Purpose

• To change how teacher shortages are reported in Minnesota by redefining what counts as a “shortage area” and adding equity-related criteria. The bill requires an updated report that amends two existing statutes related to teacher licensing and education policy.

Main Provisions

• Adds a new, two-part definition of “shortage area” that relies on:
  • Fields and regions identified by the Professional Educator Licensing and Standards Board (PELSB) as experiencing a teacher shortage, including the number of unfilled licensed-teacher assignments as of November 1 in every even-numbered year.
  • Economic development regions where the share of Indigenous teachers and teachers of color is lower than the share of Indigenous students and students of color in K–12 within that region.
• Specifies that only individuals who close the gap between teacher representation and student demographics qualify as filling a shortage under this new definition.
• Requires PELSB to report on these shortages and to amend the cited statutes (122A.06 and 122A.091) accordingly.

Definition: Shortage Area

• Shortage area means:
  • Licensure fields and economic development regions reported by PELSB as experiencing a teacher shortage, including the count of unfilled licensed-teacher assignments by November 1 of each even-numbered year.
  • Economic development regions where the aggregate percentage of Indigenous teachers and teachers of color in the region is lower than the aggregate percentage of Indigenous students and students of color in that region.
• A shortage is only considered fulfilled if the gap between these percentages is closed.

Reporting Requirements and Timeline

• PELSB must prepare and submit the required report to amend Minnesota Statutes 2024 sections 122A.06(6) and 122A.091(5.1.5).
• The report includes data on fields with shortages, unfilled positions, and regional equity gaps between teacher demographics and student demographics.
• The reporting occurs on a biannual basis, with data collected and evaluated by November 1 of every even-numbered year.

Significance and Potential Impacts

• Introduces an equity-focused standard for identifying teacher shortages, factoring in both unfilled positions and representation gaps.
• Could change which areas are labeled as shortage areas and influence where targeted recruitment or funding is directed.
• Strong emphasis on Indigenous and teachers of color in relation to student populations, potentially guiding policy aimed at improving workforce diversity.

Relevant Terms - shortage area - teacher shortage - unfilled assignments - licensure fields - economic development regions - Professional Educator Licensing and Standards Board (PELSB) - Indigenous teachers - teachers of color - Indigenous students - students of color - Minnesota Statutes 2024 122A.06 subdivision 6 - Minnesota Statutes 2024 122A.091 subdivision 5.1.5 - even-numbered year - November 1