services in a nondiscriminatory manner.

B. A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.

C. In accordance with state and federal laws, a teacher shall disclose confidential information about individuals only when a compelling professional purpose is served or when required by law.

D. A teacher shall take reasonable disciplinary action in exercising the authority to provide an atmosphere conducive to learning.

E. A teacher shall not use professional relationships with students, parents, and colleagues to private advantage.

F. A teacher shall delegate authority for teaching responsibilities only to licensed personnel.

G. A teacher shall not deliberately suppress or distort subject matter.

H. A teacher shall not knowingly falsify or misrepresent records or facts relating to that teacher's own qualifications or to other teachers' qualifications.

I. A teacher shall not knowingly make false or malicious statements about students or colleagues.

J. A teacher shall accept a contract for a teaching position that requires licensing only if properly or provisionally licensed for that position.

Subp. 3. Statutory enforcement of code: complaints, investigation, and hearing.

A. The enforcement of the provisions of the code of ethics for Minnesota teachers shall be in accord with Minnesota Statutes, section 214.10: "Minnesota Statutes, section 214.10, complaints; investigation and hearing. Subd. 1. Receipt of complaint. The executive secretary of a board, a board member or any other person who performs services for the board who receives a complaint or other communication, whether oral or written, which complaint or communication alleges or implies a violation of a statute or rule which the board is empowered to enforce, shall promptly forward the substance of the communication on a form prepared by the attorney general to the designee of the attorney general responsible for providing legal services to the board. Before proceeding further with the communication, the designee of the attorney general may require the complaining party to state the complaint in writing on a form prepared by the attorney general. Complaints which relate to matters within the jurisdiction of another governmental agency shall be forwarded to that agency by the executive secretary. An officer of that agency shall advise the executive secretary of the disposition of that complaint. A complaint received by another agency which relates to a statute or rule which a licensing board is empowered to enforce shall be forwarded to the executive secretary of the board to be processed in accordance with this section. Subd. 2. Investigation and hearing. The designee of the attorney general providing legal services to a board shall evaluate the communications forwarded by the board or its members or staff. If the communication alleges a violation of statute or rule which the board is to enforce, the designee is empowered to investigate the facts alleged in the communication. In the process of evaluation and investigation, the designee shall consult with or seek the assistance of the executive secretary or, if the board determines, a member of the board who has been designated by the board to assist the designee. The designee may also consult with or seek the assistance of any other qualified persons who are not members of the board who the designee believes will materially aid in the process of evaluation or investigation. The executive secretary or the consulted board member may attempt to correct improper activities and redress grievances through education, conference, conciliation, and persuasion, and in these attempts may be assisted by the designee of the attorney general. If the attempts at correction or redress do not produce satisfactory results in the opinion of the executive secretary or the consulted board member, or if after investigation the designee providing legal services to the board, the executive secretary or the consulted board member believes that the communication and the investigation suggest illegal or unauthorized activities warranting board action, the designee shall inform the executive secretary of the board who shall schedule a disciplinary hearing in accordance with Minnesota Statutes, chapter 14. Before the holding of a disciplinary hearing may be directed, the designee or executive secretary shall have considered the recommendations of the consulted board member. Before scheduling a disciplinary hearing, the executive secretary must have received a verified written complaint from the complaining party. A board member who was consulted during the course of an investigation may participate at the hearing but may not vote on any matter pertaining to the case. The executive secretary of the board shall promptly inform the complaining party of the final disposition of the complaint. Nothing in this section shall preclude the board from scheduling, on its own motion, a disciplinary hearing based upon the findings or report of the board's executive secretary, a board member or the designee of the attorney general assigned to the board. Nothing in this section shall preclude a member of the board or its executive secretary from initiating a complaint. Subd. 3. Discovery; subpoenas. In all matters pending before it relating to its lawful regulation activities, a board may issue subpoenas and compel the attendance of witnesses and the production of all necessary papers, books, records, documents, and other evidentiary material. Any person failing or refusing to appear or testify regarding any matter about which the person may be lawfully questioned or produce any papers, books, records, documents, or other evidentiary materials in the matter to be heard, after having been required by order to the board or by a subpoena of the board to do so may, upon application to the district court in any district, be ordered to comply therewith. The chair of the board acting on behalf of the board may issue subpoenas and any board member may administer oaths to witnesses, or take their affirmation. Depositions may be taken within or without the state in the manner provided by law for the taking of depositions in civil actions. A subpoena or other process or paper may be served upon any person named therein, anywhere within the state by any officer authorized to serve subpoenas or other process or paper in civil actions, with the same fees and mileage and in the same manner as prescribed by law for service of process issued out of the district court of this state. Fees and mileage and other costs shall be paid as the board directs."

Subp. 4. Complaints handled by board.

When oral complaints alleging violations of the code of ethics are received, the executive secretary of the Professional Educator Licensing and Standards Board shall request the complaining party to submit the complaint in writing within ten days.

Upon the receipt of a complaint in writing alleging violations of the code of ethics, the teacher named in the complaint shall be notified in writing within ten days of the receipt of the complaint.

The teacher shall be entitled to be represented by the teacher's own counsel or representative at each stage of the investigation and hearing.

Subp. 5. Enforcement procedures.

The Professional Educator Licensing and Standards Board may impose one or more of the following penalties when it has found a violation of the code of ethics. These actions shall be taken only after all previous efforts at remediation have been exhausted.

A. The board may enter into agreements with teachers accused of violating the code of ethics which would suspend or terminate proceedings against the teacher on conditions agreeable to both parties.

B. A letter of censure from the board may be sent to the person determined to be in violation of the standards of the code of ethics. A copy of the letter shall be filed with the board. Such letters shall be kept on file for a period of time not to exceed one calendar year.

C. A teacher who has been found to have violated the code of ethics may be placed on probationary licensure status for a period of time to be determined by the board. The board may impose conditions on the teacher during the probationary period which are to be directed toward improving the teacher's performance in the area of the violation. During this period, the teacher's performance or conduct will be subject to review by the board or its designee. Such review will be directed toward monitoring the teacher's activities or performance with regard to whatever conditions may be placed on the teacher during the probationary period. Before the end of the probationary period the board shall decide to extend or terminate the probationary licensure status or to take further disciplinary actions as are consistent with this rule.

D. The license to teach of the person determined to be in violation of the standards of the code of ethics may be suspended for a period of time determined by the board.

E. The license to teach of the person determined to be in violation of the standards of the code of ethics may be revoked by the board.

History

• Statutory Authority: MS s 125.185
• History: 17 SR 1279; L 1998 c 397 art 11 s 3; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3000 Teachers of Early Childhood Education

Subpart 1. Scope of practice.

A teacher of early childhood education is authorized to design, implement, and evaluate developmentally appropriate learning experiences for young children from birth through grade 3 in a variety of early childhood settings and to collaborate with families, colleagues, and related service personnel to enhance the learning of all young children.

Subp. 2. Licensure requirements.

A candidate for licensure in early childhood education for teaching young children from birth through age eight shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of early childhood education in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of early childhood education must complete a preparation program under subpart 2, item C, that must include the demonstration of the knowledge and skills in items A to L.

A. A teacher of infant or toddler-aged, preprimary-aged, and primary-aged children must understand child development and learning, including:

B. A teacher of infants and toddlers plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

C. A teacher of young children in preprimary classrooms plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

D. A teacher of young children in the primary grades plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

E. A teacher of young children in the primary grades must have knowledge of the foundations of reading processes, development, and instruction, including:

F. A teacher of young children in the primary grades must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

G. A teacher of young children in the primary grades must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction, including:

H. A teacher of young children in the primary grades must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments, including:

I. A teacher of young children in the primary grades must demonstrate a view of professional development as a career-long effort and responsibility, including:

J. A teacher of young children establishes and maintains positive, collaborative relationships with families. The teacher must understand:

K. A teacher of young children uses informal and formal assessment and evaluation strategies to plan and individualize curriculum and teaching practices. The teacher must understand:

L. A teacher of young children understands historical and contemporary development of early childhood education. The teacher must understand:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure as a teacher of early childhood education must have a variety of field experiences which must include at least 100 school-based or home-based hours prior to student teaching that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: infant/toddler, preschool, and kindergarten through grade 3 within a range of educational programming models.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in no more than two placements, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to the Professional Educator Licensing and Standards Board rules governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2012 c 239 art 1 s 33; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3100 Teachers of Parent and Family Education

Subpart 1. Scope of practice.

A teacher of parent and family education is authorized to design, implement, and evaluate educational experiences for parents and other caregivers of all ages with children prenatal through grade 12, including but not limited to early childhood family education programs.

Subp. 2. Licensure requirements.

An applicant seeking a license to teach parent and family education must meet the requirements for a license pursuant to parts 8710.0311 to 8710.0314 and Minnesota Statutes, sections 122A.181 to 122A.184.

Subp. 2a. Initial licensure program.

A candidate completing a board-approved initial licensure program for parent and family education must demonstrate the content standards set forth in subpart 3 and the standards for effective practice in part 8710.2000, focused on teaching parents and caregivers as learners.

Subp. 2b. Additional licensure program.

A candidate completing a board-approved additional licensure program for parent and family education must demonstrate the content standards set forth in subpart 3.

Subp. 2c. Licensure via portfolio.

An applicant seeking an initial license via portfolio pursuant to part 8710.0330 must submit a content portfolio aligned to the standards set forth in subpart 3 and a pedagogy portfolio aligned to the standards for effective practice in part 8710.2000, focused on teaching parents and caregivers as learners.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of parent and family education must demonstrate the knowledge and skills in items A to D.

A. The candidate must understand families, including:

B. The candidate must understand parent-child relationships:

C. The candidate must understand child development:

D. The candidate must understand adult learning:

Subp. 4.

[Repealed, 47 SR 986]

Subp. 4a. Clinical experiences for candidates completing an initial licensure program.

A candidate completing an initial licensure program is exempt from the clinical experience requirements in part 8705.1010, subpart 3, item C (Standard 11). The candidate must complete at least 100 hours of clinical experience in teaching parents and caregivers in family education programs that include:

A. observations with actionable feedback to ensure growth and attainment of standards with a minimum of three observations conducted by the cooperating teacher;

B. observations with actionable feedback to ensure growth and attainment of standards with a minimum of three observations conducted by the supervisor;

C. a minimum of two triad meetings with the cooperating teacher, the supervisor, and the candidate for clear and consistent communication; and

D. at least one written evaluation by the supervisor that addresses the candidate's ability to apply the standards in this part and apply the standards of effective practice in part 8710.2000 in teaching adult students. For the purposes of clinical experiences, a candidate completing an initial licensure program for parent and family education and another licensure field must consider the other licensure field as the initial license subject to part 8705.1010, subpart 3, item C (Standard 11), and consider the parent and family education license as an additional license subject to subpart 4b.

Subp. 4b. Clinical experiences for candidates completing an additional licensure program.

A candidate completing an additional licensure program is exempt from the clinical experience requirements in part 8705.1010, subpart 3, item E (Standard 13). The candidate must complete at least 80 hours of clinical experience in teaching parents and caregivers in family education programs that include:

A. observations with actionable feedback to ensure growth and attainment of standards with a minimum of two observations conducted by the cooperating teacher;

B. observations with actionable feedback to ensure growth and attainment of standards with a minimum of two observations conducted by the supervisor;

C. a minimum of one triad meeting with the cooperating teacher, the supervisor, and the candidate for clear and consistent communication; and

D. at least one written evaluation by the supervisor that addresses the candidate's ability to apply the standards in this part and apply the standards of effective practice in part 8710.2000 in teaching adult students.

Subp. 5.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 39 SR 822; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.3200 Teachers of Elementary Education

Subpart 1. Scope of practice.

The teacher of elementary education is authorized to teach all subjects to children in kindergarten through grade 6.

Subp. 2. Licensure requirements.

A candidate for licensure to teach elementary students in kindergarten through grade 6 shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers listed in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of elementary education in kindergarten through grade 6 in subpart 3.

Subp. 3. Subject matter standards, elementary education.

A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to L.

A. A teacher of children in kindergarten through grade 6 must:

B. A teacher of children in kindergarten through grade 6 must demonstrate the knowledge of fundamental concepts of communication arts and literature and the connections between them. The teacher must:

C. A teacher of children in kindergarten through grade 6 must have knowledge of the foundations of reading processes, development, and instruction, including:

D. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

E. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction, including:

F. A teacher of children in kindergarten through grade 6 must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments, including:

G. A teacher of children in kindergarten through grade 6 must demonstrate a view of professional development as a career-long effort and responsibility. The teacher must:

H. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply:

I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:

J. A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must:

K. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental physical education and health concepts and the connections among them. The teacher must:

L. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental visual and performing arts, including music, dance, and theater, concepts and the connections among them. The teacher must:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach elementary students in kindergarten through grade 6 must have a variety of field experiences which must include at least 100 school-based hours prior to student teaching that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences at both the primary and intermediate elementary levels.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4.

[Repealed, 34 SR 595]

Subp. 5. Continuing licensure.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 6.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2012 c 239 art 1 s 33; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3300 [Repealed, 34 SR 595]

[Repealed, 34 SR 595]

Minn. R. 8710.3310 Middle Level Endorsement License for Teachers of Communication Arts and Literature

Subpart 1. Scope of practice.

A teacher of communication arts and literature with a middle level endorsement license is authorized to teach students in grades 5 through 8 in any school organizational pattern.

Subp. 2. Licensure requirements.

A candidate for licensure as a middle level teacher of communication arts and literature shall:

A. hold one or more of the following classroom teaching licenses granted by the Professional Educator Licensing and Standards Board: a life license; a current nonvocational entrance, nonrenewable, or professional license; or a current entrance or continuing secondary vocational license based on a degree program in agriculture education, business education, consumer homemaking and family life education, industrial education, or marketing education;

B. show verification of completing a preparation program approved under chapter 8705 leading to licensure in middle level teaching of communication arts and literature for grades 5 through 8 in subpart 3; and

C. demonstrate completion of the equivalent of a college minor in communication arts and literature.

Subp. 3. Subject matter standards.

A candidate for licensure as a middle level teacher of communication arts and literature must complete a preparation program under subpart 2, items B and C, that includes the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of middle level students understands the nature of early adolescence and the needs of young adolescents. The teacher must understand and apply:

B. A teacher of middle level students understands the teaching of an academic subject area that integrates understanding of the academic content with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of middle level students in grades 5 through 8 must:

C. A teacher with a middle level endorsement for teaching communication arts and literature in grades 5 through 8 must demonstrate knowledge of fundamental concepts of communication arts and literature and the connections among them. The teacher must:

D. A teacher with a middle level endorsement for teaching communication arts and literature in grades 5 through 8 must demonstrate understanding and skills essential to the teaching and learning of reading, writing, speaking, listening, media literacy, and literature. The teacher must demonstrate the:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach communication arts and literature in grades 5 through 8 must apply the standards of effective practice in teaching students in this academic subject by completing a minimum of a four-week student teaching experience in a middle level placement in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers. Candidates for licensure who hold a license at the elementary level must complete the student teaching experience with students in grade 7 or 8. Candidates for licensure who hold a license at the secondary level must complete the student teaching experience with students in grade 5 or 6.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3320 Middle Level Endorsement License for Teachers of Mathematics

Subpart 1. Scope of practice.

A teacher of mathematics with a middle level endorsement license is authorized to teach students in grades 5 through 8 in any school organizational pattern.

Subp. 2. Licensure requirements.

A candidate for licensure as a middle level teacher of mathematics shall:

A. hold one or more of the following classroom teaching licenses granted by the Professional Educator Licensing and Standards Board: a life license; a current nonvocational entrance, nonrenewable, or professional license; or a current entrance or continuing secondary vocational license based on a degree program in agriculture education, business education, consumer homemaking and family life education, industrial education, or marketing education;

B. show verification of completing a preparation program approved under chapter 8705 leading to licensure in middle level teaching of mathematics for grades 5 through 8 in subpart 3; and

C. demonstrate completion of the equivalent of a college minor in mathematics.

Subp. 3. Subject matter standards.

A candidate for licensure as a middle level teacher of mathematics must complete a preparation program under subpart 2, items B and C, that includes the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of middle level students understands the nature of early adolescence and the needs of young adolescents. The teacher must understand and apply:

B. A teacher of middle level students understands the teaching of an academic subject area that integrates understanding of the academic content with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of middle level students in grades 5 through 8 must:

C. A teacher with a middle level endorsement for teaching mathematics in grades 5 through 8 must demonstrate knowledge of fundamental concepts of mathematics and the connections among them. The teacher must know and apply:

D. A teacher with a middle level endorsement for teaching mathematics in grades 5 through 8 must understand the content and methods for teaching reading, including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach mathematics in grades 5 through 8 must apply the standards of effective practice in teaching students in this academic subject by completing a minimum of a four-week student teaching experience in a middle level placement in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers. Candidates for licensure who hold a license at the elementary level must complete the student teaching experience with students in grade 7 or 8. Candidates for licensure who hold a license at the secondary level must complete the student teaching experience with students in grade 5 or 6.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3330 Middle Level Endorsement License for Teachers of Social Studies

Subpart 1. Scope of practice.

A teacher of social studies with a middle level endorsement license is authorized to teach students in grades 5 through 8 in any school organizational pattern.

Subp. 2. Licensure requirements.

A candidate for licensure as a middle level teacher of social studies shall:

A. hold one or more of the following classroom teaching licenses granted by the Professional Educator Licensing and Standards Board: a life license; a current nonvocational entrance, nonrenewable, or professional license; or a current entrance or continuing secondary vocational license based on a degree program in agriculture education, business education, consumer homemaking and family life education, industrial education, or marketing education;

B. show verification of completing a preparation program approved under chapter 8705 leading to licensure in middle level teaching of social studies for grades 5 through 8 in subpart 3; and

C. demonstrate completion of the equivalent of a college minor in social studies.

Subp. 3. Subject matter standards.

A candidate for licensure as a middle level teacher of social studies must complete a preparation program under subpart 2, items B and C, that includes the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of middle level students understands the nature of early adolescence and the needs of young adolescents. The teacher must understand and apply:

B. A teacher of middle level students understands the teaching of an academic subject area that integrates understanding of the academic content with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of middle level students in grades 5 through 8 must:

C. A teacher with a middle level endorsement for teaching social studies in grades 5 through 8 must demonstrate knowledge of fundamental concepts of the social studies disciplines and the connections among them. The teacher must know and apply:

D. A teacher with a middle level endorsement for teaching social studies in grades 5 through 8 must understand the content and methods for teaching reading, including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach social studies in grades 5 through 8 must apply the standards of effective practice in teaching students in this academic subject by completing a minimum of a four-week student teaching experience in a middle level placement in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers. Candidates for licensure who hold a license at the elementary level must complete the student teaching experience with students in grade 7 or 8. Candidates for licensure who hold a license at the secondary level must complete the student teaching experience with students in grade 5 or 6.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3340 Middle Level Endorsement License for Teachers of General Science

Subpart 1. Scope of practice.

A teacher of general science with a middle level endorsement license is authorized to teach students in grades 5 through 8 in any school organizational pattern.

Subp. 2. Licensure requirements.

A candidate for licensure as a middle level teacher of science shall:

A. hold one or more of the following classroom teaching licenses granted by the Professional Educator Licensing and Standards Board: a life license; a current nonvocational entrance, nonrenewable, or professional license; or a current entrance or continuing secondary vocational license based on a degree program in agriculture education, business education, consumer homemaking and family life education, industrial education, or marketing education;

B. show verification of completing a preparation program approved under chapter 8705 leading to licensure in middle level teaching of science for grades 5 through 8 in subpart 3; and

C. demonstrate completion of the equivalent of a college minor in science.

Subp. 3. Subject matter standard.

A candidate for licensure as a middle level teacher of science must complete a preparation program under subpart 2, items B and C, that includes the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of middle level students understands the nature of early adolescence and the needs of young adolescents. The teacher must understand and apply:

B. A teacher of middle level students understands the teaching of an academic subject area that integrates understanding of the academic content with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of middle level students in grades 5 through 8 must:

C. A teacher with a middle level endorsement for teaching science in grades 5 through 8 must meet the standards in part 8710.4750, subpart 3, items A to F.

D. A teacher with a middle level endorsement for teaching science in grades 5 through 8 must understand the content and methods for teaching reading, including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach general science in grades 5 through 8 must apply the standards of effective practice in teaching students in this academic subject by completing a minimum of a four-week student teaching experience in a middle level placement in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers. Candidates for licensure who hold a license at the elementary level must complete the student teaching experience with students in grade 7 or 8. Candidates for licensure who hold a license at the secondary level must complete the student teaching experience with students in grade 5 or 6.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.3350 Preprimary Endorsement License

Subpart 1. Scope of practice.

A teacher with a preprimary endorsement license is authorized to teach preprimary students age three through prekindergarten.

Subp. 2. Licensure requirements.

A candidate for licensure to teach preprimary students shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for beginning teachers under part 8710.2000; and

C. hold or qualify for licensure in elementary education for kindergarten through grade six under part 8710.3200.

Subp. 3. Subject matter standards.

A teacher of preprimary education valid for teaching preprimary students age three through prekindergarten must meet the standards in part 8710.3000, subpart 3, items A (preprimary only), C, J, K, L, and M (preprimary only).

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5. Effective date.

The requirements of this part for licensure as a teacher of preprimary education for age three through prekindergarten are effective on September 1, 2010, and thereafter.

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595

Minn. R. 8710.3360 Kindergarten Through Grade 8 World Language and Culture Endorsement License

Subpart 1. Scope of practice.

A teacher with a world language and culture endorsement license is authorized to teach students in kindergarten through grade 8.

Subp. 2. Licensure requirements.

A candidate for licensure in kindergarten through grade 8 world language and culture shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for beginning teachers under part 8710.2000; and

C. hold or apply and qualify for licensure in elementary education for kindergarten through grade 6 under part 8710.3200.

Subp. 3. Subject matter standards.

A teacher of world language and culture in kindergarten through grade 8 must meet the standards for licensure of teachers of world languages and cultures in part 8710.4950, subparts 3 and 6, 4 and 6, or 5 and 6.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5. Effective date.

The requirements of this part for licensure as a teacher of world language and culture in kindergarten through grade 8 are effective on September 1, 2010, and thereafter.

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595

Minn. R. 8710.4000 Teachers of Adult Basic Education

Subpart 1. Scope of practice.

A teacher of adult basic education is authorized to provide to learners, who have aged out of the compulsory attendance requirement for secondary schools as set forth in Minnesota Statutes, section 120A.22, and are not enrolled in elementary or secondary schools, instruction that is designed to develop mastery of basic education skills including English language skills. This part shall not prohibit a school board from employing a teacher who holds a teaching license but who is not licensed as a teacher of adult basic education to teach adult basic education. A license under this part does not qualify a teacher to provide instruction leading to a high school diploma.

Subp. 2. Licensure requirements.

An applicant seeking a license to teach adult basic education must meet the requirements for a license pursuant to parts 8710.0311 to 8710.0314 and Minnesota Statutes, sections 122A.181 to 122A.184.

Subp. 2a. Initial licensure program.

A candidate completing a board-approved initial licensure program for adult basic education must demonstrate the content standards set forth in subpart 3 and the standards for effective practice in part 8710.2000, focused on teaching adults as learners.

Subp. 2b. Additional licensure program.

A candidate completing a board-approved additional licensure program for adult basic education must demonstrate the content standards set forth in subpart 3.

Subp. 2c. Licensure via portfolio.

An applicant seeking an initial license via portfolio pursuant to part 8710.0330 must submit a content portfolio aligned to the standards set forth in subpart 3 and a pedagogy portfolio aligned to the standards for effective practice in part 8710.2000, focused on teaching adults as learners.

Subp. 3. Subject matter standards.

A candidate for licensure as a teacher of adult basic education must demonstrate the knowledge and skills in items A to F.

A. The candidate must understand adult basic education organizational and system structure, including:

B. The candidate must understand adult learning theories and teaching practices, including:

C. The candidate must understand the content and effective practices for teaching language and literacy, including:

D. A teacher of adult education must understand the content and effective practices for teaching mathematics, including:

E. The candidate must understand the content and effective practices for teaching academic, career, and employability skills needed to transition to postsecondary education, career training, the workplace, and deeper community involvement, including:

F. The candidate must understand the content and effective practices for teaching digital literacy skills, including:

Subp. 3a. Clinical experiences for candidates completing an initial licensure program.

A candidate completing an initial licensure program to teach adult basic education is exempt from the clinical experience requirements in part 8705.1010, subpart 3, item C (Standard 11). The candidate must complete at least 100 hours of clinical experiences in adult basic education programs that include:

A. observations with actionable feedback to ensure growth and attainment of standards with a minimum of three observations conducted by the cooperating teacher;

B. observations with actionable feedback to ensure growth and attainment of standards with a minimum of three observations conducted by the supervisor;

C. a minimum of two triad meetings with the cooperating teacher, the supervisor, and the candidate for clear and consistent communication; and

D. at least one written evaluation by the supervisor that addresses the candidate's ability to apply the standards in this part and apply the standards of effective practice in part 8710.2000 in teaching adult students. For the purposes of clinical experiences, a candidate completing an initial licensure program for adult basic education and another licensure field must consider the other licensure field as the initial license subject to part 8705.1010, subpart 3, item C (Standard 11), and consider the adult basic education license as an additional license subject to subpart 3b.

Subp. 3b. Clinical experiences for candidates completing an additional licensure program.

A candidate completing an additional licensure program is exempt from the clinical experience requirements in part 8705.1010, subpart 3, item E (Standard 13). The candidate must complete at least 80 hours of clinical experiences in adult basic education programs that include:

A. observations with actionable feedback to ensure growth and attainment of standards with a minimum of two observations conducted by the cooperating teacher;

B. observations with actionable feedback to ensure growth and attainment of standards with a minimum of two observations conducted by the supervisor;

C. a minimum of one triad meeting with the cooperating teacher, the supervisor, and the candidate for clear and consistent communication; and

D. at least one written evaluation by the supervisor that addresses the candidate's ability to apply the standards in this part and apply the standards of effective practice in part 8710.2000 in teaching adult students.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.4050 Teachers of Agricultural Education

Subpart 1. Scope of practice.

A teacher of agricultural education is authorized to provide to students in grades 5 through 12 instruction that is designed to develop the student's literacy in the food, fiber, and natural resources systems, the agricultural applications of the concepts, and the interdisciplinary nature of science; and to assist students to develop agricultural and agriculture-related career perspectives and workplace skills.

Subp. 2. Licensure requirements.

A candidate for licensure to teach agricultural education to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of agricultural education in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of agricultural education must complete a preparation program under subpart 2, item C, that includes the candidate's demonstration of the knowledge and skills in items A to M.

A. A teacher of agricultural education must understand the anatomy, taxonomy, physiology, and ecology of plants and the application of the principles of genetics, propagation, selection, culture, and use of plants in agronomy, horticulture, or forestry.

B. A teacher of agricultural education must understand the anatomy and physiology of animals; the application of principles of genetics, breeding, selection, nutrition, care and health of animals for use in production, companionship, and recreation; and other contemporary issues that include ethics and waste management.

C. A teacher of agricultural education must understand the principles and practices of ecology and conservation in the areas of air, water, land, and wildlife flora and fauna; the principles and practices of soils and soil management; and the interactions of humans in natural and managed environments.

D. A teacher of agricultural education must understand the principles of economics; business and resource management; sales and marketing of commodities and services; and managerial accounting and bookkeeping procedures.

E. A teacher of agricultural education must understand the principles and practices of mechanical systems that include fluid, electrical, and fuel-powered units; the design, fabrication, construction, and use of agricultural structures, equipment, and systems; alternative energy sources, including wind, solar, and geothermal energy; measuring tools and equipment; and product storage, water management, waste management, and materials handling.

F. A teacher of agricultural education must understand the selection and use of technology appropriate to the industry.

G. A teacher of agricultural education must understand the production, processing, preservation, packaging, storage, marketing, and distribution of dairy products, meats, fruits and vegetables, textiles, and wood products; and have knowledge of the laws, regulations, and issues affecting food and fiber quality and safety.

H. A teacher of agricultural education must understand the diversity of agriculture; population and cultural impact on world economics and trade; and productive capacity, productive potential, and comparative advantage.

I. A teacher of agricultural education must understand the principles and practices of leadership and communication that apply to organizations and community settings; role and structure of the student organization as an integral curricular component; and integration of the role and structure of the student organizations in developing the student through individual, cooperative, and collaborative activities that prepare the student for a role in the school, community, and workplace.

J. Through regular employment, internship, mentorship, job shadowing, or apprenticeship, a teacher of agricultural education must understand the function and operation of:

K. A teacher of agricultural education must understand the principles and practices of career planning and development that incorporates the role of career exploration in the process.

L. A teacher of agricultural education must demonstrate an understanding of the teaching of agriculture that integrates agriculture with pedagogy, students, learning, classroom management, and professional development to:

M. A teacher of agricultural education must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach agricultural education must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4100 Teachers of American Indian Language, History, and Culture

Subpart 1. Issuance of license authorized.

The Professional Educator Licensing and Standards Board shall, under this part and Minnesota Statutes, section 124D.75, authorize the issuance of a license to teach American Indian language, history, and culture to an applicant who has achieved and demonstrated competence in an American Indian language or knowledge and understanding of American Indian history and culture.

Subp. 2. Scope of practice.

A teacher of American Indian language, history, and culture is authorized to teach an American Indian language or an American Indian history and culture to students birth through grade 12. This part shall not prohibit a school board from employing a person to teach an American Indian language or American Indian history and culture who does not hold a license under this part.

Subp. 3. License requirements for a Tier 3 license.

An applicant for a Tier 3 license to teach American Indian language, history, and culture shall submit an application that:

A. specifies the American Indian language or history and culture to be taught;

B. demonstrates that one of the following qualifications is met:

C. includes a certified copy of a resolution or letter that:

Subp. 3a. License requirements for a Tier 4 license.

An applicant for a Tier 4 license to teach American Indian language, history, and culture must demonstrate the following:

A. the applicant has three years of teaching experience in Minnesota on a Tier 3 license to teach American Indian language, history, and culture;

B. the applicant's most recent summative evaluation must not have resulted in placing or otherwise keeping the teacher in an improvement process aligned to the district's teacher development and evaluation plan; and

C. the applicant has completed the renewal requirements, including completion of the mandatory professional development topics and clock hours, according to parts 8710.7000 to 8710.7600 and Minnesota Statutes, section 122A.187.

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, 47 SR 986]

Subp. 6. Limitations.

The Professional Educator Licensing and Standards Board shall not issue a Tier 1 or Tier 2 license to teach American Indian language, history, and culture.

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.4150 Teachers of Bilingual/Bicultural Education

Subpart 1. Scope of practice.

A teacher holding a bilingual/bicultural license is authorized to teach the academic content in the students' native or first language at the grade levels defined by the prerequisite classroom teacher license in subpart 2, item B. Bilingual/bicultural education licensure is required when the teaching assignment focuses on providing academic content instruction to English learners in their native or first language for the purposes of gaining access to the curriculum through instruction of academic content in the students' native or first language and developing both the students' native or first language and English language skills.

Subp. 2. Licensure requirements.

A candidate recommended for licensure to teach bilingual/bicultural education shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for accreditation of colleges and secondary schools;

B. hold a valid Minnesota elementary education or a grade 5 through 12 or grade 7 through 12 license in mathematics, a science field, social studies, or health education;

C. demonstrate oral and written proficiency in the students' native or first language as described in subpart 3;

D. demonstrate the standards of effective practice for teaching in part 8710.2000; and

E. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to licensure of teachers of bilingual/bicultural education under subpart 4.

Subp. 3. Demonstration of oral and written proficiency.

A candidate for licensure as a teacher of bilingual/bicultural education shall demonstrate oral and written proficiency in the students' native or first language under item A or B.

A. The candidate shall verify the completion of a high school or postsecondary education using the students' native or first language as the means of oral and written communication.

B. The candidate shall demonstrate an advanced level of oral proficiency as defined in the ACTFL Proficiency Guidelines established by the American Council on the Teaching of Foreign Languages and an advanced level writing proficiency as defined in this part. The written language proficiency does not apply to a candidate for licensure whose first or native language is a language that is not commonly communicated in written form by native speakers of that language. A candidate who has an advanced level of written proficiency is able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics; write simple social correspondence, take notes, write cohesive summaries and resumes, and narratives and descriptions of a factual nature; use sufficient writing vocabulary to express self simply with some circumlocution; make few errors in punctuation, spelling, or the formation of nonalphabetic symbols; and demonstrate good control of the morphology and the most frequently used syntactic structures; for example, common word order patterns, coordination, and subordination.

Subp. 4. Subject matter standard.

A candidate for licensure as a teacher of bilingual/bicultural education must complete a preparation program under subpart 2, item E, that must include the candidate's demonstration of the knowledge and skills in items A to I.

A. A bilingual/bicultural education teacher demonstrates an understanding of the contributions of general and applied linguistics to second language education. The bilingual/bicultural education teacher must:

B. A bilingual/bicultural education teacher understands the fundamentals of the first and second language acquisition process. The bilingual/bicultural education teacher must:

C. A bilingual/bicultural education teacher demonstrates an understanding of the history of bilingual education and the cultures represented in the United States and other countries. This includes a solid understanding of the foundations of bilingual education. The bilingual/bicultural education teacher must:

D. A bilingual/bicultural education teacher understands and uses formal and informal assessment techniques to evaluate the progress of English learners. This understanding includes using two languages for assessment purposes. The bilingual/bicultural education teacher must understand:

E. A bilingual/bicultural education teacher understands the importance of developing communication skills in listening, speaking, reading, and writing as being essential to student achievement in all academic areas. The bilingual/bicultural education teacher must:

F. A bilingual/bicultural education teacher demonstrates the ability to communicate successfully with students, parents, and members of various cultural groups in the community. The bilingual/bicultural education teacher must understand:

G. A bilingual/bicultural education teacher understands and facilitates content-based language instruction as a means to provide integrated learning experiences for English learners. The bilingual/bicultural education teacher must:

H. The bilingual/bicultural education teacher models correct usage of the English language. The teacher must demonstrate an advanced level of speaking proficiency as defined in the ACTFL Proficiency Guidelines as established by the American Council on the Teaching of Foreign Languages.

I. A bilingual/bicultural education teacher understands and uses a variety of methods and materials suitable for teaching diverse bilingual education learners. The bilingual/bicultural education teacher must:

Subp. 5. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 6. Incorporation by reference.

For the purposes of this part, the ACTFL Proficiency Guidelines published in 1986 by the American Council on the Teaching of Foreign Languages, 6 Executive Plaza, Yonkers, NY 10701-6801, and subsequent editions are incorporated by reference. The guidelines are not subject to frequent change and are available from the State Law Library.

Subp. 7. Effective date.

The requirements of this part for licensure as a teacher of bilingual/bicultural education are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2012 c 239 art 1 s 33; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4200 Teachers of Business

Subpart 1. Scope of practice.

A teacher of business is authorized to provide to students in grades 5 through 12 instruction that is designed to develop understanding of the functional areas of business including management, sales and marketing, finance, accounting, human resources, and information systems; the factors that affect business including economics, international business, business law, and technology; and the personal and work skills of communications and interpersonal relations, data interpretation and management, computation, collaboration and group process, and career development and transitions.

Subp. 2. Licensure requirements.

A candidate for licensure to teach business to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8700.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of business in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of business must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. A teacher of business has an integrated understanding of the functional areas of business from the perspective of the consumer, the employee, the business manager, and the entrepreneur. The teacher of business must understand:

B. A teacher of business has a fundamental and integrated understanding of the factors that affect business from the perspective of the consumer, the employee, the business manager, and the entrepreneur. The teacher of business must understand:

C. A teacher of business demonstrates the following essential workplace skills and understands how to create learning experiences that make this content meaningful to students. The teacher of business must demonstrate:

D. A teacher of business understands occupational clusters within business, marketing, and information management sufficient to:

E. A teacher of business must be able to integrate understanding business with the understanding of pedagogy, students, learning environments, and professional development. The teacher of business to preadolescent and adolescent students must:

F. A teacher of business must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach business education must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4250 Teachers of Communication Arts and Literature

Subpart 1. Scope of practice.

A teacher of communication arts and literature is authorized to provide to students in grades 5 through 12 instruction that is designed to develop skills and understanding in reading, writing, speaking, listening, media literacy, and literature.

Subp. 2. Licensure requirements.

A candidate for licensure to teach communication arts and literature to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of communication arts and literature in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of communication arts and literature must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C.

A. A teacher of communication arts and literature understands central concepts common to the teaching and learning of communication arts and literature content. The teacher must understand and apply:

B. A teacher of communication arts and literature demonstrates understanding and skills essential to the teaching and learning of reading, writing, speaking, listening, media literacy, and literature. The teacher must demonstrate the:

C. A teacher of communication arts and literature demonstrates an understanding of the teaching of communication arts and literature that integrates understanding of communication arts and literature with their understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of communication arts and literature to preadolescent and adolescent students in grades 5 through 12 shall:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach communication arts and literature must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4300 Teachers of Dance and Theatre Arts

Subpart 1. Scope of practice.

A teacher of dance and theatre arts education is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop an understanding of the creative works and the process of producing dance and theatre art forms.

Subp. 2. Licensure requirements.

A candidate for licensure to teach dance and theatre arts to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of dance and theatre arts in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of dance and theatre arts must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A, B, and D or A, C, and D.

A. All teachers of dance and theatre arts education must demonstrate competency in:

B. A teacher of dance and theatre arts with a dance specialization must demonstrate competency in:

C. A teacher of dance and theatre arts with a theatre specialization must demonstrate competency in:

D. A teacher of dance and theatre arts must demonstrate an understanding of the teaching of dance and theatre arts that integrates understanding of dance and theatre arts with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of dance and theatre arts shall:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach dance and theater arts must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4310 Teachers of Dance

Subpart 1. Scope of practice.

A teacher of dance is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop an understanding of the creative works and processes of producing dance.

Subp. 2. Licensure.

A candidate for licensure to teach dance to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of dance in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of dance must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A and B.

A. All teachers of dance must demonstrate competency in:

B. A teacher of dance must demonstrate integration of content with an understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of dance shall:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach dance must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 30 SR 1054; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4320 Teachers of Theatre Arts

Subpart 1. Scope of practice.

A teacher of theatre arts is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop an understanding of the creative works and processes of producing theatre.

Subp. 2. Licensure.

A candidate for licensure to teach theatre arts to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of theatre in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of theatre arts must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A and B.

A. All teachers of theatre arts must demonstrate competency in:

B. A teacher of theatre arts must demonstrate integration of content with an understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of theatre shall:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach theater arts must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 30 SR 1054; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4350 Teachers of Driver and Traffic Safety

Subpart 1. Scope of practice.

A teacher of driver and traffic safety is authorized to provide to students 15 years of age or older instruction that is designed to develop the skills and understanding essential for acquiring a Minnesota driver's license.

Subp. 2. Licensure requirements.

A candidate for licensure to teach driver and traffic safety shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of driver and traffic safety in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of driver and traffic safety must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to L. The teacher must understand:

A. traffic safety problems;

B. the complexities of the driving task;

C. the research base for and the best practices of teaching driver and traffic safety including strategies for teaching in a laboratory environment;

D. the needs of the new driver as they relate to the organization of classroom and laboratory phases of driver and traffic safety programs in light of contemporary knowledge of adolescent development, psychology, and culture;

E. the components that contribute to the effective design and delivery of the behind-the-wheel phase of driver and traffic safety, including a properly equipped vehicle, an established route, route selection, and entry and exit level assessments of student understandings and skills;

F. the strengths and limitations of various forms of laboratory instruction specific to driver and traffic safety, including behind-the-wheel, multiple vehicle driving range, and simulation, and their application in designing and delivering this instruction;

G. the origins of driver and traffic safety programs and major milestones in the history of driver and traffic safety;

H. the impact of recent trends and issues affecting driver and traffic safety programs;

I. the role of federal, state, and local government agencies and the private sector in providing driver and traffic safety services;

J. how to design driver and traffic safety programs that are in compliance with professional standards and applicable state rules and laws in a manner responsive to the emerging trends impacting driver and traffic safety;

K. the major tasks required of the driver and traffic safety coordinator needed for successful program management; and

L. how to apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences within a range of educational programming models.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of driver and traffic safety are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4400 Teachers of English as a Second Language

Subpart 1. Scope of practice.

A teacher of English as a second language is authorized to provide to students in kindergarten through grade 12 instruction that is designed to provide English language instruction to students whose English proficiency is not sufficient to benefit from the curriculum through mainstream instruction in English or to collaborate and consult with other classroom teachers for the purpose of integrating language and content teaching for English learners.

Subp. 2. Licensure requirements.

A candidate for licensure to teach English as a second language to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of English as a second language in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of English as a second language must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to J.

A. An English as a second language teacher demonstrates a high level of proficiency in English commensurate with the role of an instructional model and develops an awareness of the process of formal language learning by learning a second language through two years of second language instruction in a high school setting or one year of second language instruction in a postsecondary setting, or the equivalent.

B. An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of English learners. The teacher must:

C. An English as a second language teacher uses various content-based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of English learners in the school setting. The teacher must:

D. An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must:

E. An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must:

F. An English as a second language teacher understands and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of English learners. The teacher knows and uses criteria for determining the readiness of students to enter and exit English learner programs. The teacher must:

G. An English as a second language teacher understands the contributions of general and applied linguistics to second language education. The teacher must:

H. An English as a second language teacher understands the fundamentals of the first and second language acquisition processes and their similarities and differences. The teacher must:

I. An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must:

J. An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of English as a second language in kindergarten through grade 12 must:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach English as a second language must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2012 c 239 art 1 s 33; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4450 Teachers of Family and Consumer Sciences

Subpart 1. Scope of practice.

A teacher of family and consumer sciences is authorized to provide to students in grades 5 through 12 instruction that is designed to prepare students for family life and the interrelationships between family, community, and work.

Subp. 2. Licensure requirements.

A candidate for licensure to teach family and consumer sciences to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of family and consumer sciences in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of family and consumer sciences must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A teacher of family and consumer sciences understands how the family functions and develops within the home environment. The teacher must understand:

B. A teacher of family and consumer sciences understands the interrelatedness of family and community. The teacher must understand:

C. A teacher of family and consumer sciences understands career development in related services occupations. As a result of both school-based and work-based learning experiences, the teacher must understand:

D. A teacher of family and consumer sciences understands the teaching of family and consumer sciences that integrates understanding of family and consumer sciences with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of family and consumer sciences to preadolescent and adolescent students must:

E. A teacher of family and consumer sciences must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach family and consumer sciences must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4500 Teachers of Health

Subpart 1. Scope of practice.

A teacher of health is authorized to provide to students in grades 5 through 12 instruction that is designed to develop the knowledge and skills necessary to practice healthy behaviors.

Subp. 2. Licensure requirements.

An applicant seeking a license to teach health must meet the requirements for a license pursuant to parts 8710.0311 to 8710.0314 and Minnesota Statutes, sections 122A.181 to 122A.184.

Subp. 2a. Initial licensure program.

A candidate completing a board-approved initial licensure program for health must demonstrate the content standards set forth in subpart 3 and the standards for effective practice in part 8710.2000.

Subp. 2b. Additional licensure program.

A candidate completing a board-approved additional licensure program for health must demonstrate the content standards set forth in subpart 3.

Subp. 2c. Licensure via portfolio.

An applicant seeking an initial license to teach health via portfolio pursuant to part 8710.0330 must submit a content portfolio aligned to the standards set forth in subpart 3 and a pedagogy portfolio aligned to the standards for effective practice in part 8710.2000.

Subp. 3. Subject matter standards.

A candidate for licensure as a teacher of health must demonstrate the knowledge and skills in items A to F.

A. The candidate must demonstrate competency in the following health education topics and must be able to describe applicable state and federal laws and policies that address these health education topics:

B. The candidate must describe and apply each of the following skills using at least two of the health education topics described in item A:

C. A candidate for licensure as a teacher of health must demonstrate competency in planning and instruction. The candidate must:

D. A candidate for licensure as a teacher of health must demonstrate competency in assessment. The candidate must:

E. A candidate for licensure as a teacher of health must demonstrate professional growth. The candidate must:

F. A candidate for licensure as a teacher of health must understand the content and methods for teaching reading including:

Subp. 3a. Placements for candidates completing an initial licensure program.

Across the combination of student teaching and other field experiences, candidates completing an initial licensure program must have experiences teaching health at both the middle level (grades 5 through 8) and high school level (grades 9 through 12).

Subp. 3b. Placements for candidates completing an additional licensure program.

A candidate completing an additional licensure program must have experiences teaching at both the middle level (grades 5 through 8) and high school level (grades 9 through 12). The candidate must complete a practicum teaching health in at least one of the levels: middle level (grades 5 through 8) or high school level (grades 9 through 12).

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.4525 Teachers of Computer, Keyboarding, and Related Technology Applications

Subpart 1. Scope of practice.

A teacher of computer, keyboarding, and related technology applications is authorized to provide to students in grades kindergarten through 12 instruction that is designed to teach computer applications, including general productivity applications, graphics, imaging, multimedia, video and animation, audio, and digital communications including, but not limited to, the Internet and electronic communications and computer keyboarding. This teacher is authorized to lead, collaborate, and consult with other classroom teachers for the purpose of integrating technology learning into content area curriculum. Nothing in this part prevents a teacher of elementary education from teaching keyboarding to the teacher's own classroom, nor any teacher from teaching computer applications and integrating technology into the teacher's curriculum, or a teacher of business education from teaching keyboarding and computer applications at the grade levels for which the teacher is licensed as a teacher of business education.

Subp. 2. Licensure requirements.

A candidate for licensure endorsement to teach computer, keyboarding, and related technology applications to students in grades kindergarten through 12 shall hold or qualify for a valid Minnesota classroom teaching license and must have successfully completed a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure endorsement as a teacher of computer, keyboarding, and related technology applications under this part. A teacher of computer, keyboarding, and related technology applications is limited to teaching in the scope of the teacher's base license.

Subp. 3. Subject matter standard.

A candidate for licensure endorsement as a teacher of computer, keyboarding, and related technology applications in grades kindergarten through 12 must successfully complete a preparation program under subpart 2 that includes the candidate's demonstration of the knowledge and skills in items A to C.

A. A teacher of computer, keyboarding, and related technology applications understands and applies:

B. A teacher of computer, keyboarding, and related technology applications provides leadership in the area of technology for a school community. The teacher must be able to:

C. A teacher of computer, keyboarding, and related technology applications integrates knowledge of computers, keyboarding, and computer applications with understanding of pedagogy, students, learning, methods, processes of evaluation, classroom management, and professional development. The teacher must:

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of computer, keyboarding, and related technology applications are effective on September 1, 2010, and thereafter.

History

• Statutory Authority: MS s 122A.09
• History: 26 SR 700; 34 SR 595; L 2017 1Sp5 art 12 s 22; 26 SR 700; 34 SR 595; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4550 Library Media Specialists

Subpart 1. Scope of practice.

A library media specialist is authorized to provide to students in kindergarten through grade 12 instruction that is designed to provide information and technology literacy skills instruction, to lead, collaborate, and consult with other classroom teachers for the purpose of integrating information and technology literacy skills with content teaching, and to administer media center operations, programming, and resources.

Subp. 2. Licensure requirements.

A candidate for licensure as a library media specialist shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of library media specialists in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a library media specialist must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. A library media specialist develops and implements an information media program that reflects the vision, mission, and goals of the school. The specialist must:

B. A library media specialist develops and implements an information and technology literacy program that is an integral part of the total curriculum. The specialist must:

C. A library media specialist develops and implements information media program policies and procedures consistent with principles of professional practice and appropriate to the mission and goals of the school and district. The specialist must:

D. A library media specialist initiates and maintains motivating environments that foster the continued professional growth of the learning community. The specialist must:

E. A library media specialist must demonstrate an understanding of the teaching of information and technology literacy that integrates understanding of information media with the understanding of pedagogy, students, learning, classroom management, and professional development. The library media specialist for children, preadolescents, and adolescents shall:

F. A library media specialist must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for library media specialist licensure must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4600 Teachers of Mathematics

Subpart 1. Scope of practice.

A teacher of mathematics is authorized to provide to students in grades 5 through 12 instruction that is designed to develop understanding and skill in mathematical content and perspectives.

Subp. 2. Licensure requirements.

A candidate for licensure to teach mathematics in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of mathematics in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of mathematics must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to J.

A. A teacher of mathematics understands patterns, relations, functions, algebra, and basic concepts underlying calculus from both concrete and abstract perspectives and is able to apply this understanding to represent and solve real world problems. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

B. A teacher of mathematics understands the discrete processes from both concrete and abstract perspectives and is able to identify real world applications; the differences between the mathematics of continuous and discrete phenomena; and the relationships involved when discrete models or processes are used to investigate continuous phenomena. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

C. A teacher of mathematics understands that number sense is the underlying structure that ties mathematics into a coherent field of study, rather than an isolated set of rules, facts, and formulae. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

D. A teacher of mathematics understands geometry and measurement from both abstract and concrete perspectives and is able to identify real world applications and to use geometric learning tools and models, including geoboards, compass and straight edge, rules and protractor, patty paper, reflection tools, spheres, and platonic solids. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

E. A teacher of mathematics uses a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data; applies numerical and graphical techniques for representing and summarizing data; and interprets and draws inferences from these data and makes decisions in a wide range of applied problem situations. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

F. A teacher of mathematics understands how to reduce the uncertainties through predictions based on empirical or theoretical probabilities. The teacher of mathematics must demonstrate knowledge of the following mathematical concepts and procedures and the connections among them:

G. A teacher of mathematics is able to reason mathematically, solve problems mathematically, and communicate in mathematics effectively at different levels of formality and knows the connections among mathematical concepts and procedures as well as their application to the real world. The teacher of mathematics must be able to:

H. A teacher of mathematics must:

I. A teacher of mathematics must demonstrate an understanding of the teaching of mathematics that integrates understanding of mathematics with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of mathematics to preadolescent and adolescent students shall:

J. A teacher of mathematics must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach mathematics must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4650 Teachers of Vocal Music and of Instrumental Music

Subpart 1. Scope of practice.

A teacher of vocal music is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop vocal music competence and understanding of general music history, theory, and practice. A teacher of instrumental music is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop instrumental music competence and understanding of general music history, theory, and practice.

Subp. 2. Licensure requirements.

A candidate for licensure to teach vocal music or instrumental music to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of vocal music and of instrumental music.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of vocal music or instrumental music must complete a program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A, B, D, and E, or A, C, D, and E.

A. All music teachers must have the ability to:

B. A teacher of vocal music must:

C. A teacher of instrumental music must:

D. All teachers of music must demonstrate an understanding of the teaching of music that integrates understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of music shall:

E. All teachers of music must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach vocal music and instrumental music must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4700 Teachers of Physical Education

Subpart 1. Scope of practice.

A teacher of physical education is authorized to provide to students in prekindergarten through grade 12 instruction that is designed to enhance physical growth and development through learning to move and learning through movement.

Subp. 2. Licensure requirements.

An applicant seeking a license to teach physical education must meet the requirements for a license pursuant to parts 8710.0311 to 8710.0314 and Minnesota Statutes, sections 122A.181 to 122A.184.

Subp. 2a. Initial licensure program.

A candidate completing a board-approved initial licensure program for physical education must demonstrate the content standards set forth in subpart 3 and the standards for effective practice in part 8710.2000.

Subp. 2b. Additional licensure program.

A candidate completing a board-approved additional licensure program for physical education must demonstrate the content standards set forth in subpart 3.

Subp. 2c. Licensure via portfolio.

An applicant seeking an initial license via portfolio pursuant to part 8710.0330 must submit a content portfolio aligned to the standards set forth in subpart 3 and a pedagogy portfolio aligned to the standards for effective practice in part 8710.2000.

Subp. 3. Subject matter standards.

A candidate for licensure as a teacher of physical education must demonstrate the knowledge and skills in items A to E.

A. The candidate must demonstrate competency in:

B. The candidate must describe and apply content and foundational knowledge, including:

C. A teacher of physical education must be able to apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with state standards and benchmarks through the effective use of resources, accommodations or modifications, technology, and metacognitive strategies to address the diverse needs of all students. The candidate must:

D. The candidate must:

E. A candidate for licensure as a teacher of physical education must understand the content and methods for teaching reading including the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials including electronic resources to support reading and writing instruction including:

Subp. 3a. Placements for candidates completing an initial licensure program.

Across the combination of student teaching and other field experiences, candidates completing an initial licensure program must have experiences teaching physical education at three levels: prekindergarten and primary level (prekindergarten through grade 4), middle level (grades 5 through 8), and high school level (grades 9 through 12).

Subp. 3b. Placements for candidates completing an additional licensure program.

A candidate completing an additional licensure program must have experiences teaching at three levels: prekindergarten and the primary level (prekindergarten through grade 4), middle level (grades 5 through 8), and high school level (grades 9 through 12). The candidate must complete a practicum teaching physical education in at least one of the levels: prekindergarten and the primary level (prekindergarten through grade 4), middle level (grades 5 through 8), or high school level (grades 9 through 12).

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.4725 Teachers of Reading

Subpart 1. Scope of practice.

A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that is designed to develop reading skills, strategies, and comprehension. The teacher of reading is also authorized to provide assistance to teachers who have responsibility for providing reading instruction. Nothing in this part restricts teachers of elementary education, teachers of English as a second language, or teachers of special education from providing reading instruction to students they are licensed to teach nor restricts any other teacher from providing instruction in reading in their content areas.

Subp. 2. Licensure requirements.

A candidate for licensure to teach reading to students in kindergarten through grade 12 shall:

A. hold or qualify for a teaching license, as defined in part 8710.0310, valid for:

B. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of reading including standards under subpart 3a.

Subp. 3.

[Repealed, 34 SR 595]

Subp. 3a. Subject matter standard.

A candidate for licensure as a teacher of reading must complete a preparation program under subpart 2, item B, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

E. A teacher of reading must view professional development as a career-long effort and responsibility including:

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of reading are effective on September 1, 2010, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 943; 34 SR 595; 39 SR 822; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.4750 Teachers of Science

Subpart 1. Scope of practice.

A teacher of chemistry, earth and space science, life science, or physics is authorized to provide instruction in all science disciplines to students in grades 5 through 8 and either chemistry, earth and space science, life science, or physics, and integrated science offerings, to students in grades 9 through 12. The science discipline that the teacher is qualified to teach in grades 9 through 12 shall be identified on the teacher's license.

Subp. 2. Licensure requirements.

A candidate for licensure to teach science to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8700.2000; and

C. show verification of completing a preparation program approved under chapter 8705 leading to the licensure of teachers of science in grades 5 through 8 in subpart 3 and chemistry, earth and space science, life science, or physics in grades 9 through 12 in subpart 4, 5, 6, or 7.

Subp. 2a. Exception for candidates with partial science teaching qualification.

The board shall issue a license valid for teaching chemistry, earth and space science, life science, or physics in grades 9 through 12 for candidates who complete the requirements of subpart 2, items A and B; and subpart 4; 5; 6; or 7, but have not completed subpart 3. The board shall issue a license to teach all sciences in grades 5 through 8 to a candidate who has completed the requirements of subparts 2, items A and B, and 3 but has not completed subpart 4, 5, 6, or 7. Licenses issued to teach all sciences in grades 5 through 8 under this exception or as a science specialty under part 8710.3200 are not valid for teaching integrated science offerings above grade 9.

Subp. 3. Subject matter standards for science in grades 5 through 8.

A candidate for licensure as a teacher of science in grades 5 through 8 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. A teacher of science must demonstrate science perspectives, including:

B. A teacher of science must have the knowledge and ability to make conceptual connections within and across the domains of science and between science and technology. The teacher of science must understand:

C. A teacher of science understands how knowledge of concepts and principles of science and technology and knowledge of factors influencing personal and community health, population growth, natural resources, environmental quality, and natural and human-induced hazards influence decisions about personal and societal issues. The teacher of science must:

D. A teacher of science must be able to understand and apply fundamental principles, laws, and concepts of earth and space science, life science, and physical science. The teacher of science must:

E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:

F. A teacher of science must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach science must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Subject matter standards for teachers of chemistry.

A candidate for licensure as a teacher of chemistry in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C, and subpart 3, items E and F.

A. A teacher of chemistry must demonstrate a conceptual understanding of chemistry. The teacher must:

B. A teacher of chemistry must demonstrate a knowledge of chemistry concepts. The teacher must:

C. A teacher of chemistry must demonstrate an advanced conceptual understanding of chemistry and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:

Subp. 5. Subject matter standards for teachers of earth and space science.

A candidate for licensure as a teacher of earth and space science in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C, and subpart 3, items E and F.

A. A teacher of earth and space science must demonstrate a conceptual understanding of earth science. The teacher must:

B. A teacher must demonstrate knowledge of earth and space science concepts. The teacher must:

C. A teacher of earth and space science must demonstrate an advanced conceptual understanding of earth and space science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:

Subp. 6. Subject matter standards for teachers of life science.

A candidate for licensure as a teacher of life science in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C, and subpart 3, items E and F.

A. A teacher of life science must demonstrate a conceptual understanding of life science. The teacher must:

B. A teacher of life science must demonstrate knowledge of biological concepts. The teacher must:

C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:

Subp. 7. Subject matter standards for teachers of physics.

A candidate for licensure as a teacher of physics in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C, and subpart 3, items E and F.

A. A teacher of physics must demonstrate a conceptual understanding of physics. The teacher must:

B. A teacher of physics must demonstrate a knowledge of physics concepts. The teacher must:

C. A teacher of physics must demonstrate an advanced conceptual understanding of physics and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:

Subp. 8. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 9.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 26 SR 700; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4770 Teachers of Science Endorsement Licensure by Examination

Subpart 1. Scope of practice.

A teacher of science is authorized to provide instruction in chemistry, earth and space science, life science, or physics to students in grades 9 through 12. The science discipline that the teacher is qualified to teach must be identified on the teacher's license.

Subp. 2. Qualifications for licensure by examination.

A candidate for science endorsement licensure by examination to teach chemistry, earth and space science, life science, or physics to students in grades 9 through 12 shall:

A. hold a Minnesota full professional license valid for classroom teaching as described in part 8710.4750 for chemistry, earth and space science, life science, or physics for students in grades 9 through 12 or 7 through 12;

B. have completed three years of science teaching in grades 7 through 12 or 9 through 12; and

C. provide evidence of passing the required board-adopted science content exam for the desired science discipline of licensure in chemistry, earth and space science, life science, or physics.

Subp. 3.

[Repealed, 47 SR 986]

Subp. 4. Effective date.

The requirements of this part for endorsement licensure by examination for specific science disciplines are effective October 15, 2007.

History

• Statutory Authority: MS s 122A.09
• History: 32 SR 653; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4800 Teachers of Social Studies

Subpart 1. Scope of practice.

A teacher of social studies is authorized to provide to students in grades 5 through 12 instruction that is designed to provide an understanding of the following social studies concepts:

A. culture and cultural diversity;

B. the ways human beings view themselves in and over time;

C. people, places, and environments;

D. individual development and identity;

E. interactions among individuals, groups, and institutions;

F. how people create and change structures of power, authority, and governance;

G. how people organize for production, distribution, and consumption of goods and services;

H. relationships among science, technology, and society;

I. global connections and interdependence; and

J. ideals, principles, and practices of citizenship in a democratic republic.

Subp. 2. Licensure requirements.

A candidate for licensure to teach social studies to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of social studies in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of social studies must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to L.

A. A teacher of social studies understands how human beings create, learn, and adapt culture. The teacher must understand:

B. A teacher of social studies understands historical roots based on what things were like in the past and how things change and develop over time. The teacher must understand:

C. A teacher of social studies understands the world within and beyond personal locations. The teacher must understand:

D. A teacher of social studies understands that personal identity is shaped by an individual's culture, by groups, and by institutional influences. The teacher must understand:

E. A teacher of social studies understands how institutions are formed, what controls and influences them, how institutions control and influence individuals and culture, and how institutions can be maintained or changed. The teacher must understand:

F. A teacher of social studies understands the historical development of structures of power, authority, and governance and their evolving functions in contemporary United States society and other parts of the world. The teacher must understand:

G. A teacher of social studies understands how people organize for the production, distribution, and consumption of goods and services. The teacher must understand:

H. A teacher of social studies understands the relationships among science, technology, and society. The teacher must understand:

I. A teacher of social studies understands the relationship of global connections among world societies to global interdependence. The teacher must understand:

J. A teacher of social studies understands that civic ideals and practices of citizenship is critical to full participation in society and is the central purpose of the social studies. The teacher must understand:

K. A teacher of social studies must demonstrate an understanding of the teaching of social studies that integrates understanding of the social studies disciplines with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of social studies to preadolescent and adolescent students shall:

L. A teacher of social studies must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach social studies must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4825 Teacher Coordinators of Work-Based Learning

Subpart 1. Scope of practice.

A teacher coordinator of work-based learning is authorized to provide and coordinate instruction that enables students to learn through work and to consult and collaborate with families, other teachers, and business, industry, labor, and community representatives in designing, implementing, and evaluating student learning through work. For the purposes of this part, "work-based learning" means learning through paid and unpaid work-based experiences where the worksite is the educational setting for one or more hours of the school day or week for one or more quarters or semesters of the school year.

Subp. 2. License requirements.

A candidate for licensure as a teacher coordinator of work-based learning shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. hold or apply and qualify for another Minnesota license valid for teaching in grades 9 through 12; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teacher coordinators of work-based learning in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher coordinator of work-based learning must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to D. The knowledge and skills required in this subpart shall be acquired through college coursework and experiences including employment, internship, mentorship, job shadowing, or apprenticeships.

A. A teacher coordinator understands the central concepts, tools of inquiry, and history and context of work-based learning. The teacher must understand:

B. A teacher coordinator understands how to design and implement school-based instruction that focuses on enabling students to learn about work, how to acquire skills, and gain a perspective and direction on a career pathway. The teacher must understand:

C. A teacher coordinator understands how to establish and monitor work-based instruction that focuses on enabling students to learn about work, how to acquire skills, and gain a perspective and direction on a career pathway. The teacher must understand:

D. A teacher coordinator communicates and interacts with students, their families, other teachers, and representatives of business, industry, labor, and the community to support student learning through work. The teacher must understand:

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher coordinator of work-based learning are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4850 Teachers of Technology

Subpart 1. Scope of practice.

A teacher of technology is authorized to provide to students in grades 5 through 12 instruction that is designed to provide an understanding of the continually developing technological world using as its context the areas of transportation, construction, power and energy, communications, manufacturing, biotechnology, and other contemporary and emerging technologies to include orienting students to careers in these and other technological areas. The instruction focuses on teaching students how to extend human capability with products or processes using the technological method through providing them with experiences for creating a system that integrates equipment, machines, tools, software, hardware, and other technological devices to complete a task; how to adapt to technological changes in all aspects of their lives including home, leisure, and work; and how to assess the impact of technology from an environmental, social, economic, cultural, historical, and ethical perspective.

Subp. 2. Licensure requirements.

A candidate for licensure to teach technology to students in grades 5 through 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of technology in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of technology must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of technology understands central concepts common to technology content. The teacher must understand:

B. A teacher of technology understands central concepts common to the teaching and learning of technology education content. The teacher must understand:

C. A teacher of technology must demonstrate an understanding of the teaching of technology that integrates understanding of technology with the understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of technology to preadolescent and adolescent students must:

D. A teacher of technology must understand the content and methods for teaching reading including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach technology must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at both the middle level, grades 5 through 8, and high school level, grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4900 Teachers of Visual Arts

Subpart 1. Scope of practice.

A teacher of visual arts is authorized to provide to students in kindergarten through grade 12 instruction that is designed to develop an understanding of the creative works and processes of producing visual art forms.

Subp. 2. Licensure requirements.

A candidate for licensure to teach visual arts to students in kindergarten through grade 12 shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards for effective practice for licensing of beginning teachers in part 8710.2000; and

C. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of visual arts in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of visual arts must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to G.

A. A teacher of visual arts demonstrates an understanding of and how to teach aesthetic principles and habits and knows processes for evaluating them. The teacher must:

B. A teacher of visual arts understands and evaluates art theory and art studio practice. The teacher must:

C. A teacher of visual arts understands that works of art are affected by where and when they were produced. The teacher must:

D. A visual arts teacher understands, produces, and evaluates critical interpretations of works of art. The teacher must:

E. A teacher of visual arts understands central concepts common to the teaching and learning of art education content. The teacher must understand:

F. A teacher of visual arts must demonstrate an understanding of the teaching of visual arts that integrates understanding of visual art with an understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of visual arts to children, preadolescents, and adolescents must:

G. A teacher of visual arts must understand the content and methods for teaching reading including knowledge of reading processes and instruction including:

Subp. 3a. Student teaching and field experiences.

A candidate for licensure to teach visual arts must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 4. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 5.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 34 SR 595; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.4925 Reading Leader

Subpart 1. Scope of practice.

A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade 12 student instruction that is designed to develop reading skills, strategies, and comprehension. The reading leader is also authorized to provide assistance to teachers who have responsibility for providing reading instruction. Nothing in this part restricts teachers of elementary education, teachers of English as a second language, or teachers of special education from providing reading instruction to students they are licensed to teach or restricts any other teacher from providing instruction in reading in their content areas.

Subp. 2. Licensure requirements.

A candidate for licensure to teach reading to students in kindergarten through grade 12 shall:

A. hold or qualify for a teaching license, as defined in part 8710.0310, valid for:

B. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of reading including standards under subpart 3; and

C. show verification of completing a board preparation program approved under chapter 8705 leading to licensure as a teacher of reading under part 8710.4725.

Subp. 3. Subject matter standard.

A candidate for licensure as a reading leader must complete a preparation program under subpart 2, item B, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A reading leader must have knowledge of the foundations of reading processes and instruction:

B. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

C. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

D. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:

E. A reading leader, in viewing professional development as a career-long effort and responsibility, must:

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of social studies are effective on September 1, 2010, and thereafter.

History

• Statutory Authority: MS s 122A.09
• History: 34 SR 595; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.4950 Teachers of World Languages and Cultures

Subpart 1. Scope of practice.

A teacher of world languages and cultures is authorized to provide to students instruction that is designed to develop language fluency and cultural understanding in a language other than spoken English. If teaching in an immersion setting where the entire academic curriculum is taught in a language other than English, the teacher shall hold licensure with the scope of practice appropriate to the subjects to be taught. The specific language or languages which the teacher is qualified to teach must be clearly indicated on the license.

Subp. 2. Licensure requirements for teachers of world languages and cultures.

A. A candidate for licensure to teach world languages and cultures to students in kindergarten through grade 8 shall:

B. A candidate for licensure to teach world languages and cultures to students in kindergarten through grade 12 shall:

Subp. 3. Subject matter standard for teachers of modern languages and cultures.

A candidate for licensure as a teacher of modern languages and cultures must complete a preparation program under subpart 2, item A or B, subitem (3), that must include the candidate's demonstration of the knowledge and skills in items A to C.

A. All teachers of modern languages and cultures must:

B. A teacher who is a native speaker of the modern language to be taught must:

C. A teacher of modern languages and cultures must:

Subp. 4. Subject matter standard for teachers of classical languages and cultures/Greek and Latin.

A candidate for licensure as a teacher of classical languages and cultures must complete a preparation program under subpart 2, item A or B, subitem (3), that must include the candidate's demonstration of the knowledge and skills in items A and B.

A. A teacher of classical languages and cultures must:

B. A teacher of classical languages and cultures must:

Subp. 5. Subject matter standard for teachers of American sign language and deaf culture.

A candidate for licensure as a teacher of American sign language and deaf culture must complete a preparation program under subpart 2, item A or B, subitem (3), that must include the candidate's demonstration of the knowledge and skills in items A to C.

A. A teacher of American sign language and deaf culture must:

B. A teacher whose first language is American sign language must:

C. A teacher of American sign language and deaf culture must:

Subp. 6. Teaching and learning.

A candidate for licensure as a teacher of world languages and cultures must complete a preparation program under subpart 2, item B, subitem (3), that must include the candidate's demonstration of an understanding of the teaching of world languages and cultures that integrates understanding of the world language and culture with an understanding of pedagogy, students, learning, classroom management, and professional development. A teacher of world languages and cultures to children, preadolescents, and adolescents in kindergarten through grade 12 shall:

A. understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;

B. understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education;

C. develop curriculum goals and purposes based on the central concepts of language and culture and know how to apply instructional strategies and materials for achieving student understanding of the language and culture;

D. understand the role and alignment of district, school, and department mission and goals in program planning;

E. understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

F. know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

G. understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process; and

H. understand the impact of reading ability on student achievement in second language studies, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read world language content more effectively.

Subp. 6a. Student teaching and field experiences.

A candidate for licensure to teach world languages and cultures must have a broad range of targeted field-based experiences, of a minimum of 100 hours prior to student teaching, that provide opportunities to apply and demonstrate competency of professional dispositions and the required skills and knowledge under this part and part 8710.2000.

Across the combination of student teaching and other field-based placements, candidates must have experiences teaching the content at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9 through 12.

For initial teacher licensure, the student teaching period must be a minimum of 12 continuous weeks, full time, face-to-face, in which the candidate is supervised by a cooperating teacher, and evaluated at least twice by qualified faculty supervisors in collaboration with the cooperating teachers.

Subp. 7. Continuing license.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licensure.

Subp. 8. Incorporations by reference.

A. For the purposes of this part, the ACTFL Proficiency Guidelines published in 1986 by the American Council on the Teaching of Foreign Languages, 6 Executive Plaza, Yonkers, NY 10701-6801, and subsequent editions are incorporated by reference. The guidelines are not subject to frequent change and are available from the State Law Library.

B. For the purposes of this part, the Signed Communication Proficiency Interview Guidelines published in August 1994 by the National Technical Institute for the Deaf, 52 Lomb Memorial Drive, Rochester, NY 14623-5604, and subsequent editions are incorporated by reference. The guidelines are not subject to frequent change and are available from the State Law Library.

Subp. 9.

[Repealed, L 2015 c 21 art 1 s 110]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; L 2015 c 21 art 1 s 110; 39 SR 822; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5000 Core Skills for Teachers of Special Education

Subpart 1. Licensure requirements.

A. A candidate recommended for licensure in special education shall complete the core skill area licensure requirements in subpart 2 as part of each special education teacher preparation program approved under chapter 8705 by the Professional Educator Licensing and Standards Board.

B. A candidate recommended for licensure in special education shall meet the statutory requirements regarding comprehensive scientifically based reading instruction required by Minnesota Statutes, section 122A.09, subdivision 4, paragraph (e), and as specified in part 8710.3200, subpart 3, items C to F.

Subp. 2. Core skill areas.

A teacher of special education possesses understandings and skills in special education foundations: referral, evaluation, planning, and programming processes; instructional design, teaching, and ongoing evaluation; and collaboration and communication in items A to D.

A. Foundational knowledge: A teacher of special education understands the foundations of special education, including information about students served by special education. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming: A teacher of special education understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation: A teacher of special education understands how to provide and evaluate specially designed instruction to meet the unique needs of students in special education through individualized educational plans. The teacher must be able to:

D. Communication and collaboration: A teacher of special education cultivates and maintains positive, collaborative relationships with children and youth, families, educators, other professionals, and the community to support student development and educational progress. The teacher must be able to:

Subp. 3. Program requirements.

A. An institution applying to the Professional Educator Licensing and Standards Board for approval to prepare teachers of special education in parts 8710.5100 to 8710.5800 shall incorporate the requirements of this part in each preparation program.

B. All colleges and universities approved by the board to prepare persons for classroom teacher licensure must include in teacher preparation programs research-based best practices in reading, consistent with Minnesota Statutes, section 122A.092, subdivision 5, that enable the licensure candidate to know how to teach reading in the candidate's content areas.

Subp. 4. Effective date.

The requirements in this part are effective January 1, 2013, for all applicants for licensure in areas or fields in special education.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2012 c 239 art 1 s 33; L 2017 1Sp5 art 3 s 36; art 12 s 22

Minn. R. 8710.5050 Teachers of Special Education: Academic and Behavioral Strategist

Subpart 1. Scope of practice.

A teacher of special education: academic and behavioral strategist is authorized to provide evaluation and specially designed instruction to eligible children and youth with disabilities from kindergarten through age 21 who have a range of mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance. These students come from the primary disability areas of autism spectrum disorders (ASD), developmental cognitive disability (DCD), emotional or behavioral disorders (EBD), other health disorders (OHD), and specific learning disabilities (SLD). This teacher is not prepared to serve needs beyond those that are moderate in these disability areas.

The teacher with this license may work in collaboration with, but not replace the expertise and services of those who serve children and youth with a disability in the areas of: blind or visually impaired, deaf or hard of hearing, deafblind, speech and language impairment, physical impairments, traumatic brain injury, and severely multiply impaired. For these children and youth, a teacher with the academic and behavioral strategist (ABS) licensure would need to refer to an educational professional with expertise, certification, or specific special education licensure. This teacher is required to collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from kindergarten through age 21 who have a range of mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to licensure of teachers of special education: academic and behavioral strategist in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: academic and behavioral strategist must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: academic and behavioral strategist understands the foundations of special education services for students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: academic and behavioral strategist understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: academic and behavioral strategist understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: academic and behavioral strategist cultivates and maintains positive, collaborative relationships with children and youth with disabilities who have a range of mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance, families, educators, other professionals, and the community to support development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: academic and behavioral strategist applies the standards of effective practice in teaching students who have a range of mild to moderate needs from the primary disability areas of autism spectrum disorders, developmental cognitive delays, emotional or behavioral disorders, other health disorders, and specific learning disabilities in primary (kindergarten through grade 4), middle level (grades 5 through 8), and secondary (grades 9 through 12, including transition programs) settings.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of special education: academic and behavioral strategist are effective January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; L 2017 1Sp5 art 3 s 32
• History: 36 SR 1243; 42 SR 59; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5100 Teachers of Special Education: Blind or Visually Impaired

Subpart 1. Scope of practice.

A teacher of special education: blind or visually impaired is authorized to provide evaluation and specially designed instruction to eligible infants, children, and youth from birth through age 21 who are blind, visually impaired, or deafblind, and those with additional disabilities that include vision loss. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans.

Subp. 2. License requirements.

A candidate for licensure to teach infants, children, and youth from birth through age 21 who are blind, visually impaired, or deafblind, and those with additional disabilities that include vision loss shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to licensure of teachers of special education: blind or visually impaired in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: blind or visually impaired must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: blind or visually impaired understands the foundations of special education services for students with vision loss on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: blind or visually impaired understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with vision loss. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: blind or visually impaired understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for infants, children, and youth with hearing loss. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: blind or visually impaired cultivates and maintains positive, collaborative relationships with infants, children, and youth, families, other professionals, and the community to support student development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: blind or visually impaired applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching infants, children, and youth with vision loss in birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher of special education: blind or visually impaired are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5200 Teachers of Special Education: Deaf or Hard of Hearing

Subpart 1. Scope of practice.

A teacher of special education: deaf or hard of hearing is authorized to provide specially designed instruction, from birth through age 21, to infants, children, and youth with a broad range of hearing loss and to collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized educational program plans for infants, children, and youth who are auditory, visual, or multimodal learners.

Subp. 2. License requirements.

A candidate for licensure to teach, from birth through age 21, infants, children, and youth who are deaf or hard of hearing shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000;

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of special education: deaf or hard of hearing in subpart 3; and

E. demonstrate proficiency in American Sign Language communication fluency commensurate with an Intermediate-Plus level of American Sign Language proficiency on the Sign Language Proficiency Interview (SLPI) or a comparable American Sign Language evaluation jointly approved by the Professional Educator Licensing and Standards Board and commissioner of education in consultation with the Minnesota Association of Deaf Citizens and the Commission of the Deaf, DeafBlind and Hard of Hearing, in accordance with Minnesota Statutes, section 122A.28, subdivision 1.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: deaf or hard of hearing must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. Foundational knowledge. A teacher of special education: deaf or hard of hearing understands the foundations of special education services for infants, children, and youth who are deaf or hard of hearing, deafblind, and those with additional disabilities coexisting with hearing loss on which to base practice. The teacher must demonstrate knowledge of:

B. Communication systems. A teacher of special education: deaf or hard of hearing demonstrates knowledge of communication systems used by infants, children, and youth who are deaf, hard of hearing, deafblind, and those with additional disabilities coexisting with hearing loss. The teacher must demonstrate knowledge of:

C. Referral, evaluation, planning, and programming. A teacher of special education: deaf or hard of hearing understands and applies principles of early identification and intervention and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching infants, children, and youth with hearing loss. The teacher must be able to:

D. Instructional design, teaching, and ongoing evaluation. A teacher of special education: deaf or hard of hearing understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for children and youth with hearing loss. The teacher must be able to:

E. Collaboration and communication. A teacher of special education: deaf or hard of hearing cultivates and maintains positive, collaborative relationships with students, families, other professionals, and the community to support student development and educational progress. The teacher must be able to:

F. Clinical experiences. A teacher of special education: deaf or hard of hearing shall apply the standards of effective practice in teaching infants, children, and youth who are deaf or hard of hearing through a variety of early and ongoing clinical experiences with birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing continuing licenses and must include continuing education in a range of topics relating to hearing loss including American Sign Language, American Sign Language linguistics, or deaf culture in accordance with Minnesota Statutes, section 122A.28.

Subp. 5. Incorporation by reference.

For the purposes of this part, the Signed Language Proficiency Interview (SLPI) Guidelines published by the National Technical Institute for the Deaf, Rochester Institute of Technology, 52 Lomb Memorial Drive, Rochester, NY 14623-5604, and subsequent editions are incorporated by reference. The guidelines are not subject to frequent change and are available from the State Law Library.

Subp. 6. Effective date.

Requirements in this part for licensure as a teacher of special education: deaf or hard of hearing are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5250 Teachers of Special Education: Oral/Aural Deaf Education

Subpart 1. Scope of practice.

A teacher of special education: oral/aural deaf education is authorized to provide specially designed instruction, from birth through grade 12, to individuals with a broad range of hearing loss and to collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized educational program plans for students only in oral/aural deaf education programs or itinerant services and only for students who do not require American Sign Language or other signed systems for their language of instruction.

Subp. 2. License requirements.

A candidate for licensure as a teacher of oral/aural deaf education, from birth through grade 12, shall meet all requirements of part 8710.5200, subpart 2, items A to D.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of oral/aural deaf education shall demonstrate all knowledge and skills in part 8710.5200, subpart 3, items A to F, and shall demonstrate at least minimum skills in American Sign Language, verified through one of the following:

A. successful completion of at least six semester credits of coursework in American Sign Language; or

B. demonstration of at least survival level proficiency in American Sign Language on the Signed Language Proficiency Interview (SLPI), as incorporated by reference in part 8710.5200, subpart 5.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing licensure.

Subp. 5. Effective date.

All requirements in this part for licensure as a teacher of special education: oral/aural deaf education are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.28
• History: 24 SR 1129; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5300 Teachers of Developmental Adapted Physical Education

Subpart 1. Scope of practice.

A teacher of developmental adapted physical education (DAPE) is authorized to provide evaluation and specially designed instruction in physical education to eligible students from prekindergarten through age 21 who have needs in the areas of physical fitness; motor fitness; fundamental motor skills and patterns; or skills in aquatics, dance, individual and group games, and sports. Teachers must collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized physical education programming as specified in a child's individualized education program (IEP) plan.

Subp. 2. Endorsement requirements.

An applicant for an endorsement in developmental adapted physical education must hold or apply and qualify for a license to teach physical education under part 8710.4700.

Subp. 2a. Endorsement program.

A candidate completing a board-approved program for developmental adapted physical education must demonstrate the content standards set forth in subpart 3.

Subp. 3. Subject matter standards.

A candidate for an endorsement as a teacher of developmental adapted physical education must demonstrate the knowledge and skills in items A to E.

A. The candidate must be able to describe and apply the following:

B. The candidate must demonstrate competency in referral, assessment, evaluation, individualized education programs (IEPs), individualized planning, and placement considerations specific to teaching students in developmental adapted physical education. The candidate must:

C. The candidate must demonstrate competency in using individualized education program plans to design, implement, monitor, and adjust instruction for students with disabilities in developmental adapted physical education. The candidate must:

D. The candidate must:

E. The candidate must:

Subp. 3a. Placements for candidates completing a program.

The candidate must complete a practicum teaching students in developmental adapted physical education in at least one of the levels: prekindergarten and the primary level (prekindergarten through grade 4), middle level (grades 5 through 8), or high school level (grades 9 through 12).

Subp. 4.

[Repealed, 47 SR 986]

Subp. 5.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22; 47 SR 986

Minn. R. 8710.5400 Teachers of Special Education: Developmental Disabilities

Subpart 1. Scope of practice.

A teacher of special education: developmental disabilities is authorized to provide evaluation and specially designed instruction to eligible students from kindergarten through age 21 who have a broad range of cognitive disabilities and deficits in adaptive behavior. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from kindergarten through age 21 who have a broad range of cognitive disabilities and deficits in adaptive behavior shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers enumerated in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of special education: developmental disabilities enumerated in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: developmental disabilities must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: developmental disabilities understands the foundations of special education services for students with developmental disabilities on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: developmental disabilities understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with developmental disabilities. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: developmental disabilities understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with developmental disabilities. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: developmental disabilities cultivates and maintains positive, collaborative relationships with students, families, other professionals, and the community to support student development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: developmental disabilities applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching students who have a broad range of cognitive disabilities and deficits in adaptive behavior in primary (kindergarten through grade 4), middle level (grades 5 through 8), and high school (grades 9 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher of special education: developmental disabilities are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5500 Teachers of Special Education: Early Childhood

Subpart 1. Scope of practice.

A teacher of special education: early childhood is authorized to provide evaluation and specially designed instruction to eligible children, birth through age six, who exhibit a broad range of developmental delays or disabilities, including those with a diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans for children and families.

Subp. 2. License requirements.

An applicant seeking a license to teach special education: early childhood must meet the requirements in parts 8710.0311 to 8710.0314 and Minnesota Statutes, sections 122A.181 to 122A.184.

Subp. 3.

[Repealed, 47 SR 903]

Subp. 3a. Subject matter standards.

A. Child Development and Learning. The teacher must:

B. Partnering with Families. The teacher must:

C. Collaboration and Teaming. The teacher must:

D. Assessment Processes. The teacher must:

E. Application of Curriculum Frameworks in the Planning of Meaningful Learning Experience. The teacher must:

F. Using Responsive and Reciprocal Interactions, Interventions, and Instruction. The teacher must:

G. Professionalism and Ethical Practice. The teacher must:

Subp. 4.

[Repealed, 47 SR 903]

Subp. 4a. Placements for candidates completing an initial licensure program.

A candidate completing a board-approved initial licensure program in special education: early childhood must have experiences teaching children who exhibit a broad range of developmental delays or disabilities at the following three levels: infant and toddler (birth to age three), preschool (ages three through five), and primary (kindergarten through age six), and across a range of service delivery models.

Subp. 4b. Placements for candidates completing an additional licensure program.

A candidate completing a board-approved additional licensure program in special education: early childhood must have experiences teaching at the following three levels: infant and toddler (birth to age three), preschool (ages three through five), and primary (kindergarten through age six). The candidate must complete a practicum teaching children who exhibit a broad range of developmental delays or disabilities in at least one of the following three levels: infant and toddler (birth to age three), preschool (ages three through five), and primary (kindergarten through age six).

Subp. 5.

[Repealed, 47 SR 903]

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22; 47 SR 903

Minn. R. 8710.5600 Teachers of Special Education: Emotional or Behavioral Disorders

Subpart 1. Scope of practice.

A teacher of special education: emotional or behavioral disorders is authorized to provide evaluation and specially designed instruction to eligible students from kindergarten through age 21 who have emotional or behavioral disorders or related behavioral difficulties. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from kindergarten through age 21 who have emotional or behavioral disorders shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure as a teacher of special education: emotional behavioral disorders in subpart 3.

Subp. 3. Program requirements.

A candidate for licensure as a teacher of special education: emotional or behavioral disorders must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: emotional or behavioral disorders understands the foundations of special education services for students with emotional or behavioral disorders on which to base practice. The teacher demonstrates knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: emotional or behavioral disorders understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with emotional or behavioral disorders. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: emotional behavioral disorders understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with emotional or behavioral disorders. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: emotional or behavioral disorders cultivates and maintains positive, collaborative relationships with students, families, other professionals, and the community to support student development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: emotional or behavioral disorders applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching students who have emotional or behavioral disorders in primary (kindergarten through grade 4), middle level (grades 5 through 8), and high school students (grades 9 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher of special education: emotional behavioral disorders are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5700 Teachers of Special Education: Learning Disabilities

Subpart 1. Scope of practice.

A teacher of special education: learning disabilities is authorized to provide evaluation and specially designed instruction to eligible students from kindergarten through age 21 who have specific learning disabilities or related learning difficulties. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized educational program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from kindergarten through age 21 who have specific learning disabilities or related learning difficulties shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of special education: learning disabilities in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: learning disabilities must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: learning disabilities understands the foundations of special education services for students with learning disabilities and related learning difficulties on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: learning disabilities understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with learning disabilities or related learning difficulties. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: learning disabilities understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with learning disabilities or related learning difficulties. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: learning disabilities cultivates and maintains positive, collaborative relationships with students, families, educators, other professionals, and the community to support development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: learning disabilities applies the standards of effective practice through a variety of early and ongoing clinical experiences teaching students who have specific learning disabilities or related learning difficulties in primary (kindergarten through grade 4), intermediate (grades 5 through 8), and high school (grades 9 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher of special education: learning disabilities are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5800 Teachers of Special Education: Physical and Health Disabilities

Subpart 1. Scope of practice.

A teacher of special education: physical and health disabilities is authorized to provide evaluation and specially designed instruction to eligible children and youth from birth through age 21 who have medically diagnosed physical or chronic or acute health disabilities. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized educational program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from birth through age 21 who have physical and health disabilities shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of teachers of special education: physical and health disabilities in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: physical and health disabilities must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: physical and health disabilities understands the foundations of special education services for students with physical and health disabilities on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: physical and health disabilities understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with physical or health related disabilities. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: physical and health disabilities understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with physical or other health impairments. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: physical and health disabilities cultivates and maintains positive, collaborative relationships with children, youth, families, educators, other professionals, and the community to support developmental and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: physical and health disabilities applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching students who have physical or health disabilities in birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

Requirements in this part for licensure as a teacher of special education: physical and health disabilities are effective on January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5850 Teachers of Special Education: Autism Spectrum Disorders

Subpart 1. Scope of practice.

A teacher of special education: autism spectrum disorders is authorized to provide evaluation and specially designed instruction to eligible children and youth from birth through age 21 who have autism spectrum disorders. Teachers collaborate and consult with families, other classroom and special education teachers, and specialized service providers in designing and implementing individualized education program plans.

Subp. 2. License requirements.

A candidate for licensure to teach students from birth through grade 12 who have autism spectrum disorders shall:

A. hold a baccalaureate degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools;

B. demonstrate the standards of effective practice for licensing of beginning teachers in part 8710.2000;

C. demonstrate core skill requirements in part 8710.5000; and

D. show verification of completing a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to licensure of teachers of special education: autism spectrum disorders in subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of special education: autism spectrum disorders must complete a preparation program under subpart 2, item D, that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. Foundational knowledge. A teacher of special education: autism spectrum disorders understands the foundations of special education services for students with autism spectrum disorders on which to base practice. The teacher must demonstrate knowledge of the:

B. Referral, evaluation, planning, and programming. A teacher of special education: autism spectrum disorders understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with autism spectrum disorders. The teacher must be able to:

C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: autism spectrum disorders understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with autism spectrum disorders. The teacher must be able to:

D. Collaboration and communication. A teacher of special education: autism spectrum disorders cultivates and maintains positive, collaborative relationships with children and youth, families, educators, other professionals, and the community to support development and educational progress. The teacher must be able to:

E. Clinical experiences. A teacher of special education: autism spectrum disorders applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching children and youth with autism spectrum disorders in birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models.

Subp. 4. Continuing licensure.

A continuing license shall be issued and renewed according to rules of the Professional Educator Licensing and Standards Board governing continuing licenses.

Subp. 5. Effective date.

The requirements in this part for licensure as a teacher of special education: autism spectrum disorders are effective January 1, 2013, and thereafter.

History

• Statutory Authority: MS s 122A.09
• History: 36 SR 1243; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.5900 Career and Technical Education Accommodation Specialist for Students with Disabilities

Subpart 1. Scope of practice.

A career and technical education accommodation specialist for students with disabilities is authorized to analyze and evaluate vocational training potential, interests, and opportunities; develop career goals, transition needs, and lifework plans; coordinate appropriate career and technical education opportunities and programs; and manage plans for meeting vocational preparation of special needs students.

Subp. 2. License requirements.

A candidate for licensure as a career and technical education accommodation specialist for students with disabilities shall hold a baccalaureate degree in education or special education or a baccalaureate degree in vocational rehabilitation or a graduate degree in vocational rehabilitation counseling or a graduate degree in vocational education with a special population specialization from a regionally accredited college or university; and a special education license under part 8710.5100, 8710.5200, 8710.5250, 8710.5400, 8710.5600, 8710.5700, or 8710.5800, and have successfully completed a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of special education; and have successfully completed a Professional Educator Licensing and Standards Board preparation program approved under chapter 8705 leading to the licensure of career and technical education.

Subp. 3. Subject matter standards.

A candidate for licensure as a career and technical education accommodation specialist for students with disabilities must successfully complete a preparation program under subpart 2 that includes the candidate's demonstration of the knowledge and skills in items A to D.

A. A career and technical education accommodation specialist for students with disabilities understands various models, methods, and practices of career and technical education and can meet the needs of students with disabilities. The coordinator understands:

B. A career and technical education accommodation specialist for students with disabilities understands and applies processes of referral, assessment, curriculum team planning, and program placement and intervention. The teacher:

C. A career and technical education accommodation specialist for students with disabilities understands how to design and manage a system for developmental services and accommodations for students with special needs in career and technical education. The specialist:

D. A career and technical education accommodation specialist for students with disabilities understands career development and development of transitional and lifework plans. The teacher:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09
• History: 26 SR 700; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.6000 Speech-Language Pathologist

Subpart 1. Scope of practice.

A speech-language pathologist is authorized to provide specialized speech-language services to prekindergarten through grade 12 students with identified communication disabilities including those affecting language, articulation, fluency, and voice.

Subp. 1a. Exceptions.

A. A speech-language pathologist is not required to pass content, pedagogy, or basic skills examinations.

B. A speech-language pathologist is not eligible to hold a Tier 1 license issued under part 8710.0311.

Subp. 1b. Requirements for a Tier 2 license.

A Tier 2 license issued under part 8710.0312 must be issued to a speech-language pathologist if the requirements of this subpart are met.

A. The hiring district must:

B. The applicant must:

C. The hiring district must affirm the applicant will participate in an evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another identified district-aligned evaluation.

Subp. 1c. Tier 2 license duration; renewal.

A. A Tier 2 license issued under subpart 1b is valid for up to two years, expires on June 30 of the expiration year, and may be renewed three times. For each renewal, the hiring district must show the applicant participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another district-aligned evaluation.

B. For the first renewal, the applicant must show:

C. For the second and third renewals, the applicant must show that meaningful progress, as defined by the provider, has been made toward completion of the program and a Tier 3 license. If no meaningful progress has been made, the board must deem the applicant to not meet renewal requirements unless the applicant provides justification to the board for failing to make meaningful progress.

Subp. 2. Requirements for Tier 3 license.

A Tier 3 license issued under part 8710.0313 must be issued to a speech-language pathologist if the applicant:

A. has completed a master's degree in speech-language pathology from a program accredited by the Council on Academic Affairs of the American Speech-Language-Hearing Association;

B. holds a valid certificate of clinical competence from the American Speech-Language-Hearing Association; or

C. holds a speech-language pathology license granted by the Minnesota Department of Health.

Subp. 2a. Requirements for Tier 4 license.

A Tier 4 license issued under part 8710.0314 must be issued to a speech-language pathologist if the applicant:

A. meets all requirements for a Tier 3 license under subpart 2;

B. has at least three years of experience as a speech-language pathologist in Minnesota schools; and

C. was not placed or otherwise kept in an improvement process aligned to the district's teacher development and evaluation plan by the applicant's most recent summative evaluation.

Subp. 3.

[Repealed, 25 SR 805]

Subp. 4. License renewal.

A. A speech-language pathologist license issued under this part shall be renewed according to the rules of the Professional Educator Licensing and Standards Board governing professional licensure.

B. The Certificate of Clinical Competence (CCC) credential from the American Speech-Language-Hearing Association may be used in lieu of clock hours required under part 8710.7200, subpart 2, to renew a speech-language pathologist license issued under this part. If the CCC credential expires during the individual's renewal period, the local continuing education/relicensure committee must prorate clock hours completed at 25 hours per year and require completion of a prorated number of hours for the years the credential is not in effect.

C. For an individual with a license issued prior to July 1, 1994, applying for renewal of continuing licensure as a speech-language pathologist who does not hold a master's degree in speech-language pathology, the applicant must earn at least 24 quarter hours or 16 semester hours of postbaccalaureate college credit in speech-language pathology or related special education instruction and services and comply with this subpart.

Subp. 5. Specialized renewal requirements for licenses issued prior to July 1, 1994.

After June 30, 2007, a person who makes application for renewal of continuing licensure as a speech-language pathologist, but who does not hold a master's degree in speech-language pathology, must provide evidence that at least 24-quarter hours or 16-semester hours of post-baccalaureate college credit in speech-language pathology or related special education instruction and services have been earned and comply with subpart 4.

Subp. 6. Effective date.

Requirements in this part for licensure as a speech-language pathologist are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 25 SR 805; 30 SR 504; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.6100 School Nurse

Subpart 1. Scope of practice.

A school nurse is authorized to provide to prekindergarten through grade 12 students nursing services in a school setting.

Subp. 1a. Exceptions.

A. A school nurse is not required to pass content, pedagogy, or basic skills examinations.

B. A school nurse is not eligible to hold Tier 1 or Tier 2 licenses issued under parts 8710.0311 and 8710.0312.

Subp. 2. Requirements for Tier 3 license.

A Tier 3 license issued under part 8710.0313 must be issued to a school nurse if the applicant:

A. holds a baccalaureate degree in nursing from a regionally accredited college or university;

B. is currently registered in Minnesota to practice as a licensed registered nurse under the Board of Nursing; and

C. is currently registered in Minnesota as a public health nurse under the Board of Nursing.

Subp. 2a. Requirements for Tier 4 license.

A Tier 4 license issued under part 8710.0314 must be issued to a school nurse if the applicant:

A. meets all requirements for a Tier 3 license under subpart 2;

B. has at least three years of experience as a school nurse in Minnesota; and

C. was not placed or otherwise kept in an improvement process aligned to the district's teacher development and evaluation plan by the applicant's most recent summative evaluation.

Subp. 3.

[Repealed, 25 SR 805]

Subp. 4. License renewal.

A. A school nurse license issued under this part shall be renewed according to the rules of the Professional Educator Licensing and Standards Board governing professional licensure.

B. Evidence of current Minnesota Board of Nursing registration as a licensed registered nurse is required.

Subp. 5. Maintaining board of nursing registration.

In order to retain licensure as a school nurse, current registration as a registered nurse and registration as a public health nurse must be maintained at all times. Lapse of this registration or licensure is grounds for revocation of licensure as a school nurse.

Persons without baccalaureate degrees who hold valid licenses as school nurses may continue to renew their licenses under subpart 4, provided that requirements for renewal are met. However, if a license is allowed to lapse, persons must meet the licensure requirements in subpart 2 or 2a in order to receive a current school nurse license.

Subp. 6. Effective date.

The requirements in this part for licensure as a school nurse are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.6200 School Psychologist

Subpart 1. Scope of practice.

A licensed school psychologist is authorized to provide direct and indirect psychological services to prekindergarten through grade 12 students who are at risk of social and academic failure.

Subp. 1a. Exceptions.

A. A school psychologist is not required to pass content, pedagogy, or basic skills examinations.

B. A school psychologist is not eligible to hold a Tier 1 license issued under part 8710.0311.

Subp. 1b. Requirements for Tier 2 license.

A Tier 2 license issued under part 8710.0312 must be issued to a school psychologist if the requirements of this subpart are met.

A. The applicant must:

B. For individuals licensed under item A, subitem (2), the school psychology program where the applicant is enrolled must verify the applicant has completed at least two years of preparation required for licensure as a school psychologist, affirm that the institution will assist in designing the learning experience, and provide supervision during the learning experience.

C. The hiring district must:

Subp. 1c. Tier 2 license duration; renewal.

A. A Tier 2 license is valid for up to two years, expires on June 30 of the expiration year, and may be renewed three times. For each renewal, the hiring district must show the applicant participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or if the statutory models are not practicable, to another district-aligned evaluation.

B. If the applicant holds a Tier 2 license issued under subpart 1b, item A, subitem (2), the provider must certify that the applicant has made meaningful progress, as defined by the provider, toward completion of the program and a Tier 3 license. If no meaningful progress has been made, the board must deem the applicant to not meet renewal requirements unless the applicant provides justification to the board for failing to make meaningful progress.

Subp. 2. Requirements for Tier 3 license.

A Tier 3 license issued under part 8710.0313 must be issued to a school psychologist if the applicant has completed a preparation program in school psychology accredited by the National Association of School Psychologists or holds the Nationally Certified School Psychologist (NCSP) credential from the National Association of School Psychologists.

Subp. 2a. Requirements for Tier 4 license.

A Tier 4 license issued under part 8710.0314 must be issued to a school psychologist if the applicant:

A. meets all requirements for a Tier 3 license issued under subpart 2;

B. has at least three years of experience working as a school psychologist in Minnesota; and

C. was not placed or otherwise kept in an improvement process aligned to the district's teacher development and evaluation plan by the applicant's most recent summative evaluation.

Subp. 3.

[Repealed, 25 SR 805]

Subp. 4. Tier 3 and Tier 4 license renewal.

A. A school psychologist license issued under subpart 2 or 2a shall be renewed according to the rules of the Professional Educator Licensing and Standards Board governing professional licensure.

B. The Nationally Certified School Psychologist (NCSP) credential from the National Association of School Psychologists may be used in lieu of clock hours required under part 8710.7200, subpart 2, to renew a school psychologist license issued under subpart 2 or 2a. If the NCSP credential expires during the license holder's renewal period, the local continuing education/relicensure committee must prorate clock hours completed at 25 hours per year and require completion of a prorated number of hours for the years the credential is not in effect.

Subp. 5. Effective date.

Requirements in this part for licensure as a school psychologist are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.6300 School Social Worker

Subpart 1. Scope of practice.

A school social worker is authorized to provide social work services to prekindergarten through grade 12 students in a school setting. Professional Educator Licensing and Standards Board school social worker licensure is not authorization to practice as a social worker in a school setting without current Board of Social Work licensure to practice as a social worker.

Subp. 1a. Exceptions.

A. A school social worker is not required to pass content, pedagogy, or basic skills examinations.

B. A school social worker is not eligible to hold Tier 1 or Tier 2 licenses issued under parts 8710.0311 and 8710.0312.

Subp. 2. Requirements for Tier 3 license.

A Tier 3 license issued under part 8710.0313 must be issued to a school social worker if the applicant:

A. holds a baccalaureate or master's degree; and

B. is currently licensed in Minnesota to practice as a social worker under the Board of Social Work.

Subp. 2a. Requirements for Tier 4 license.

A Tier 4 license issued under part 8710.0314 must be issued to a school social worker if the applicant:

A. meets all requirements for a Tier 3 license under subpart 2;

B. has at least three years of experience working as a school social worker in Minnesota; and

C. was not placed or otherwise kept in an improvement process aligned to the district's teacher development and evaluation plan by the applicant's most recent summative evaluation.

Subp. 3.

[Repealed, 25 SR 805]

Subp. 4. License renewal.

A. A school social worker license issued under this part shall be renewed according to the rules of the Professional Educator Licensing and Standards Board governing professional licensure.

B. Evidence of current Board of Social Work licensure is required.

Subp. 5. Maintaining board of social work licensure.

In order to retain licensure as a school social worker, current Minnesota Board of Social Work licensure must be maintained at all times. Lapse of Board of Social Work licensure is grounds for revocation of the school social worker license.

Subp. 6. Effective date.

Requirements in this part for licensure as a school social worker are effective on September 1, 2001, and thereafter.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.6400 School Counselor

Subpart 1. Scope of practice.

A school counselor is authorized to provide to prekindergarten through grade 12 students school counseling services that focus on the promotion of the academic, career, and personal and social development of all students through data-informed school counseling programs.

Subp. 1a. Exceptions.

A. A school counselor is not required to pass content, pedagogy, or basic skills examinations.

B. A school counselor is not eligible to hold a Tier 1 license issued under part 8710.0311.

Subp. 1b. Requirements for Tier 2 license.

A Tier 2 license issued under part 8710.0312 must be issued to a school counselor if the requirements of this subpart are met.

A. The applicant must:

B. For individuals licensed under item A, subitem (2), the school counseling program where the applicant is enrolled must:

C. The hiring district must:

Subp. 1c. Tier 2 license duration; renewal.

A. A Tier 2 license is valid for two years and may be renewed three times. For each renewal, the hiring district must show the applicant participated in mentorship and evaluation aligned to the district's teacher development and evaluation model under Minnesota Statutes, section 122A.40, subdivision 8, or 122A.41, subdivision 5, or, if the statutory models are not practicable, to another district-aligned evaluation.

B. If the applicant holds a Tier 2 license issued under subpart 1b, item A, subitem (2), the provider must certify that the applicant has made meaningful progress, as defined by the provider, toward completion of the program and a Tier 3 license. If no meaningful progress has been made, the board must deem the applicant to not meet renewal requirements unless the applicant provides justification to the board for failing to make meaningful progress.

Subp. 2. Requirements for Tier 3 license.

A Tier 3 license issued under part 8710.0313 must be issued to a school counselor if the applicant:

A. holds a master's degree from a college or university that is regionally accredited by the association for the accreditation of colleges and secondary schools; and

B. shows verification of having completed a school counselor preparation program approved by the state where the program resides or the Council for the Accreditation of Counseling and Related Educational Programs.

Subp. 2a. Requirements for Tier 4 license.

A Tier 4 license issued under part 8710.0314 must be issued to a school counselor if the applicant:

A. meets all requirements for a Tier 3 license issued under subpart 2;

B. has at least three years of experience working as a school counselor in Minnesota; and

C. was not placed or otherwise kept in an improvement process aligned to the district's teacher development and evaluation plan by the applicant's most recent summative evaluation.

Subp. 3.

[Repealed, 50 SR 479]

Subp. 4.

[Repealed, 25 SR 805]

Subp. 5. License renewal.

It is the responsibility of an individual seeking renewal of a Tier 3 or Tier 4 license to comply with licensure requirements in part 8710.7100 and to submit the application, appropriate verification, and other supporting materials to the local continuing education or relicensure committee, in accordance with procedures and due dates established by the committee under part 8710.7200.

Subp. 6.

[Repealed, 50 SR 479]

Subp. 7. Restrictions and expansions.

A. An applicant whose school counseling preparation or experience does not align to a currently approved Minnesota license, but for which past rules have been adopted, and who meets all other requirements of subpart 2, must be issued a Tier 3 or 4 license restricted to the scope of the applicant's content training or experience.

B. An applicant with preparation or experience within two grade levels of a currently approved Minnesota licensure scope must be granted the full scope of the Minnesota license.

C. Upon request and at the time of application or renewal, an applicant who holds a Tier 3 or 4 license that is restricted or limited in scope must be granted the full scope of a currently approved Minnesota license when the applicant:

History

• Statutory Authority: MS s 122A.09; 122A.092; 122A.18
• History: 23 SR 1928; 25 SR 805; L 2017 1Sp5 art 12 s 22; 43 SR 463; 50 SR 479

Minn. R. 8710.7000 Duty of Licensee to Renew

It is the responsibility of the person seeking the renewal of a Tier 3 or 4 teaching license to comply with licensure renewal requirements in part 8710.7100 and to submit the application, appropriate verification, and other supporting materials to the local continuing education/relicensure committee, in accordance with procedures and due dates established by that committee under part 8710.7200.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 25 SR 588; 43 SR 463

Minn. R. 8710.7100 Renewal of Tier 3 or 4 Teaching Licenses

Subpart 1. Scope.

This part applies to persons who have held Tier 3 or 4 licenses, or their previous equivalencies, and are seeking to renew Tier 3 or 4 licenses issued by the Professional Educator Licensing and Standards Board under parts 8710.0313 and 8710.0314.

Subp. 1a. Renewal.

A. The board must renew the Tier 3 or 4 license of an applicant who is not employed in a Minnesota public school, who does not reside in Minnesota, and who has not been employed in a position requiring Minnesota licensure at any time during the school year immediately preceding the date of expiration, if one of the following is submitted:

B. If a requirement under item A is not met, a one-year extension of the expired Tier 3 or 4 license must be granted based on written documentation that the applicant has been offered a position contingent upon holding a valid license. An extension under this item expires on June 30 of the school year for which the license is issued and must not be renewed. In order to qualify for a Tier 3 or 4 license after a one-year extension, the applicant must provide written documentation that the renewal requirements for the Tier 3 or 4 license under item A, subitem (1), have been met.

Subp. 2.

[Repealed, 43 SR 463]

Subp. 3. Application and validity period.

A. A license renewal period begins on July 1 of the year of expiration. An application for renewal is accepted for processing by the board after January 1 of the year of expiration.

B. A valid Tier 3 license must be renewed for a subsequent period of three years when an applicant presents verification by the local continuing education/relicensure committee that the applicant has, within the past three years, successfully completed at least 75 clock hours of professional development as specified in part 8710.7200.

C. A valid Tier 4 license must be renewed for a subsequent period of five years when an applicant presents verification by the local continuing education/relicensure committee that the applicant has, within the past five years, successfully completed at least 125 clock hours of professional development as specified in part 8710.7200.

Subp. 4. Clock hour alternative pilot program.

In consultation with local education/relicensure committees, the board must develop an alternative to clock hours for meeting professional development requirements under part 8710.7200, subparts 2 and 2a. Once the pilot program has been established, local education/relicensure committees may pilot alternative professional development plans and determine on an individual basis whether to accept a professional development plan as an alternative to clock hours required under part 8710.7200, subpart 2.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 25 SR 588; L 2003 c 130 s 12; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.7200 Clock Hours; Requirements for Renewal of Professional Licenses

Subpart 1. Definition.

"Clock hour" means an hour of actual instruction, or planned group or individual professional development activity as approved by the local continuing education/relicensure committee.

Subp. 2. Renewal clock hours.

Verification by the local continuing education/relicensure committee that the applicant has completed 75 approved clock hours for a Tier 3 license and 125 approved clock hours for a Tier 4 license is required for renewal. Instruction and professional development activities meet requirements to renew licenses only if they address one or more of the standards in part 8710.2000.

Subp. 2a. Professional development requirements.

To renew a Tier 3 or 4 license, an applicant who has been employed as a teacher during the renewal period of the expiring license must demonstrate the completion of requirements of this subpart to a local continuing education/relicensure committee for verification by the Professional Educator Licensing and Standards Board.

A. The applicant must show evidence of professional reflection and growth in best practices, including but not limited to the following areas:

B. The applicant must show evidence of professional development in the following areas:

Subp. 2b. Renewal emergency extension.

If an emergency prevents an applicant from completing rule requirements to renew a license, the applicant may submit an application to the Professional Educator Licensing and Standards Board for an emergency extension of time to renew the license. Within 30 days of receiving the application, the board must determine whether an extension of time should be granted based on documentation of the emergency.

Subp. 3. Categories for clock hour allocation.

Verification of completion of experiences must be submitted by the applicant to the local committee. Clock hours must be earned in two or more of the categories in items A to I:

A. relevant coursework completed at accredited colleges and universities;

B. educational workshops, conferences, institutes, seminars, or lectures in areas appropriate to licenses held;

C. staff development activities, inservice meetings, and courses;

D. site, district, regional, state, national, or international curriculum development;

E. engagement in formal peer coaching or mentorship relationships with colleagues that addresses one or more of the standards in part 8710.2000;

F. professional service in the following areas:

G. leadership experiences in the following areas:

H. opportunities to enhance knowledge and understanding of diverse educational settings in the following areas:

I. preapproved travel or work experience:

Subp. 4. Maximum allocation.

Effective for all experiences completed after June 30, 2000, the local continuing education/relicensure committee shall grant clock hours on the following basis:

A. Relevant coursework under subpart 3, item A, must be granted 16 clock hours for each quarter credit earned, and 24 clock hours for each semester credit earned.

B. Successful completion of activities under subpart 3, items B to I, must be granted one clock hour for each hour of participation with the following exceptions:

Subp. 5. Exception for national board certification.

A local continuing education committee shall accept verification that a teacher is actively engaged in and making progress toward National Board of Professional Standards Certification or other national professional teaching certification approved by the Professional Educator Licensing and Standards Board at the time of renewal as equivalent to fulfilling all clock hour requirements for Tier 3 or 4 license renewal. A local continuing education committee shall accept verification that a teacher has earned National Board or other approved certification as equivalent to all clock hour requirements during the life of the certificate. If the certificate expires during the applicable renewal period, the local committee shall prorate hours completed under this exception and require completion of a prorated number of clock hours for the years the certificate is not in effect.

Subp. 6. Exception for local option.

The Professional Educator Licensing and Standards Board shall approve requests submitted by local committees that, through their school district master contracts or other official agreements between the local school board and its teachers, wish to substitute development and implementation of individualized professional development plans for some or all of the clock hour requirements for renewal of Tier 3 or 4 teaching licenses, provided that each individualized professional development plan:

A. is designed primarily to enhance the teacher's ability to effect increased student learning;

B. focuses on standards in part 8710.2000 and specific content knowledge required for the teacher's assignment;

C. includes management and monitoring of student learning, including positive behavioral interventions and adaptation and modification of curriculum, instruction, and assessment to assist varied student learners in achieving graduation standards;

D. includes a focus on research-based best practice;

E. identifies the procedures and criteria by which successful development and implementation of the individualized professional development plan will be validated and communicated with the local continuing education committee; and

F. requires that each teacher's individualized professional development plan equal or exceed 75 hours of professional development activities during the three-year period for a Tier 3 license and 125 hours of professional development activities during the five-year period for a Tier 4 license.

Subp. 7. Experience for clock hour credit.

Except for subpart 3, item H, subitem (1), teaching experiences for which licensure is required shall not qualify for clock hour credit.

Subp. 8. Period for earning clock hours.

An applicant requesting renewal of a license to teach must earn a minimum of 75 clock hours during each three-year period preceding application for a Tier 3 licensure renewal and 125 clock hours during each five-year period preceding application for a Tier 4 licensure renewal. An applicant may not bank clock hours for purposes of relicensure, but clock hours earned after an application for renewal has been submitted may be applied to the next renewal period.

Subp. 9. School staff development.

Instruction and professional development activities provided by a school may be included among the clock hours in this part.

Subp. 10. Renewal of license for two or more areas.

An applicant who seeks renewal of a Tier 3 or 4 teaching license for two or more areas should allocate at least 30 clock hours to each of the licensure areas for a total of no fewer than 75 clock hours for a Tier 3 license and 125 clock hours for a Tier 4 license, with priority given to work in areas where the candidate is employed during the licensure period. An applicant who holds an administrative license or licenses may allocate clock hours for the renewal of teaching licensure under this subpart.

Subp. 11. Denial of clock hours.

A local committee shall not grant clock hours for experiences that are primarily for personal rather than professional improvement or for experiences that duplicate other granted clock hour experiences without new or enhanced professional development value.

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 25 SR 588; 26 SR 1512; 29 SR 897; 34 SR 595; L 2017 1Sp5 art 12 s 22; 43 SR 463

Minn. R. 8710.7300 Local Committees for Continuing Education and Relicensure

Subpart 1. Membership.

A local committee is established in each Minnesota public school district with membership as follows:

A. Five persons licensed by the Professional Educator Licensing and Standards Board who hold at least a baccalaureate degree, to be elected by the licensed teaching faculty. Nominations may be by building, grade level, or other appropriate categories, provided that all eligible persons have a fair and equitable chance for nomination. Proportionate representation is encouraged.

B. One licensed person who holds an administrator's license, representing the elementary and secondary administration, to be elected by the licensed practicing administrators employed by the district.

C. One resident of the district who is not an employee of the district, to be designated by the local school board. School board members are not considered to be employees of the district.

Subp. 2. Notice of election; election.

All members of an appropriate voting group shall be notified of the date of the election at least five days prior to the election. The election shall be held at a convenient time and place and shall be by secret ballot.

Members of the local committee shall be elected in May of each year for terms to begin no later than the following September 1. The term of office of members of the local committee shall be two years.

Subp. 3. Continuing education committee.

In districts where either teachers or administrators with the specified qualifications are not available for service on the local committee, the superintendent will report the situation to the Professional Educator Licensing and Standards Board who shall make special provisions for establishing a continuing education committee.

Subp. 4. Organizational meeting.

The local committee shall hold its organizational meeting no later than September of each year. At the organizational meeting the local committee shall elect a chair and secretary whose duties shall be established by the local committee.

Subp. 5. School district assistance.

Release time or a per diem stipend may be provided by the local school district to each local committee member to attend local committee meetings.

Clerical assistance and supplies as requested by the local committee may be provided by the local school district in sufficient amount to enable the local committee to comply with the record keeping and reporting required.

Subp. 6. Quorum; calling meetings.

A quorum shall be more than 50 percent of the total voting membership of the committee. A majority vote of those voting members present shall be sufficient to take action. Meetings may be called by the chair of the committee or by written request of three or more of the members. Notice of meetings shall be provided to each member of the committee at least five days prior to the date of the meeting, and shall be posted or otherwise advertised in such a manner as to provide reasonable notice to those teachers subject to the actions of the committee.

Subp. 7. Duties.

The duties of the local committee are as follows:

A. Set procedures for its own operation:

B. Provide recommendations to the Professional Educator Licensing and Standards Board for the renewal of teaching licenses:

C. Forward to the Professional Educator Licensing and Standards Board the following information according to the due dates in this rule:

D. Provide those services and reports that may be required from time to time by the Professional Educator Licensing and Standards Board.

E. Provide recommendations to appropriate personnel concerning the in-service needs of the district.

Subp. 8. Transfer of clock hours.

If a licensed person under the jurisdiction of one local committee moves to the jurisdiction of a different local committee during a renewal period, clock hours already earned and granted during that renewal period are transferred to the new local committee. Clock hours shall be accepted by that committee.

Subp. 9. Grantor of clock hours.

Clock hours shall be granted by the committee of the district where the applicant was employed at the time that the experience was completed.

Persons who have not been or are not currently employed by a school will be granted clock hours in either of the following ways:

A. by the local committee of the district where the applicant was last employed; or

B. by the local committee of the district where the applicant currently resides, if accepted by the local committee.

Subp. 10. Renewal for persons not continually employed in Minnesota.

Persons who have never been employed on a continuing basis by a school district in Minnesota shall affiliate with the local committee in the district in which they reside.

Subp. 11. Renewal for out-of-state residents.

A person residing out of Minnesota who wishes to maintain continuing Minnesota licensure may make application for renewal to the Professional Educator Licensing and Standards Board according to parts 8710.7100 and 8710.7300.

Subp. 12. Rule information.

The Professional Educator Licensing and Standards Board shall provide each local committee with current board rules which pertain to licensure.

Subp. 13. Option for formation of joint local committees.

Two or more districts situated in close proximity to each other shall have the option of joining together to establish a joint local committee.

A plan for two or more districts to formulate a joint local committee shall be drawn up by a committee consisting of two teachers, one administrator, and one school board member or a designee, from each participating district, and be ratified by at least 70 percent of the licensed personnel employed by each participating district. The plan shall provide for fair representation of all licensed personnel.

The ratified plan shall be submitted by the superintendent of the district employing the largest number of licensed personnel to the Professional Educator Licensing and Standards Board.

The joint local committee shall be treated as any local committee and shall comply with parts 8700.0900 to 8700.2000 and 8710.7300 to 8710.7700.

Subp. 14. Local committees in school district consortia and Department of Education.

A. Licensed personnel employed by a Minnesota public school district consortium that is authorized by Minnesota statutes or a consortium of charter schools may establish a local committee for the same purpose as local committees established by public school districts. The Department of Education may establish a local committee to serve licensed teachers who work for state government.

B. When possible, the committees authorized in item A shall be established according to subpart 1. The committees shall function in the same manner as provided for committees of public school districts and in a way that provides fair representation for all licensed personnel and objective evaluation of requests for renewal of licenses. Duties of the committee and criteria for granting clock hours shall be identical to those for committees of public school districts.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 12 SR 412; 14 SR 165; 7 SR 1279; L 1998 c 397 art 11 s 3; 25 SR 588; L 2003 c 130 s 12; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.7400 Local Committees in Nonpublic Schools

Subpart 1. Nonpublic school only.

Licensed personnel in a nonpublic school may establish a local committee for the same purpose as local committees established by public school districts. Licensed personnel in two or more nonpublic schools may combine to form a local committee upon the agreement of 70 percent of the licensed personnel in each school. The chair of the committee shall submit to the Professional Educator Licensing and Standards Board, on an annual basis no later than November 1 of each year, verification of the membership of the committee and verification of the school or schools whose personnel have established the committee.

Subp. 2. Nonpublic and public schools.

Licensed personnel in one or more nonpublic schools may join with an appropriate public school district in the establishment of a local committee, provided that 70 percent of the licensed personnel from each nonpublic school and 70 percent of the licensed personnel employed by the public school district agree to such a committee. The superintendent of the district shall submit to the director of licensing verification of the membership of the committee and verification of the nonpublic schools whose personnel have joined in the establishment of the committee.

Subp. 3. Committee conduct.

Insofar as possible, the committees authorized in subparts 1 and 2 shall be established and shall function in the same manner as provided for committees of public school districts and in such way as to provide fair representation for all licensed personnel and objective evaluation of requests for renewal of licenses. Duties of the committee and criteria for granting clock hours shall be identical to those for committees of public school districts.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 17 SR 1279; L 1998 c 397 art 11 s 3; 25 SR 588; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.7500 Local Committee of College or University

A college or university approved to prepare teachers for licensure in education may form a local committee or combine with other approved colleges or universities to form joint committees. Licensed personnel in approved colleges or universities may affiliate with a local committee established in a local school district or nonpublic school. Duties of the committee and criteria for granting clock hours shall be identical to those for committees of public school districts.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: L 1998 c 397 art 11 s 3; 25 SR 588

Minn. R. 8710.7600 Right of Appeal

Subpart 1. Appeal to local committee.

When an applicant has not been granted the requested number of clock hours by a local continuing education/relicensure committee, an appeal may be made to the local committee. An applicant must appeal to the local committee within 20 working days after notification of the decision of the local committee. Failure to file a written request with the local committee for an appeal within 20 working days constitutes a waiver of the individual's right to appeal.

Subp. 2. Appeal to board.

Decisions by a local committee for continuing education/relicensure denying the appeal may be appealed to the Professional Educator Licensing and Standards Board by the applicant according to part 8710.0900.

Subp. 3. Nonendorsement of application by local committee.

In cases where the applicant has not been granted the required number of clock hours for relicensure, local committees shall not endorse the application for renewal of the continuing license.

Subp. 4. Licensure extension during appeal.

The Professional Educator Licensing and Standards Board shall extend the previous continuing license until all avenues of administrative appeal have been exhausted.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: 12 SR 412; L 1998 c 397 art 11 s 3; 23 SR 1928; 25 SR 588; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.7700 Review of Local Committee Functions

The Professional Educator Licensing and Standards Board shall review the compliance of the local committees with parts 8710.7300, 8710.7400, and 8710.7500, as applicable, at least once in each five-year period beginning in the 2000 calendar year.

History

• Statutory Authority: MS s 122A.09; 122A.18; 125.05; 125.185
• History: L 1998 c 397 art 11 s 3; 25 SR 588; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8000 Core Skills for Teachers of Career and Technical Education

Subpart 1. Licensure requirements.

A candidate recommended for licensure in career and technical education shall complete the core skill area licensure requirements in subpart 2 as part of each career and technical education preparation program approved under chapter 8705.

Subp. 2. Core skill areas.

A teacher of career and technical education has direct practical experience as an employee in an occupation within the scope of the licensure field and possesses the understandings and skills in career and technical education foundations, processes, and instructional design and teaching in items A to E.

A. A teacher of career and technical education understands the philosophy and practice of the field in the secondary education system. The teacher must:

B. A teacher of career and technical education understands curriculum development and course construction. The teacher is able to:

C. A teacher of career and technical education understands safe and appropriate methods of instruction. The teacher can:

D. A teacher of career and technical education understands career development theory and practice. The teacher can:

E. A teacher of career and technical education understands management of special learning environments. The teacher can:

Subp. 3. Program requirements.

An institution applying to the Professional Educator Licensing and Standards Board for approval to prepare teachers under parts 8710.8010 to 8710.8080 shall incorporate the requirements of this part in each preparation program.

History

• Statutory Authority: MS s 122A.09
• History: 26 SR 700; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8010 Teachers of Communications Technology Careers

Subpart 1. Scope of practice.

A teacher of communications technology careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of current communications technology core skills standards through instruction including the following areas:

A. academic foundations specific to communications technology;

B. standard safety practices in communications technology;

C. professional responsibilities in communications technology;

D. communications technology careers exploration and investigation;

E. effects of communications technology; and

F. applications of production skills in communications technology.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of communications technology careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of communications technology careers must complete a preparation program under subpart 2 that includes the candidate's demonstration of the knowledge and skills listed in items A to F.

A. A teacher of communications technology careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency in the following areas:

B. A teacher of communications technology careers must demonstrate the knowledge and applications of safety and environmental concerns and policies issued by federal, state, and local regulatory agencies including:

C. A teacher of communications technology careers must demonstrate knowledge and application of legal responsibilities and ethical practices including:

D. A teacher of communications technology careers must demonstrate knowledge by:

E. A teacher of communications technology careers must demonstrate the impact of:

F. A teacher of communications technology careers must demonstrate the skills necessary to:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8020 Teachers of Construction Careers

Subpart 1. Scope of practice.

A teacher of construction careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of construction careers including:

A. academic foundations specific to the construction field;

B. construction systems and issues;

C. planning and management in construction;

D. construction career exploration and investigation; and

E. safety and environmental practices in the construction field.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of construction careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of construction careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A teacher of construction careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency within the following areas:

B. A teacher of construction careers must demonstrate the knowledge and applications of construction systems and issues including:

C. A teacher of construction careers must demonstrate knowledge and application of planning, management, and business operation techniques in:

D. A teacher of construction careers must demonstrate knowledge of the construction career clusters in the areas of:

E. A teacher of construction careers must demonstrate knowledge and application of safety and environmental practices including:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8030 Teachers of Manufacturing Careers

Subpart 1. Scope of practice.

A teacher of manufacturing careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of the following areas:

A. academic foundations specific to the manufacturing field;

B. standard safety and environmental practices;

C. manufacturing career exploration and investigation;

D. industry skills standards for manufacturing technology; and

E. ethics and legal responsibilities in manufacturing.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of manufacturing careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of manufacturing careers must complete at least a baccalaureate degree from a regionally accredited college or university and a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to E.

A. A teacher of manufacturing careers must demonstrate the knowledge and applications of academic subject matter required for proficiency in the following areas:

B. A teacher of manufacturing careers must demonstrate knowledge and application of safety principles according to the rules and regulations of:

C. A teacher of manufacturing careers must demonstrate knowledge and application of manufacturing careers by:

D. A teacher of manufacturing careers must demonstrate the knowledge and ability of the processes used to take a blueprint and manufacture a product from beginning to end using industry standards. These processes include:

E. A teacher of manufacturing careers must demonstrate knowledge and application of legal responsibilities and ethical practices in manufacturing including:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8040 Teachers of Medical Careers

Subpart 1. Scope of practice.

A teacher of medical careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of the National Health Care Skills Standards in the following areas:

A. academic foundations specific to the medical field;

B. health care systems and issues;

C. medical communication;

D. ethics and legal responsibilities in health care;

E. medical/health career exploration and investigation; and

F. standard safety and infection control practices.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of medical careers shall possess or have possessed licensure or certification to practice in a medical career, direct practical experience as a medical professional, and have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of medical careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. A teacher of medical careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency in the following areas:

B. A teacher of medical careers must demonstrate the knowledge and applications of health care delivery systems and issues including:

C. A teacher of medical careers must demonstrate the knowledge and applications of the various methods of giving and obtaining information including:

D. A teacher of medical careers must demonstrate knowledge and application of legal responsibilities and ethical practices in health care, including:

E. A teacher of medical careers must demonstrate knowledge of the diagnostic, therapeutic, environmental, and informational medical career clusters by:

F. A teacher of medical careers must demonstrate knowledge and application of safety principles and infection control practices including:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8050 Teacher of Creative Design Careers

Subpart 1. Scope of practice.

A teacher of creative design careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills required in creative design careers including:

A. textiles and apparel careers; and

B. housing, interiors, and furnishings careers.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of creative design careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of creative design careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A and B:

A. A teacher of creative design careers must demonstrate the knowledge, skills, and application of the following subject matter standards:

B. A teacher of creative design careers must demonstrate the knowledge, skills, and application of the following subject matter standards:

Subp. 5.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8060 Teacher of Early Childhood Careers

Subpart 1. Scope of practice.

A teacher of early childhood careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills in:

A. academic foundations specific to early childhood careers;

B. administration of early childhood programs;

C. operational procedures of early childhood programs; and

D. early childhood career exploration and investigation.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of early childhood careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of early childhood careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to D:

A. A teacher of early childhood careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency. The teacher must:

B. A teacher of early childhood careers must demonstrate the knowledge and applications of program administration. The teacher must:

C. A teacher of early childhood careers must demonstrate the knowledge and applications of operational procedures. The teacher must:

D. A teacher of early childhood careers must demonstrate the knowledge and skills in the career field of early childhood to:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8070 Teacher of Hospitality Service Careers

Subpart 1. Scope of practice.

A teacher of hospitality service careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an in-depth understanding and application of the knowledge and skills required in food preparation/production and service, food science/nutrition, tourism/recreation, and facilities management/maintenance.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of hospitality service careers shall have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705, including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of hospitality careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to D.

A. A teacher of hospitality service careers must be able to demonstrate the knowledge, skills, and applications of the following academic subject matter standards:

B. A teacher of hospitality service careers must be able to demonstrate the knowledge, skills, and applications of administration including:

C. A teacher of hospitality service careers must be able to demonstrate the knowledge, skills, and applications of operational procedures including:

D. A teacher of hospitality service careers must demonstrate the knowledge and skills in the career fields of food preparation/production and service, food science/nutrition, tourism/recreation, and management/maintenance of facilities to:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.8080 Teachers of Transportation Careers

Subpart 1. Scope of practice.

A teacher of transportation careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of the National Transportation Core Skills Standards.

Subp. 2. Licensure requirements.

A candidate for licensure as a teacher of transportation careers shall have completed a teacher preparation program approved under chapter 8705 including:

A. the standards of effective practice under part 8710.2000;

B. the core skills for teachers of career and technical education under part 8710.8000; and

C. the standards under subpart 3.

Subp. 3. Subject matter standard.

A candidate for licensure as a teacher of transportation careers must complete at least a baccalaureate degree from a regionally accredited college or university and a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to F.

A. A teacher of transportation careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency within the following areas:

B. A teacher of transportation careers must demonstrate the knowledge and applications of safety and environmental concerns and issues including:

C. A teacher of transportation careers must demonstrate knowledge and application of legal responsibilities and ethical practices in transportation, including:

D. A teacher of transportation careers must demonstrate the knowledge and applications of the various methods of giving and obtaining information including:

E. A teacher of transportation careers must demonstrate knowledge of alternative careers within the industry by:

F. A teacher of transportation careers must demonstrate the knowledge and applications of transportation systems and issues including:

Subp. 4.

[Repealed, 47 SR 986]

History

• Statutory Authority: MS s 122A.09; 122A.18
• History: 26 SR 700; 30 SR 1054; L 2017 1Sp5 art 12 s 22

Minn. R. 8710.9000 Voluntary Credential for Education Paraprofessionals

Subpart 1. In general.

The Professional Educator Licensing and Standards Board shall grant a credential, which is not considered a license, to applicants who meet all requirements of this part. An applicant must provide evidence of satisfactory demonstration of the nine core competencies listed in subpart 4. Submission of an application for a paraprofessional credential is voluntary and is not a state requirement for employment as a paraprofessional.

Subp. 2. Scope of practice.

A paraprofessional holding a credential under this part is recognized by the state of Minnesota as having demonstrated additional training and preparation in competencies consistent with subpart 4 to assist a licensed teacher in providing student instruction for any state and federally funded birth through grade 12 programs including transition programs.

Subp. 3. Credential requirements.

A candidate for a paraprofessional credential must submit documentation for verification of:

A. 60 clock hours of training reflecting each of the nine competency areas in subpart 4;

B. a minimum of two consecutive years of service in the same school district as a paraprofessional; and

C. passage of a state-approved examination in reading, writing, and mathematics for paraprofessionals.

Subp. 4. Competencies.

A candidate for a paraprofessional credential must provide verification of training to assist and support a licensed teacher in items A to I:

A. competency 1: philosophical, historical, and legal foundations of education, including:

B. competency 2: characteristics of students, including:

C. competency 3: assessment, diagnosis, and evaluation, including:

D. competency 4: instructional content and practice, including:

E. competency 5: supporting the teaching and learning environment, including:

F. competency 6: managing student behavior and social interaction skills, including:

G. competency 7: communication and collaboration partnerships, including:

H. competency 8: professionalism and ethical practices, including:

I. competency 9: academic instructional skills in:

Subp. 5. Verification of core competencies.

The Professional Educator Licensing and Standards Board must verify an applicant's completion of training in the nine core competencies under subpart 4; verification must be based on a minimum of 60 clock hours reflecting all of the competency areas and may include multiple types of experiences and information including academic coursework, professional development and training experiences, workshops, work experiences, examinations, and other professional activities. The board may establish policies including submission windows and use of review panels for the verification of competencies.

Subp. 6. Procedures for state issuance of a paraprofessional credential.

An applicant for a paraprofessional credential must submit to the officials designated by the board to receive such applications:

A. verification by the Professional Educator Licensing and Standards Board of the requirements under subpart 5;

B. verification of a minimum of two consecutive years of service in the same school district as a paraprofessional;

C. verification of passage of a state-approved examination in reading, writing, and mathematics for paraprofessionals; and

D. an application for a credential including an application fee commensurate with the fee established in Minnesota Statutes, section 122A.21, subdivision 1, for the issuance, renewal, or extension of a license to teach, plus any surcharges authorized by law.

Subp. 7. Paraprofessional credential.

A credential must include the date it was granted. A credential is valid on the date issued by the Department of Education and does not expire.

History

• Statutory Authority: L 2007 c 146 art 2 s 34; L 2017 1Sp5 art 12 s 22
• History: 35 SR 349

Minn. R. 8710.9010 Career Pathways Teacher

Subpart 1. Scope of practice.

A career pathways teacher is authorized to teach students the skills and information necessary for a specific career where that career does not necessarily require a four-year degree and in which there are not board rules in place. Such careers include but are not limited to law enforcement, cosmetology, and park services.

Subp. 2. Licensure requirements.

A candidate for licensure as a career pathways teacher must meet the requirements of this subpart.

A. The applicant must have one of the following:

B. The applicant must demonstrate the standards of effective practice for licensing beginning teachers under part 8710.2000 have been met.

Subp. 3. License issuance and renewal.

A career pathways license shall be issued and renewed according to the rules of the Professional Educator Licensing and Standards Board governing professional licensure.

History

• Statutory Authority: MS s 122A.09
• History: 43 SR 463

Chapter 8750 SECONDARY VOCATIONAL LICENSURE

Minn. R. 8750.0010 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0020 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0030 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0040 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0050 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0060 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0070 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0071 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0072 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0073 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0082 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0085 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0090 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.0200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0220 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0240 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0260 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0300 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0320 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0330 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0350 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0370 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0390 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0410 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0430 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0460 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0500 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0520 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0600 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0620 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0700 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0720 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0740 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0760 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0780 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0800 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0820 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0840 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0860 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0880 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0890 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0900 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.0920 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1120 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1220 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1240 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1260 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1280 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1300 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1320 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1340 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1360 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1380 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1400 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1420 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1440 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1500 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1520 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1540 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1560 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1580 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1600 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1700 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1800 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1820 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1840 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1860 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1880 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1900 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1920 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1930 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1940 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1960 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.1980 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2020 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2040 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2060 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2080 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2120 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.2140 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.3000 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3010 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3050 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3100 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3150 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3170 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3200 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3250 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3300 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3350 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3400 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3420 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3450 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3500 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3550 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3600 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3620 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3650 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3800 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3810 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3820 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3830 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.3840 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.4000 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.4100 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.4200 [Repealed, L 1993 c 224 art 12 s 39]

[Repealed, L 1993 c 224 art 12 s 39]

Minn. R. 8750.6000 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.6100 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.6200 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.6300 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.6500 [Repealed, 26 SR 700]

[Repealed, 26 SR 700]

Minn. R. 8750.7000 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.7100 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.7200 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.7300 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.8000 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.8100 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.8200 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.8300 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.8400 [Repealed, 25 SR 588]

[Repealed, 25 SR 588]

Minn. R. 8750.9000 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9100 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9200 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9300 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9400 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9500 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9600 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]

Minn. R. 8750.9700 [Repealed, L 1996 c 412 art 9 s 20]

[Repealed, L 1996 c 412 art 9 s 20]